Unique features:

A
● Thinking Skills Training Herbert Puchta & Günter Gerngross
Let’s play! Second Edition
● Value-based Stories
● Total Physical Response

Activities

Is a 3-level course for teaching English to very young learners.

● Introduces key listening and speaking skills to help very young children learn the basics

of English.
● Develops the children’s phonological awareness, prepares them for writing, and enables
Let’s play!
them to discover their surroundings.
● Teaches English through play, movement (TPR), songs and thinking activities.

● Involves children in creative projects.

Hooray! Let’s play! Second Edition A Teacher’s Book

LEVEL A COMPONENTS
FOR THE STUDENT On HELBLING e-zone kids
● Student’s Book including stickers ● Games
● Activity Book including stickers ● Songs and chants

● Alphabet Book ● Animated videos

● Science & Math Activity Book

(for Levels A and B) HELBLING Media App with songs, chants and
● Fine Motor Skills & Phonological animated videos (also available for teachers)
Awareness Activity Book
(for Levels A and B)

FOR THE TEACHER On HELBLING e-zone kids

● Teacher’s Book (teacher’s notes, Teacher’s DIGI Pack / Presentation Software (IWB)
transcripts, and games) including:
● Card sets (story cards, flashcards) ● Digital versions of the books

● Peter the panda hand puppet ● Step-by-step lesson notes

● Fine Motor Skills & Phonological

Awareness and Science & Math Teacher’s

● Animated videos

● Songs, chants, stories and listening activities

Second Edition
Teacher’s Book
Guide (for Levels A and B) ● Games

Puchta - Gerngross
● Interactive vocabulary posters

● Flashcards & story cards

● Picture dictionary

● Letters to parents/carers

● Extra worksheets

Starter and B levels also available ● Teacher training video

helbling.com/english

APP with Songs,

Chants & Videos
 Scratch here for your ACCESS CODE
for both the Teacher’s DIGI Pack
on ezonekids.helbling.com
and the Helbling Media App

Helbling Media App

Songs, Chants and Videos on the go!
Here’s how it works:
1 Download the app
Download the free HELBLING Media App from the Apple App Store or the
Google Play Store – straight to your smartphone or tablet.
2 Activate the product
Start the app and tap on the “+” sign. Enter the access code above in the field
“ENTER CODE”. Or scan the QR code above. Content will be added to your app.
3 Access the app content
Start the app, tap on the product cover and select the content from the menu.
The Media App contents will be streamed. We recommend using a WiFi connection.

List of icons:

 SB 13 Student’s Book (page number)

AB 13 Activity Book (page number)

PDF
WS 5 Student’s Book Worksheet
PDF
MF 5 Activity Book Worksheet (mini flashcards)

Extra Worksheet

Task for children to do at home with their parents/carers.

00 Listen to the audio track on Helbling e-zone kids.

Songs and chants are also available on the Helbling Media App.

Watch the animated video on Helbling e-zone kids or the Helbling Media App.
 A
Herbert Puchta & Günter Gerngross

Let’s play!

Second Edition
Teacher’s Book
 Contents
Contents
Syllabus Hooray! Let’s play! Level A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Introduction ............................................................................................ 6
Course components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
  Chants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
  Action stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
  Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
  Listening activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
   Stories and value-based teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
  Thinking Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
  Our World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
  Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Some teaching tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
   Working with the flashcards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
  Flashcard list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13  
   Working with the mini flashcards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
   Working with the hand puppet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
   Working with the Student’s Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
   Working with the Activity Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
   Working with the story cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
   Working with the masks and cut-outs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
   Working with the mini storybooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
How young learners learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
The SMILE approach® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
How to manage your class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Overview of routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
How parents/carers can help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Unit Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Unit 1: Colours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Unit 2: Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Review 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Unit 3: Move your body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Unit 4: Toys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Review 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Unit 5: Clothes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Unit 6: Party . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Review 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Extra Unit: Birthday party . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Extra Unit: Love our planet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Student’s Book worksheet overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Activity Book worksheet overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Track list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

2 Hooray! Let’s play! A © Helbling Languages

 Syllabus Hooray! Let’s play! Level A

Unit Aims Vocabulary and phrases Activities and skills Activity Book
Unit • to recognise the characters in Hooray! Let’s play! Key Words Chant: Welcome chant
Welcome • to listen and join in with a song and a chant • Peter the panda, Rosie the rabbit, • Finding and circling.
Syllabus

• to watch and listen to a story Tom the turtle, Connie the crocodile Story: Hello
• to recognise some simple routines to mark different • robot • Value: friendship
Syllabus

activities and sections of the English lesson Productive Language • Colouring and adding stickers.
• to join in during the English lesson and show their • What’s your name?
understanding using mime, gestures and other actions Song: Hello, I’m Peter
• I’m (Sophie). • Matching animals from different views and colouring.
Phonics: to introduce the ‘R’ sound using audio and • Yes. / No, sorry.
the image of Rosie the rabbit Value:
• Friendship
Thinking Skills:
• Matching pictures that are the same.
Unit 1 • to recognise the colours red, green, blue, yellow, Key Words Chant: Colours chant Key Words: circle,
Colours orange and pink and use their English names • red, green, blue, yellow, orange, pink • C olouring activity. square, star, triangle
• to listen to, act out and order an action story • balloon, kite, ball Action story: Colours action story Chant: Shapes chant.
• to listen to and join in with a song and a chant Word Revision • P utting the story in order and drawing dots/numbers.
• to watch and listen to a story Thinking Skills: Name
• Bye-bye. Song: A blue balloon for Rosie the characters, shapes
• to introduce the children to the English lesson routines • It’s nice to see you.
• to encourage the children to join in and follow some • It’s time to go. •D  rawing and colouring activity. and colours.
simple instructions showing their understanding using Listening comprehension: Listening activity:
mime, gesture and other actions Productive Language • F ollowing instructions to colour. Following instructions
• Do you like (red)? to match the characters
Our World: to review colours through real life images • Yes. / No. Story: The kites
Phonics: to introduce grapheme and phoneme ‘B’ •V  alue: working together with the correct shapes.
• What’s your favourite colour?
•C  olouring and adding stickers. Project: Balloon
Thinking Skills: activities.
•C  ontinuing a colour sequence.
Unit 2 • to develop an awareness of the numbers one to six Key Words Chant: Numbers chant Key Words: zebra
Numbers • to develop the ability to count and order the numbers • one, two, three, four, five, six • T racing and adding stickers. crossing, traffic lights,
one to six • sticks, elephant, mouse, dog, rabbit, Action story: Numbers action story reflective vest, car, bike
• to act out and order a four part action story cat, turtle • P utting the story in order and drawing dots/numbers. Chant: Road safety chant
• to listen and join in with a song and a chant Word Revision
• to watch and listen to a story Song: Six little elephants Action story: Road
• panda, rabbit, turtle, crocodile • T racing and colouring activity. safety action story
• to begin to understand instructions related to • red, green, blue, yellow, orange,
numbers, for example ‘Colour four rabbits’ or ‘Count pink, Listening comprehension: Thinking skills: Count
three sticks’ • kite, balloon • F ollowing instructions to circle. and trace the numbers.
• to show understanding through mime, gestures and Story: Crossing the road Find the same colours.
movement as well as participation in the games and Productive Language
• How old are you? • Value: helping each other and paying attention to road Project: Crossing the
activities safety road safely.
• I’m (four).
Our World: to practise numbers and review animals •C  olouring and drawing lines.
and colours through real life images Thinking Skills:
Phonics: to introduce grapheme and phoneme ‘E’ and • F inding, counting and circling.
revise ‘T’
Review 1 • to review content in Units 1 and 2 Key Words • Look and match.
• red, green, blue, yellow • Trace.
• balloon, kite, ball • Say and colour.

Hooray! Let’s play! A © Helbling Languages

• numbers 1-6 • Listen and colour.
Optional: poster activities for Units 1 and 2

3
 4
Unit 3 • to recognise different body parts and use their English Key Words Chant: Body chant Key Words: taste, hear,
Move your names • eyes, ears, nose, hands, knees, toes, • T racing and colouring. smell, touch, see, mouth,
body • to listen to and act out an action story, as well as mouth Action story: Body action story fingers
order pictures which tell the action story • apple • P utting the story in order and drawing dots/numbers. Chant: Senses chant
• to listen and join in with a song and a chant Word Revision
• to watch and listen to a story Song: Touch your eyes Thinking Skills:
• red, green, blue, yellow, orange, pink • T racing and colouring activity. Identify the body parts
• to follow slightly more complex instructions using • one, two, three, four, five, six corresponding to
Syllabus

mime, gesture and other actions • stand up, sit down Listening comprehension:
• to play some simple games using English in small • F ollowing instructions to colour. different senses.
• panda, rabbit, turtle, crocodile
Syllabus

groups without the teacher leading •H  op, hop, hop song Listening activity:
Productive Language Following instructions
Word Revision • What hurts? Story: Rosie, please stop!
• red, green, blue, yellow, orange, pink •V  alue: helping others to match the characters
• My hand/ear/eye/nose hurts. with the body part
• one, two, three, four, five, six • F inding and circling four differences.
• stand up, sit down picture for the correct
Thinking Skills: sense. Tracing outlines.
• panda, rabbit, turtle, crocodile • F inding and circling.
Our World: to review body vocabulary through real life Project: Senses project.

Hooray! Let’s play! A © Helbling Languages

situations
Phonics: to introduce grapheme and phoneme ‘A’ and
revise ‘N’
Unit 4 • to recognise and name some toys using English Key Words Chant: Toys chant Key Words: boat, car,
Toys • to listen to, act out an action story, and order the • car, teddy, plane, doll, scooter •D  rawing and adding stickers. bus, train, plane, bike,
pictures which tell the action story • train, bike Action story: Toys action story helicopter, land, water,
• to listen to and join in with a song and a chant • umbrella, cat • P utting the story in order and drawing dots/numbers. air
• to watch and listen to a story Productive Language Chant: Vehicles chant
• to follow slightly more complex instructions using Song: I’m on my little bike
• Do you like (plane)s? •D  rawing activity. Thinking Skills: Match
mime, gesture and other actions • Yes. / No.
• to play some simple games using English in small Listening comprehension: the vehicles and draw the
• Yes, I like (plane)s. lines.
groups without the teacher leading • F ollowing instructions to colour.
Our World: to review the unit‘s vocabulary by listening Story: The tower Listening activity:
to children talking about their favourite toys •V  alue: apologising and forgiving Following instructions
Phonics: to introduce grapheme and phoneme ‘U’ and •C  olouring activity. to colour the vehicles
revise ‘C’ and draw lines. Adding
Thinking Skills: stickers.
•M  atching and colouring.
Project: Water
experiment.
Review 2 • to review content in Units 3 and 4 Key Words • L isten and colour.
• eyes, ears, nose, hands • S ay and colour.
• car, doll, train, teddy, plane, scooter • L isten and circle.
• blue, green, pink, orange Optional: poster activities for Units 3 and 4
Unit 5 • to recognise and name some different clothes in Key Words Chant: Clothes chant Key Words: toothbrush,
Clothes English • T-shirt, jeans, shoes, socks, jacket, • T racing and colouring. toothpaste, soap, water,
• to listen and act out an action story and order the cap, pyjamas, skirt Action story: Clothes action story towel
pictures which tell the action story • hot, cold, orange • P utting the story in order and drawing dots/numbers. Chant: Washing chant
• to listen and join in with a song and a chant Productive Language
• to watch and listen to a story Song: Put on your jeans Action story: Daily
• Are you wearing (jeans)? •C  olouring and matching activity. routines action story
• to play some games in English • Yes, I am. / No, I’m not.
Our World: to review the unit‘s vocabulary with real Listening comprehension: Thinking Skills: Match
life images • F ollowing instructions to colour. the stickers to the
Phonics: to introduce grapheme and phoneme ‘J’ and •R  ed shoes song activities that require
revise ‘O’ Story: Where’s the cap? washing your hands or
•V  alue: cooperation brushing your teeth.
•A  dding stickers. Project: Toothbrush
Thinking Skills: activities.
• F inding and circling the odd one out.
 Unit 6 • to recognise and name different party costumes in Key Words Key Words: recorder, guitar, xylophone, drum, trumpet, Key Words: recorder,
Party English • doctor, robot, pirate, clown, cowboy, violin guitar, xylophone, drum,
• to listen, act out an action story, and order the princess, insect, milk Chant: Party chant trumpet, violin
pictures which tell the action story Productive Language • T racing, colouring and adding stickers. Chant: Instruments
• to listen and join in with a song and a chant • Who are you? Action story: Party action story chant.
• to watch and listen to a story • I’m a (princess). • P utting the story in order and drawing dots/numbers.
• to play some English party games Thinking Skills: Look,
• to mime along with the story when it is told using the Song: I’m dancing with a princess match, then colour the
recording or by the teacher • F inding and circling activity. instruments.
Our World: to review the unit‘s vocabulary with real Listening comprehension: Listening activity:
life situations • F ollowing instructions to match and colour. Following instructions
Phonics: to introduce grapheme and phoneme ‘I’ and •W  elcome to the party song to match the characters
revise ‘P’ Story: Let’s dress up with the instrument
•M  atching activity. pictures. Colouring.
Value: Project: Instruments
• Friendship project.
Thinking Skills:
• F inding and circling.
Review 3 • to review content in Units 5 and 6 Key Words • L isten and circle.
• doctor, robot, pirate, clown, cowboy, • S ay and colour.
princess • L isten and number.
• T-shirt, socks, pyjamas, jeans, shoes Optional: poster activities for Units 5 and 6
jacket
Extra Unit • to learn about birthday celebrations Key Words • Value: celebrating special days together
Birthday • to review numbers, colours, toys and party costumes • Pirate, princess, cowboy, doctor, • Matching activity.
party vocabulary in a birthday celebration setting clown, robot Reviewing: numbers, party costumes, colours.
• to learn to make party flags • Scooter, train, plane, doll
• One, two, three, four, five Thinking Skills:
• Counting and matching.
Productive Language
• Happy birthday!
• How old is she?
• (S)He‘s (five).
• I can see a (pirate).

Extra Unit • to learn to care about the planet Key Words • Value: caring for the environment
Love our • to become familiar with the recycling system • Banana skin, yoghurt, ball, water • Matching activity.
planet • to review colours, animals, clothes and food bottle Reviewing: colours, animals, clothes, food.
vocabulary while learning about recycling • plastic, glass, paper, food, toys,
black, green, bin, recycling Thinking Skills:
Productive Language • Matching.
• Is this rubbish? (Yes/No)
• Rubbish goes in the (green/black)
(bag/bin/recycling bin).

Hooray! Let’s play! A © Helbling Languages

5
 Introduction
Hooray! Let‘s play! Level A is a comprehensive course
for teaching English to 3 to 5-year-old children. The
original series won the ELTons (2013) for Excellence in
Course Innovation, awarded by the British Council, and
was shortlisted for the HRH The Duke of Edinburgh
ESU English Language Book Awards (2013), in the
category of Resources for Young Learners, awarded by
the English-Speaking Union.
Developing listening skills is extremely important at
this age, so children are encouraged to listen and
understand right from the beginning. They are also
encouraged to use all of their senses to understand
and reproduce the language they are introduced to so
it is learnt and retained.
The course also focuses on building intelligence with
the inclusion of a number of activities designed to
stimulate children to think and process necessary
information. In addition, there is a strong emphasis on
the development of the memory via the use of music,
movement and rhymes.
Stories and games are also used widely to stimulate
children‘s interest.
Who is the book for?
Hooray! Let’s play! is a three-level course (Starter,
Level A, Level B) for children between the ages of 3
and 5. The course is suitable for all pre-primary
classrooms learning English, regardless of the number
of hours or lessons per week. The course emphasises
the use of chants, songs and stories within the
classroom – tools which help young children to engage
and interact confidently with English at a low level.
Hooray! Let’s play! A is aimed at 4-year-olds and can
be used with children who have not had English
classes before, or as a continuation of the Starter Level.
Main aims of the course
The main aims of Hooray! Let’s play! A are:
• that children use all their senses to learn but, at the
same time, enjoy themselves and have fun
• that children see language as a means of
communication
• that listening and speaking skills are developed
slowly and accurately (although speaking skills
should be allowed to develop naturally when
children feel confident enough)
• to offer a wide range of activities that help the
learning process
• to encourage the development of the children‘s
social, emotional and spatial skills by encouraging
them to work together, play, resolve problems and
reproduce actions and key language
• that children experience the act of language
learning as a positive one right from the beginning
and are enthusiastic and motivated by the activities
they are required to do
6 Hooray! Let’s play! A © Helbling Languages
• to develop and encourage an open and inclusive
attitude to other people and cultures and to
underline and encourage key social values such as
the values of friendship and helping and
appreciating one another
• to provide teachers with teaching notes, games and
activities for original and up-to-date lessons in the
classroom
COURSE COMPONENTS
Student’s Book
The Student’s Book has 118 full-colour pages
consisting of eight activity worksheets for each of the
six main units, with a variety of simple tasks, all
featuring Peter the panda, Rosie the rabbit, Tom the
turtle and Connie the crocodile. The worksheets are
perforated so they can be easily torn out and used. In
addition to the six main units of the book, there is a
shorter initial Welcome Unit, three Review sections and
two final shorter units focusing on birthdays and
caring for the Earth, each with their own worksheet.
There is one page of stickers at the end of the
Student’s Book for children to complete the
worksheets with. Children may need help to peel the
stickers from the sticker sheet. You might also want to
cut out the relevant stickers needed for a lesson rather
than presenting children with a full page of stickers.
Phonics pages
Phonics is a way that children in many English-
speaking countries learn to read in their native tongue.
It’s a method of gradually introducing sounds
(phonemes) and their corresponding spelling
(grapheme) in a sequence. Children learn to sound out
and blend the sounds together to form words when
learning to read. The sequence starts with the simplest
sounds with individual letters representing them (for
example, ‘a’ as in apple, ‘t’ as in trousers) and builds to
introducing children to vowel and consonant digraphs
(for example ‘ai’ as in rain and ‘sh’ as in ship).
Including a Phonics lesson in Hooray! Let’s play!
supports the new language children are learning in the
course and helps focus on the pronunciation of some
of the sounds that some learners of English as a
foreign language find more challenging.
The Phonics pages can be found in Lesson 5 of the
Welcome Unit and in Lesson 8 of the main units in the
Student‘s Book. The lesson is based on single letter-
sounds that feature in the unit‘s vocabulary. The
course introduces one new letter-sound in each unit
initially and then from Level A, Unit 2 onwards, we
also revise a sound introduced earlier in the course.
The first Phonics page focusses on introducing the new
letter-sound by listening to and repeating the sound
and hearing the new sound in a familiar word. This is
followed by seeing the grapheme that corresponds
with the new sound as a capital letter and an
indication of how to write the letter. Children should
use their finger to follow the arrows and form the
shape of the letter.
The second page has an activity to listen to words and
match them to the correct letter-sound on the page.
Then to match each picture to the correct letter-sound.
The objectives of the Phonics lessons are for learners
to:
• Discriminate between sounds and identify the initial
sound (the target phoneme).
• Reproduce the target phoneme clearly and
recognisably.
• Begin to understand grapheme-phoneme
correspondence, i.e. associate the letter with the
sound.
Our World pages
These lessons aim to introduce children to some
cultural or social elements of English-speaking
countries, in a fun and enjoyable way. This section
includes real-life images to open a window on the
different English-speaking countries around the world
and stimulate children’s interest in different countries
and cultures.
The Our World lesson can be found in Lesson 7 of the
Student‘s Book at Levels A and B. They are linked to
the unit topic in some way, such as counting pets in
the Numbers unit and school physical activities in the
Move your body unit, school uniform in different
English-speaking countries in the Clothes unit, fancy
dress costumes in the Party unit.
Reviews
The objective of these sections is to revisit the content
in the previous two units and to offer an opportunity
for assessment in the Student’s Book. There is a Review
worksheet after every two units.
They offer age-appropriate activities to raise children’s
awareness of what they are learning and check what
they have learned. Each Review section includes at
least one listening activity. The tasks include drawing,
colouring, tracing, circling or numbering to review the
vocabulary.
The Review sections follow an Assessment for Learning
(AFL) approach. Assessment for Learning encourages
learners to think actively about their learning, or ‘think
like teachers’. The objective is for children to become
more involved in the learning process and, at the same
time, this feedback can help teachers monitor their
progress and plan additional activities to plug any gaps
in their knowledge. This is represented by a happy face
and an indifferent face for children to colour in the
one that applies to them for that unit.
The Review sections also include a Parental
Engagement section (it is flagged at the foot of the
page with the Home icon). This is a simple task for
children to do at home with their parents or carers. At
Level A these tasks are to retell a story from the unit.
The children can act out or tell the story in their own
words. Or they can watch the animated video
together, using the Helbling Media App or e-zone kids.
There is a box for the parent/carer to tick on
completion.
Early finishers
Throughout each unit there are extension activities for
fast finishers on the reverse of some of the worksheets
in the Student‘s Book and Activity Book, alongside the
teaching notes.
These activities are very simple (colouring, tracing,
drawing, etc.) and are related to the theme of the
lesson/unit. The idea is that children can do the
activities by themselves, once they have finished their
work on the main worksheet, with minimum or no
help from the teacher.
Extra Units
At the end of the book are two extra units which focus
on non-religious events like birthdays, family fun and
looking after the environment. These pages are about
fun, colouring and finding elements on the page with
a big illustration and a fun activity related to the
illustration. The environmental ones contain simple
messages of how we can all help look after where we
live in small but effective ways.
Activity Book
The Activity Book has 52 full-colour pages consisting
of four two-sided activity worksheets for each of the
six main units. It has a variety of simple tasks on
perforated worksheets that can be easily torn out,
used in class and sent home. There are two pages of
stickers at the end of the book for children to
complete the worksheets with. Children may need help
to peel the stickers from the sticker sheet. You might
also want to cut out the relevant stickers needed for a
lesson rather than presenting children with a full page
of stickers. It also includes a picture dictionary at the
end, which includes all key words from the course and
can be used as a record of the words the children
know in English. When you finish each unit, show the
children the picture dictionary pages and see which
words they remember from that and previous units.
Alternatively, if parents or guardians know some
English, they can help their children check at home.
Hooray! Let’s play! A © Helbling Languages 7
 Introduction
Alphabet Book
The Alphabet Book offers children the opportunity to
develop their fine motor skills and learn the formation
of the letters of the alphabet. The book focusses on
different sets of capital letters in groups, starting with
straight and zigzag letters, before moving on to letters
with curved lines, which are often harder for children
when first learning to use a pencil to write. The focus of
this book is on the formation of the written letters and
not on the sounds or vocabulary. It is used alongside the
main Student’s Book and Activity Book and complements
he learning. Although the Phonics section of the
Student‘s Book also features letters, the Phonics lesson
very much focusses on the sound and pronunciation of
a letter sound, whereas the Alphabet Book concentrates
on the development of fine motor skills for the children
that are ready to start writing letters.
Teacher’s Book
This Teacher’s Book includes detailed teacher’s notes
for using Hooray! Let’s play! A.
The detailed teacher’s notes include a unit overview
and a lesson overview outlining the main objective, key
words, receptive, classroom, and productive language
and activities with a materials checklist. There are full
teaching notes for each stage of the lessons, including
step-by-step instructions for all the activities, stories
and chants plus scripts of the songs and suggestions
for the language that can be used during an activity.
Helbling e-zone kids
Teacher’s DIGI Pack / Presentation Software (IWB)
including:
• Digital versions of the books.
• Step-by-step lesson notes from the Teacher‘s Book.
• All the audio content including the songs, chants,
stories and listening activities (songs and chants are
also available on the Helbling Media App).
• Animated videos of all the stories from Hooray!
Let’s play! A, which can be used to introduce or
revise the stories in class. (Also available on the
Helbling Media App).
• Interactive posters which feature key vocabulary
items for each unit.
• Flashcards, story cards and a picture dictionary
with integrated audio for expanding activities or
games in class.
• Fun, simple games to preview and revise key words.
• Printable letters to parents/carers which can be
edited on-screen and inform the parents or carers
of their child’s progress (See p. 22 for details).
• Extra worksheets to be used as optional extra
material. All worksheets can be printed out and used
in class or at home. Some of the worksheets will
work better if copied onto thicker paper or card.
A list of all the worksheets can be found in the
appendix (See p. 200).
8 Hooray! Let’s play! A © Helbling Languages
• Teacher training video which shows one of the
authors of the course, Herbert Puchta, at work in
the classroom with children of 3–5 years. It shows
how some of the materials and activities can be
used within the classroom, applying multi-sensory
teaching techniques which focus on the needs and
cognitive capabilities of very young learners.
Helbling Media App
The Helbling Media App includes all the songs, chants,
and animated videos from Hooray! Let’s play! A.
For information on how to download the Helbling Media
App, see the inside cover.
Hand puppet
The Peter the panda hand puppet is used in all lessons
and can be used to welcome and praise the children,
as well as introduce the vocabulary and demonstrate
some of the games and activities.
Flashcards and story cards
The flashcards can be used to introduce and practise
key vocabulary. A number of games and activities using
the flashcards are listed later in the introduction section
(See p. 11), and more specific suggestions are included
in the lesson plans for each unit.
The story cards can be used when listening and
retelling the stories from the book to the children.
Each frame appears on an individual card with the
script on the back of each.
STRUCTURE
Hooray! Let‘s play! introduces children to basic
listening and speaking skills in English, using simple
principles for young learners and focusing on learning
through play.
Unit structure
Each of the six main units of the Student’s Book
consists of eight key lessons, all focusing on a
specific topic. The key lessons from each unit provide a
complete overview of a topic.
The vocabulary and topics are introduced through a
song and then practised through songs and stories as
well as a wide range of other games and activities.
The Welcome Unit functions slightly differently to the
other units because of the need to introduce the
characters and the classroom routine songs. Thereafter
the units follow the same basic pattern.
Lesson 1 introduces the children to the new vocabulary
through a chant and other games and simple activities,
which stimulate children‘s attention and interest for the
theme and contents of the unit.
Lesson 2 introduces a TPR (Total Physical Response)
action story to the children, which uses the target
vocabulary in short phrases. During the Pencil and Paper
section of the lesson, the children are encouraged to
put the pictures of the action story in the correct order.
Lesson 3 uses a song to practise the target vocabulary
for the unit. The worksheet during the Pencil and Paper
part of the lesson then reinforces the vocabulary and
the order of the vocabulary in the song.
Lesson 4 gives further practice of the target
vocabulary through a listening activity as well as
more games and activities.
Lesson 5 introduces the children to a story in English
using the story cards and the animated video version of
the story. Each story reuses the target vocabulary of the
unit in a fun way which demonstrates an important life
value, such as friendship or sharing. The worksheet
activity uses one scene from the story. There is also an
activity to reinforce the value from the lesson.
Lesson 6 helps children to review content through
games and to practise the vocabulary from the current
and previous units. In addition, during the Pencil and
Paper section of the lesson, the worksheet focuses on
Thinking Skills, such as focusing attention, recognising
items which are the same, or sequencing.
Lesson 7 focuses on culture with real life images and
listening activities, through which the children review and
expand on the vocabulary and concepts of the unit.
Lesson 8 introduces the children to the main sounds
and letters in English. Using fun images, children learn
how to pronounce English sounds correctly, as well as
recognise most main graphemes in the English language.
The Unit Poster contains a fun activity based on the
unit‘s target vocabulary. It can be found in the Teacher‘s
DIGI Pack / Presentation Software (IWB) and used as a
visual aide for the target language, as well as being a fun
way to review the main vocabulary, once each unit has
been finished.
Reviews
The second edition of Hooray! Let‘s Play! incorporates a
Review section after every two units, in order to reinforce
the unit‘s concepts. Each Review includes an
Assessment for Learning (AFL) activity, which offers
assessment exercises for the teacher, as well as an
opportunity of self-assessment for the children. These
activities help children to think about their
accomplishments using I can statements.
The Review sections also include a section for
Parental Engagement. These are simple tasks, such as
telling or watching one of the stories, that children can
do at home to share what they’ve been learning in
English class. There is a box for parents/carers to tick.
Early Finishers’ Activities
As all teachers know, children work at very different
rhythms. For this reason, this second edition of
Hooray! Let’s play! includes activities for children who
finish tasks before the rest of the class, which offer an
opportunity to extend on what they’ve practised in
class. Some worksheets include an activity for early
finishers on the back, which reviews the lesson‘s
concepts. These activities are very simple, ensuring
children will soon learn to move on to them
independently, without needing input from the
teacher.
Extra Units
Hooray! Let’s play! offers two Extra Units per level:
Birthday party and Love our planet. These units can be
used at any time during the school year to share positive
learning experiences connected with concepts the
children are familiar with and enjoy.
Lesson structure
Each lesson is split into short sections, although the
length of each will depend on the number of children
in your class. For shorter lessons, the Warm-up and
Revision and Rounding Off sections can be shortened
to just the Hello and Bye-bye songs. Some lessons have
an If there is time activity described at the end of
each lesson in the Teacher’s Book notes which you may
wish to use. Some lessons also have extra worksheets
to extend the lesson. Alternatively, any games and
activities which the children have enjoyed from
previous lessons can be repeated.
Lessons start with a Warm-up and Revision section
which is introduced in the Welcome Unit. Children sing
the Hello song and greet Peter the panda and the rest
of the class. The children are also encouraged to join in
with a chant, song or activity from a previous lesson.
This is followed by Carpet Time. During Carpet Time,
the Peter the panda hand puppet introduces the
children to new vocabulary, chants, stories and songs
as well as playing a variety of games with them. (It is
not necessary for Carpet Time to be done on a carpet,
any space where the children can sit together in a
circle or semi-circle on the floor can be used.)
The Table song is used to help move the children from
the floor to the tables and for the Pencil and Paper
section of the lesson. During this part of the lesson,
the children practise vocabulary, chants and songs
while completing worksheets or art and craft activities.
Each lesson ends with a Rounding Off section which
sometimes includes a final activity or a chance to
perform to parents or carers before they sing the
Bye-bye song.
Hooray! Let’s play! A © Helbling Languages 9
 Introduction
ACTIVITIES
Each of the main 6 units contain the following activities:
• Chants • Value-based stories
• A  ction stories • Thinking Skills
• Songs • Our World
• Listening activities • P honics
In order for the child to retain their knowledge of a
foreign language, they need to enjoy it and to feel
inspired. Knowledge is more firmly fixed in children’s
memories when it appeals to them. Most information
that reaches our brains via various senses is quickly
forgotten. The information which is retained is normally
information which is most relevant to us. Thus, using
chants, stories and songs which children can relate to is
a good way to inspire and motivate their interest.
The activities in Hooray! Let’s play! A are designed to be
compatible with the interests of 4-year-old children and
to facilitate their learning. They involve as many of the
children’s senses as possible so they are engaged at a
variety of levels in learning and producing the language.
Chants
The use of chants encourages students to practise their
pronunciation and intonation and helps them attune
their ear to rhythms of speech. All chants in Hooray!
Let‘s play! A have been written specially for each unit
and focus on practising key vocabulary. Children
experience the chants in a multi-sensory way. They see
the vocabulary in the chant, listen, perform certain
movements and then say it. By involving as many
senses as possible, the chants are retained in the
memory for a long time.
When introducing a chant to the class, arrange the
appropriate flashcards in order where the children can
see them, then listen to the chant and point to each of
the flashcards to show the children what they are
chanting. The second time you play the chant, use
gestures and mimes for each of the vocabulary items (the
gestures and mimes should be the same ones that you
used when introducing the vocabulary to the children).
The children watch your gestures and, once they feel
more confident, copy them and begin to join in.
In the Student’s Book, the chant is represented by
illustrations which the children follow. These illustrations
can also be used to help them repeat the chant during
the Pencil and Paper section of the lesson.
Action stories
James Asher1 created a method of language teaching
based on Total Physical Response (TPR) where
teachers are encouraged to teach children to
understand and use language using all their senses.
Action stories use actions, gestures and mime. This
1 Asher, J. (1988), Learning Another Language Through Actions: The
Complete Teacher’s Guide Book, Los Gatos, Ca.: Sky Oaks Publications.
10 Hooray! Let’s play! A © Helbling Languages
total engagement of the children in the story makes
learning an active rather than a passive experience and
allows them to retain and experience the language
more profoundly.
It also encourages them to develop good listening
skills. Children hear a phrase then act it out by copying
the teacher, thus linking comprehension directly to
action and, in so doing, fixing the information firmly in
their brains.
Action stories use all senses and benefit children’s
learning process in a number of ways:
• Acting out stories allows children to develop skills in
following instructions and working with other
people. As language and action are closely linked,
meaning is learnt directly through action.
• Acting out stories is fun. Children can relax and
enjoy the experience. Also, the group provides
security, particularly for those children who take
longer to speak. In this case, they can use other
children in the group as models for the appropriate
language to use.
• From the beginning, children learn that they can
achieve something in English. This increases their
confidence in learning a foreign language.
• The development of listening skills is important.
Action stories are all about children listening then
speaking with the teacher. This initial listening
allows them to gain confidence in pronunciation
and intonation and the main task of working with
the action stories develops listening comprehension.
The goal is achieved when children can act out an
action story independently after practising it. They
do not need to be able to recite the story or even to
be able to reconstruct it freely – it is good enough
that they can act it.
We suggest that you keep the action story mimes and
gestures different from the mimes and gestures used
when introducing the vocabulary. One way to do this is
to always do the mimes and gestures for the action
story standing up, and to do the vocabulary mimes
and gestures sitting down in a circle or semi-circle.
Songs
Children generally enjoy songs at this age. Singing in
groups is fun and children learn many songs during
the course. The songs in the course have been written
specially for each unit. They revise the language
presented so teachers can easily see how much of the
language students are able to produce and
understand.
The first time the children listen to a new song, sing
along and use gestures or mimes. The children will
then gradually join in with you, over a period of time.
Once the children seem confident singing a song,
don’t be afraid to use the karaoke version. You can
also adapt some of the songs by changing the words,
the order of the verses, and, if appropriate, using the
children’s names in the song.
 Listening activities
The development of children’s listening skills forms an
important foundation both for speaking and
comprehension of the target language. Each unit of the
Student‘s Book contains a listening activity which
requires students to listen, colour, match and identify
various objects. The listening activities are short and
focus on key lexis. They encourage the child to listen
carefully to detail and then to use that knowledge in a
practical way. This kind of activity encourages the child
to develop their ear in the foreign language and then to
use that knowledge actively, thus fixing and developing
their auditory skills. Each unit also has an extra listening
activity with an accompanying worksheet. The
worksheet can be found on Helbling e-zone kids.
Stories and value-based teaching
It is well known that stories make an essential
contribution to the cultural, social, emotional and
ethical development of a child.
In Hooray! Let’s play! motivating and enjoyable ­
value-based stories encourage children to remember
language and understand sequences of events
while creating an awareness and understanding of
universal values and beliefs, such as cooperation,
friendship and sharing. 
The story is a cultural universal; everyone everywhere
enjoys stories. The story, then, is not just some casual
entertainment; it reflects a basic and powerful form in
which we make sense of the world and experience.2
In the foreign-language classroom, children learn to
understand sequences of events via stories. They enjoy
good, motivating stories and usually remember them
well if they are presented in an appropriate and
interesting way.
Stories can also be used to develop children’s
enjoyment and appreciation of theatre. In this course,
children can watch the story and then, in the next
lesson, listen to the story using the story cards.
Alternatively, teachers can use the story cards while
telling the story themselves.
Students can use the character masks from Worksheet 1
and the character cut outs from Worksheet 2 to act
out the scenes (See p. 15 for details). In addition, each
story has its own cut-out mini storybook for students
to make and colour. (For detailed description of how to
work with the mini storybook see p. 15.)
Thinking Skills
By using Hooray! Let’s play! children train their
thinking skills, thereby developing both their language
and their ability to think.  the meaning and relevance of a word. You can use
The Pencil and Paper activity in Lesson 6 in each unit
2 Egan, K. (1986), Teaching as Story Telling, Chicago, University of Chicago
Press, p. 2.
presents specific Thinking Skills pages to develop key
cognitive skills, such as focussing attention,
recognising similarities and differences and identifying
and continuing sequences. These activities cognitively
engage the children in the task while helping them
acquire the skills they will need when learning English.
Our World
Each main unit contains an Our World lesson, Lesson
7, in which the children review and expand on the
unit‘s vocabulary and concepts, using real life images
and situations. The objective of this lesson is to revisit
the theme of the unit from a real-life perspective,
helping the children make the connection between life
and what they are learning in each unit.
Phonics
Each unit includes a Phonics lesson, Lesson 8, which
helps develop children’s use of the language while
building confidence in pronunciation. The lesson uses
the unit’s vocabulary to reinforce one phoneme per
unit. Children will also practise writing the letter by
tracing with their finger. This helps to identify the letter
as well as the sound it makes in a word.
SOME TEACHING TIPS
Working with the flashcards
Flashcards visually introduce key words and are an
indispensable part of most pre-primary courses. Here
are some teachings tips as to how to use the flashcards
in your lessons.
• Remember that when trying to convey the meaning
of a new word to children, the word should be
shown first, so use the flashcards at the beginning
of every lesson to introduce the new vocabulary.
• Make sure that children always hear the word a
number of times before you start to use it within
the lesson. Children need to hear and really
understand the pronunciation and intonation of the
word a number of times. Use the flashcard audio,
your voice, the songs and any other listening
devices to really anchor the word in the child‘s
memory.
• Get active! Use the children‘s bodies, ears, and eyes
to reinforce the new words and language they are
learning. Pictures, pronunciation and motor-
processing techniques used together all help the
children retain the word and its meaning in an
active way.
• Repeat the new words using the flashcards. Keep
repeating until you feel the children have absorbed
different voices to keep their interest as we suggest
within the Teacher‘s Book notes.
On the next page are some games using flashcards we
have suggested based on the principles outlined.
Hooray! Let’s play! A © Helbling Languages 11
 Introduction
Vocabulary games using memory
Point to...
• P ut the flashcards on the floor in front of the children.
• Point to each of the cards and elicit the correct
words for each picture.
• Say Point to... and name one of the flashcards.
Then encourage the children to point to the correct
flashcard.
• You could also say Touch the... and let the children
touch the flashcard you have named.
• If the children are likely to hit instead of gently
touch the cards, roll some sheets of paper into
batons and let the children touch the flashcards with
the paper batons. You could also give the paper
batons to half the children, and after they have
touched a flashcard, all children pass their baton to
a child without a baton so everyone gets a turn.
Where’s the...?
• S how the children each of the flashcards and elicit
the correct word as you place each card face down
on the floor.
• Mix up the cards by sliding them around the floor.
• M
 ake Peter ask the children for one of the flashcards.
• A llow the children to take it in turns to try turning
over a card to find the flashcard Peter wants.
Yes or no game
• S how the children that you are mixing the cards in
your hands so neither you nor the children know
the order of the cards.
• Take one of the flashcards and hold it above your
head so that the children can see which flashcard
you are holding but you can’t.
• With your free hand, point to the flashcard and
name one of the possible flashcard items.
Encourage the children to say Yes. if you guessed
correctly and No, sorry. if not.
• If the answer was No, sorry., keep guessing until
the children say Yes.
• Repeat this with some of the other flashcards.
• If you have time, invite confident children to take
the role of the teacher and guess which flashcard is
above their head.
Move towards the flashcard
• If there is a board in the classroom, attach the
flashcards so that half the cards are on the left of
the board and half are on the right. If there is no
board in the classroom, put the flashcards to the
left and right of a space on the floor.
• A sk some of the children to stand in front of the
board (or in the space between the flashcards if
they are on the floor).
• N ame one of the flashcards and encourage the
children who are stood up to move to the left or
right towards the correct flashcard.
12 Hooray! Let’s play! A © Helbling Languages
Vocabulary games for speaking
Uncover the flashcard
• Cover a flashcard with a piece of card (or another
flashcard).
• Gradually move the piece of card up/down or
across the flashcard to show some of the picture on
the card.
• Encourage the children to guess which flashcard is
hidden as it is being revealed.
Flash the flashcard
• Show the children the flashcards and elicit the
correct word.
• Show the children that you are mixing the
flashcards in your hands so neither you nor the
children know the order of the cards.
• Hold the flashcards so you can see the first card but
the children can’t. Quickly rotate or fan the cards so
the children get a quick look at the first flashcard
and say What is it?
• Encourage the children to name the flashcard they
think they can see.
• Gradually reduce the speed that you rotate or fan
the flashcard until the children can correctly name
the card.
What’s missing?
• Elicit the vocabulary for the flashcards you are using
and then put all the cards on the floor face down
so the picture can’t be seen.
• Mix the cards up and then take one away without
letting the children see the picture on the card that
has been taken away.
• Turn the remaining flashcards over and elicit the
vocabulary for each card.
• Say What’s missing? and encourage the children
to try and tell you which flashcard was taken away.
Find the flashcard
• Choose a confident child from the class and ask
him or her to choose a flashcard then stand near
you. Ask this child to close his or her eyes.
• Tell the other children to be quiet and show them
that you are hiding the flashcard, for example
under a cushion, in a toy box, on the bookcase, etc.
• Ask the child to open his or her eyes and ask them
where they think the flashcard is.
• Make it clear to the other children that they are not
to say where the flashcard is hidden.
• Encourage the child to walk around the classroom
to find the hidden flashcard. Keep saying the name
of the picture on the flashcard as the child moves
around.
• As the child gets closer to the flashcard, say the
word from the flashcard more loudly and nod your
head. As the child gets further away, say it more
quietly and shake your head.
• O
 nce the child has found the card, the child should Flashcard list
return to the circle with the flashcard and another
child can take a turn. Welcome Toys
 1 Peter the panda 28 car
The Flashcard jumble  2 Rosie the rabbit 29 teddy
 3 Tom the turtle 30 plane
• S how the children the flashcards and elicit the  4 Connie the crocodile 31 doll
appropriate vocabulary. 32 scooter
• C hoose six children and ask them to stand at the Colours
33 train
front of the class. Give each of them a flashcard  5 red
34 bike
and encourage everyone to tell you which flashcard  6 green
each child has.  7 blue Clothes
• A sk the children to turn over their flashcards and  8 yellow 35 T-shirt
hold them to their chests so no one can see the  9 orange 36 jeans
pictures on the cards. 10 pink 37 shoes
• P ut your hands gently on the heads or shoulders of 11 kite 38 socks
different children and direct them to change places 12 balloon 39 jacket
(as if you are mixing the children up). 13 ball 40 cap
41 pyjamas
• P oint to each child with a flashcard and ask all the Numbers
children to tell you the picture on the flashcard 14 one Party
before allowing each child to reveal their card. 15 two 42 doctor
16 three 43 robot
Roll the dice 17 four 44 pirate
• A ttach the flashcards to the board (or put them on 18 five 45 clown
19 six 46 cowboy
the floor) in a line with the picture facing down.
20 elephant 47 princess
• Ask a child to roll the dice, say Roll the dice. and
21 mouse
count the dots on the dice.
• Start with the first flashcard and encourage the Move your body
children to count along the cards with you until you 22 eyes
reach the number from the dice. 23 ears
• Turn that flashcard over and encourage the children 24 nose
to name the picture on the flashcard. If the children 25 hands
can name the picture, the card stays face up, if not, 26 knees
say the correct word and turn it back face down. 27 toes
• Ask another child to roll the dice and count on from
the card which you just looked at. Start again with Working with the mini flashcards
the first flashcard and only count the flashcards
which still have their picture hidden. Note:
• Turn over the flashcard you end on and encourage To make the mini flashcards last longer, you could print
the children to name the picture on this flashcard. them onto card or thick paper before the children colour
• Continue throwing the dice and counting along the them, or you could laminate the cards after the children
flashcards which are face down until all the have coloured them.
flashcards are showing their picture.
There is a set of mini flashcards for each unit of
What’s my favourite picture? Hooray! Let’s play! A. The children colour and cut out
• P ut the flashcards in the centre of the circle where their own mini flashcards, which can be used to play
all the children can see them clearly and say the some of the games in the lessons, for example Bingo!,
name of each of the words. Snap! and Musical chairs, or, if parents/carers want to
• Choose one of the cards for the children to guess use them with their children, extra copies could be
and say for example, Listen carefully. What’s my made to take home.
favourite picture? It isn’t (dog). It isn’t (cow).
etc. What is it? Bingo!
• Then encourage the children to name the picture • Put the teacher’s flashcards face down on the floor
they think is your favourite. The children should in front of Peter (everyone must be using the same
work this out by a process of elimination, but if vocabulary set).
they find this hard, you can use the flashcards and • Help the children to move so that they have a space
point to the cards you like and don‘t like. in front of them. Help them to choose four of their
mini flashcards and put them on the floor with the
picture facing up.

Hooray! Let’s play! A © Helbling Languages 13

 Introduction
• M ake Peter turn over one of the flashcards from his
set, and show and name the flashcard for the
children. Then encourage the children to turn over
the mini flashcard with the same picture so the
picture can’t be seen.
• Repeat this until some of the children have turned
over all of their mini flashcards and encourage them
to shout Bingo! Peter can then kiss, hug or high-
five with the children who have ‘Bingo’.
• If the children are still interested, then turn all the
cards back over and repeat the activity, this time
calling the names of the flashcards a little quicker.
Snap!
• H elp the children to move so that they have a space
in front of them. Help them to choose four of their
mini flashcards and put them on the floor with the
picture facing up.
• Hold the teacher’s flashcards in a fan. Make Peter
select one of the cards and hold it so the children
can’t see which card has been chosen.
• Encourage the children to choose one of their mini
flashcards and hold it up in the air so you can see
which card they have selected.
• Make Peter show the card which he selected and
name the card for the children.
• Make Peter hug, kiss or high five the children who
held up the same card and say Snap!
• Put all the cards back to the starting position and
repeat the activity with Peter and the children
selecting a different flashcard.
Musical chairs
• P ut chairs (cushions or laminated mini flashcards) in
a place where the children can easily walk around
(and sit on) them. If you are using chairs or
cushions, a mini flashcard should be clearly
attached to each chair or cushion.
• P lay some music for the children to move around to.
• Stop the music and say Sit down. and encourage
the children to sit down on the nearest seat that is
available.
• Randomly select one of the teacher’s flashcards and
name the picture on the flashcard.
• All the children sitting on a chair with that mini
flashcard are ‘out’. Ask these children to stand near
you for the next round and then allow them to join
back in the game the round after.
• Play the music again and allow the remaining children
to move around the chairs and repeat the activity.
If you are keeping the children’s mini flashcards in the
classroom, you could put them in envelopes or boxes
with the children’s name so they are easy to find.
14 Hooray! Let’s play! A © Helbling Languages
Working with the hand puppet
The Peter the panda hand puppet performs a variety of
functions in the classroom. It can be used to help
classroom management by:
• demonstrating activities to the children
• quietening the class down
• choosing children to take part in activities
• comforting children who are upset by giving them a
hug or a kiss
Peter can also help with using and practising English
by:
• making mistakes for the children to correct
• modelling language for the children to copy or repeat
• getting embarrassed and asking the children to help
him with their English
• giving more opportunities for using English for
example saying Hello. and Goodbye., waking
Peter up, or guessing flashcards that Peter is
thinking of.
The following methodology tips make the use of Peter
particularly effective in the lesson:
• Use a distinctive voice for Peter by changing your
voice slightly. You can also copy the voice of Peter
in the stories. This helps to give Peter his own
identity in the children’s perception, i.e. it makes
him seem as real as possible.
• Only make Peter look like he is speaking when he is
speaking. When you are speaking as yourself Peter
should not move. This is an important aid to
comprehension for the children.
• When children speak to Peter in their first language
(L1) he repeats the request in English or doesn’t
understand them. Peter should never be used in an
L1 lesson because he serves as an important
psychological anchor for foreign language use.
Working with the Student’s Book
The Student’s Book is used during the Pencil and
Paper section of each of the eight key lessons. In order
for you to use the worksheets in the Student’s Book
effectively we suggest the following:
• If possible, keep the Student’s Books in the
classroom. This prevents the children from colouring
them at home and ensures that you always have
the sheets you need for the lesson.
• Only hand out the Student’s Book when it is
needed during the Pencil and Paper section of the
lesson. Alternatively, you can tear out the
appropriate page and give this to the children.
• At the end of the Pencil and Paper section, all
worksheets should be collected. These can then be
stored in a folder for the children or displayed on
the walls in the classroom.
• Parents/carers can be invited to look at their child’s
book or folder at the end of the lessons, or you can
send the worksheets for a unit home at the end of
the unit.
 Working with the Activity Book through them. You may need to do the
last steps for the children.
The Activity Book is used in the Pencil and Paper • F or Worksheets 2a-b, help the children
section of each of the six key lessons. In order for you cut out each character and colour them.
to use the worksheets in the Activity Book effectively, Then put some glue or Blu-Tack on the
we suggest the following: back of each one and have the children
• If possible, keep the books in the classroom. This attach them to a straw or a stick.
prevents the children from colouring them at home
and ensures that you always have the books when
you need them for the lesson.
Working with the mini storybooks
• Only hand out the Activity Book when it is needed There are extra worksheets for mini storybooks for
during the Pencil and Paper section of the lesson. each story presented in Hooray! Let’s play! A. The
Alternatively, you can tear out the appropriate page children can then take their storybook home and look
and give this to the children. at the story with their parents or carers, or even
• At the end of the Pencil and Paper section, all describe the events from the story using L1.
worksheets should be collected. These can then be
stored in a folder for the children or be displayed on How to make the mini storybook
the walls in the classroom. Please note: the children may need help using scissors
• Parents/carers can be invited to look at their child’s to cut their storybooks.
book or folder at the end of the lessons, or you can
send all the worksheets home at the end of the unit. 1) Print the two worksheets onto
one A4 page (front and back).
Working with the story cards Or print the two sheets
The story cards can be used to tell the story with separately and stick them
audio, or they can be used to re-tell the story in together.
lessons after the children have watched the animated
videos. While showing the children the story cards you
can either play the video, or you can read the script for
the story from the back of each card. In order for you
to use the story cards effectively we suggest the 2) Cut around the story on the
following: worksheets.
• Check the order of the story cards before the
lesson, to make sure they are in the correct order.
• Only show the children one story card at a time
while you are telling the story and point to 3) Fold the sheet in
characters and items in the picture while the half horizontally.
children listen to the story .
• You might find it easiest to have the cards in a pile
with the pictures face down and the first card on
the top of the pile. In this way, you can pick up the
top card from the pile to show the children and you
can see the script on the back of the card. 4) Fold the sheet in half
• If you are reading the script on the back of the story vertically.
cards, try to use a different voice for each character
so the children know which character is talking.

Working with masks and cut-outs

5) Staple or use sticky tape
On Helbling e-zone kids there are masks and along the fold on the left hand
character cut-outs that can be used to play the
General works
heets – Character
masks side of the book to fix it.
characters or act out parts of the stories (Worksheets 1
and 2). You may want to spend the first lesson of the
course introducing the characters 6) Cut along the fold
and helping the children to make at the top.
the masks and characters.
• F or Worksheets 1a–d, help
the children cut out the ➡
masks, then using a pencil or
scissors punch the holes
through and thread some string or elastic
Make a Peter
mask.

Hooray! Let’s
play! A © Helbling
Languages WORKSH
EET 1a

Hooray! Let’s play! A © Helbling Languages 15

 Introduction
HOW YOUNG LEARNERS LEARN
Methodology
Children of this age are already in the process of
learning their first language (L1) so they are already
equipped with basic skills to learn a second language.
Second language learning allows them to use these
skills as well as developing others.
Understanding without words
Before young learners start to use words, they decode
meaning from intonation, mime, gesture and overall
context. This is of great value when learning a foreign
language as these skills can be applied to the new
language and children can begin to understand using
a process they are already familiar with. This develops
confidence and a sense of achievement.
Using limited words
Young learners are encouraged to express themselves
as much as they can within their second language,
however, as their grasp of the language is limited, they
will often resort to playing and/or creating new words
within it, or transferring what they have learnt from
other contexts. They may, for example, use words from
their native language but say them with an English
accent. These sorts of strategies give the teacher an
important insight into how the child is progressing
with second language acquisition.
Learning indirectly
At this age, grammar, punctuation or other structural
aspects of language are not key to the learning
process. Children of this age love stories, the sound of
new words and songs and chants that they can sing
along to and do the actions to. They like games where
they are challenged to think and guess and, in so
doing, use structures they have learnt. They also enjoy
copying movements from a story or imitating the
voices of the characters. The way they pronounce a
word is often almost identical to the model they
have heard. By doing this, children are learning new
skills and experiencing language as a means of
communicating.
Interacting and speaking
Most young learners have a natural need to
communicate. Using this as a starting point, both
teachers and parents/carers can help, improve and
stimulate their child in the second language by
interacting as much as possible in it and helping them
to read, listen and talk when appropriate. Sometimes
you may just want them to listen rather than
communicate so the teacher needs to establish a good
balance of speaking and listening within the
classroom.
16 Hooray! Let’s play! A © Helbling Languages
Holistic Language Learning
We use language to understand others and to make
ourselves understood. Most adult learners want to
understand how a second language works and what
rules it follows, for example, how verbs are formed
and used. They use this cognitive knowledge to learn
systematically.
Children, however, learn in a much more holistic way.
Listening comprehension is a fundamental part of
this process. Learners speculate about what they hear
and are helped in their comprehension by mime,
gesture and visual prompts like photos and pictures.
Likewise, young learners will gradually start to
understand the instruction ‘Stand up!‘ because the
teacher actually stands up each time the phrase is
used. By doing this, he/she interprets the meaning
visually, the children imitate and so learn its meaning
and sound through action and repetition. This
repetition allows the child to fix both meaning and
sound into their long-term memory.
For successful learning to take place, children also
need to feel relaxed and at ease within the classroom.
Positive feedback and praise are fundamental in
encouraging them to experiment and push back the
boundaries of the language in so far as they feel able.
Patience is also necessary for when they have
misunderstood or need more time to understand and
absorb relevant language or words.
Content is also of crucial importance and needs to be
meaningful and interesting. Songs, chants and stories
encourage children to connect with the second
language at a basic sensory level via movement and
sound. Their ability to understand, for example, a
story in the second language, is a good way to
increase self-esteem and confidence in the second
language and heightens their motivation to learn.
Speaking skills are also important to develop.
Songs and chants allow children to practise
pronunciation and intonation and repeat important
words and expressions in fun ways that fix them in their
memories. Stories help children memorise important
expressions and improve their understanding of
connections. Eventually, they are confident enough to
act out simple utterances in communicative contexts.
21st Century Skills 
As our global society advances, certain skills have taken
on an increased importance. In order to respond to the
need for higher-level thinking, creativity and the ability
to collaborate effectively with others, educators in all
subject areas are building these skills throughout the
academic years. 
Even as very young learners, children can become aware
of their thinking and can be encouraged to find creative
solutions together. Hooray! Let’s play! incorporates
these 21st Century Skills throughout all units.  have formalised a set of principles with a handy
Critical Thinking is the ability to think rationally and
logically, giving individuals the tools to think
independently. Very young children can learn to predict,
problem-solve, explain and evaluate. In the second
edition of Hooray! Let’s play! we have signposted with
a small lightbulb icon activities that are specifically
designed for young learners to develop critical thinking,
in order to make it easy for teachers to locate and
recognise these activities.
Communicative skills are essential in today’s society
and it is important for small children learning languages
to acquire these skills. In English class, children will
build their communicative abilities by asking and
answering questions using simple structures, building
vocabulary, and singing together. They will understand
both verbal and non-verbal cues from the teacher
about classroom activities and will practise using
movement and gestures in role-playing.  curriculum as early as possible. As we have said,
Cooperative abilities are developed through
understanding games and taking turns, working as a
group to complete a task, and acting out different roles
in short plays. In addition, the Values activities
in Hooray! Let’s play! offer ways for the class to work
on important skills such as sharing, road safety and the
importance of apologising and forgiving. 
Creativity is a skill that can be associated with self-
expression, problem-solving and even learning to cope
with difficult situations. This skill is fostered throughout
the series with opportunities for children to use
movement, colour and express ideas which are unique
to each child. The projects included in the Activity Book
help children to build skills to further express
themselves and appreciate one another’s unique ideas.  • When pupils learn, they do so through their senses:
Metacognition is the ability to think about what we
are thinking or feeling. Young children can begin to
build this skill which will help them develop an
awareness for how they learn best. All Review sections
include a self-assessment activity in which children will
use I can statements to reflect on what they’ve learnt.  reception of information can be controlled by either
Throughout the series Hooray! Let’s play! children will
foster these 21st Century Skills in a positive learning
environment, which will help build their confidence for
the future.  children will receive the information (multisensory
THE SMILE APPROACH®
While researching and writing for young learners, we
acronym to help ourselves and teachers appreciate the
key basic principles for teaching in a systematic and
clear way. Our approach is called The SMILE Approach®
and you can find a breakdown of its main points below
with how they affect and inform our writing and your
teaching.
S M I L E
 Skill-oriented learning
The development of second language skills does not
take place independently of general cognitive
development. When children try to understand the
meaning of a sentence, they draw on skills that they
also use for solving problems, establishing relation­ships,
drawing conclusions etc. Because of this, it makes
sense to integrate second language learning into the
children of this age learn holistically so integrating
second language learning into the curriculum
encourages the development not only of the child’s
general intellectual skills but also of his or her linguistic
ones.
S M I L E
 Multi-sensory learner motivation
You need only watch children playing to understand
how important learning through the senses is at this
age. Hooray! Let’s play! aims to involve as many senses
as possible during the language-learning process. This
is based on the following principles:
they learn what they see, hear and do.
• Our ‘hearing‘ sense is located on the so-called left
side of the brain. Processing information
kinaesthetically – by concrete activity – is closely
connected to the right side of the brain. The visual
the left or the right side of the brain.
• The better the senses are integrated at the
presentation of information stage, the better
reception).
• R  eceiving and processing information activates the
visual, auditory and kinaesthetic neurological
systems. During the processes of thinking and
remembering, the brain‘s multisensory activation
heightens students‘ ability to pay attention,
concentrate and store linguistic information in their
long-term memory.
Hooray! Let’s play! A © Helbling Languages 17
 Introduction
• T he fact that most children have different learning
styles and a preference for one sensory channel over
another (and therefore weaknesses in one or two of
the other sensory channels) underlines the
importance of a teaching methodology that takes
into account the differing needs of different learners
and one which strikes a balance between visual,
auditory and kinaesthetic presentation, processing
and practice.
• C hildren love stories. When presented in an
appropriate multi-sensory way, these stories remain
in the memory. Words, parts of sentences and
sentences can thus be fixed in the long-term
memory.
S M I L E Teacher’s Book develops a number of cognitive
 Involving children in thinking skills
activities
In their book Teaching Young Learners to Think3,
Puchta and Williams (2011) present a concept and a
typology of practical activities that help to develop
young learners’ thinking skills alongside their language
skills. In every unit of Hooray! Let’s play! children are
encouraged to do such activities.
They challenge the children cognitively while
encouraging them to interact meaningfully with the
teacher and their classmates. In this way, learning
English can contribute significantly to the development
of children’s cognitive tools. In the same way as
physical tools extend what we can do with our hands,
tools for the mind extend children’s cognitive
capabilities. Without them, children will not be able to
pay attention, will have poor memory skills, and will
not be able to engage in abstract thinking later on in
their lives.
You can find Thinking Skills activities in Lesson 6 in
each main unit in the Student’s Book and in Lesson 2
in each unit of the Activity Book. The related lesson
notes in this Teacher’s Book include more detailed
information on how to use these activities.
Thinking skills development through stories
Egan (1997) postulates that a person’s intellectual
4 they remember it. They remember phrases, parts of
growth happens naturally, through the acquisition of
certain intellectual qualities (he calls them
‘developments’), deeply rooted in our cultural history.
In order for an individual’s intellect to grow
appropriately, the development of certain ‘cognitive
tools’ is essential. If a child doesn’t get the opportunity
to develop those cognitive qualities appropriately in
early childhood, this may have serious ‘long-term
consequences because mental tools influence the level
3 Egan, K. (1997) The Educated Mind: How Cognitive Tools Shape Our
Understanding. Chicago: University of Chicago Press
4 Puchta, H. and Williams, M. (2011) Teaching Young Learners to Think.
Innsbruck: Helbling Languages.
18 Hooray! Let’s play! A © Helbling Languages
of abstract thinking a child can attain’ (Bodrova and
Leong, 2007, p. 6). The building blocks of language as
a cognitive tool in early child development are rhythm
and rhyme, images and imaginative thinking, humour,
small talk and story thinking.
Egan (1999) points out that stories play an essential
role in the cognitive development of children. He
stresses that the story form is something people enjoy
in all cultures. Stories, however, have more than an
entertainment function – they help the child develop
an understanding of the world and their own life
experiences.
The stories in Hooray! Let’s play! were written with the
goal in mind of developing children’s language as a
cognitive tool. The methodology laid out in the
capabilities in direct and indirect ways: children are
motivated to focus their attention, listen and watch
attentively, follow a sequence of events, remember
important (chunks of) language, make meaning of the
stories, and relate it to their own life experiences.
S M I L E
 Long-term memory storage
through music, movement,
rhythm and rhyme
Many adults can remember and retell the rhymes and
songs they learnt in childhood easily and rhythmically.
Often the reason is because they have been learnt
using actions and movement. The ability to grasp and
retell a story using the rhythmic structuring of the
words is an indication of the level of language
development of a child. The main function of this
rhythmic differentiation ability is that it combines
perception and understanding and so is important for
remembering words, writing and recognising sentence
patterns.
S M I L E
 Exciting stories and games
When children identify with what has been learnt,
sentences and often whole sentences (so-called chunks
of language). Good foreign-language learners can
repeatedly transfer such chunks of language to other
contexts and so practise and consolidate the foreign
language through play.
HOW TO MANAGE YOUR CLASS
Children of this age group have naturally got a short
attention span, are restless and get excited very easily.
We believe that it is better to try and divert their
energy towards activities rather than try and control it
or ask them to be silent or still.
What does the teacher do?
The English teacher has a number of different tasks:
• managing and focusing the attention of the
learners
• giving linguistic input with the aid of interactive
materials and checking this has been understood
• establishing a routine in the classroom
• encouraging the children to speak in the foreign
language
• using the first language in small amounts
• managing the seating in the classroom to suit the
activity
Managing and focusing attention
Some tools you can use to manage their attention and
focus their attention during the lesson are:
• Get the children used to hearing you speaking in
English.
• Follow a similar pattern of activities each lesson and
mark changes in the lesson using the routines.
• Use the Calm down song when the children are
becoming too energetic as a signal that everyone
needs to calm down (See p. 22).
• Plan for quiet periods in your lessons, for example
Pencil and Paper time, to give the children the
chance to work independently and for you to give
attention to individuals.
• Alternate between activities with lots of movement
and very little movement. Movement and making
noise tends to excite children of this age. If you
allow too much movement and noise, a class of
children this young can quickly get overexcited and
difficult to control. By following a loud or energetic
activity with a quieter activity, you can calm the
children down a little and stop them from
becoming too excited.
• Be flexible, occasionally it is better to go with
distractions and interruptions and try to use them
in the lesson rather than trying to make the
children ignore them.
Checking understanding
We can‘t understand everything that we hear in a
foreign language. We often work out the meaning from
the context. A good teacher will try to help children
understand as much as possible by using the children‘s
sensory channels (auditory, visual and motor).
In order to check comprehension, many teachers use
the following methods which are slightly counter­
productive:
• Repeatedly translating individual words. This makes
children feel that they can only understand when
they know every single word. This is not necessary
as when you teach action stories, you teach the
whole phrase rather than individual words.
Translating each word hinders comprehenshion.
There are some circumstances where the teacher
may need to use the child‘s L1 to explain a phrase.
If, for example, a child displays aggressive or
frustrated behaviour because they can‘t
understand, it would benefit the child to give the
L1 equivalent as well as showing the required
action again.
• Asking the question Do you understand? is often
not helpful. Children will say Yes. rather than
explaining. It is better to watch how the children
behave.This will enable you to determine if you
need to help them with their comprehension or
not.
• Teachers often give an instruction in English then
translate it straight into the students‘ native
language.This may make children lazy as they
realise that each instruction is also given in their
first language so they stop listening. It is better for
the teacher to speak in short sentences, give the
children time to think, then repeat the instructions
slowly using mimes, gestures, pictures or
demonstrations if necessary.
Teacher talk and classroom
language
Teaching very young learners is mainly about commu­
nication. It is required, therefore, that the children
understand their teacher when performing activities in
English. That is why vocabulary is acquired in a playful
way at the beginning of every unit and should be
reinforced with facial expressions, gesture, intonation
and visual aids such as the story cards, flashcards and
videos. The children can thus try out important
strategies for successful contact with the foreign
language.
It is important to expose the children to as much English
as possible during their English lessons. Research
indicates that children of this age can acquire a foreign
language and good levels of pronunciation by a natural
exposure to the foreign language. However, for this to
be successful the children need as much exposure to
the foreign language as possible.
Hooray! Let’s play! A © Helbling Languages 19
 Introduction
Therefore, we recommend that you try to speak as Using English names within the
much English as possible during the lesson, and try to classroom
conduct the lesson as much as possible in only English.
It is especially important that classroom language, the Many teachers give their students English names when
everyday instructions and directions that you use to working in the classroom. Two reasons given for this
keep the children on task and focused is in English as are:
this will give the children the most natural exposure to • Children like to assume the identity of someone
English. else.
• When the teacher says, for example, Mario, sit
The teacher can assume that the children are able to down please. most of the sentence is in English,
decode new language when it is presented with the child’s name isn’t, so it makes sense to change
gestures and visual clues. Therefore, from a very early it too.
stage of the foreign language lesson, simple
instructions such as Sit down. and Colour the plane We think it is better to retain the child’s own name in
red. can be given only in English. Using L1 might be the classroom for the following reasons:
helpful when something needs to be explained quickly • The children – and sometimes the teacher – keep
in order to not disturb the continuity of an activity or forgetting the English names of their classmates.
when you want to give some pre-information for the This leads to confusion about who is meant to be
activities. However, avoid using translations unless they following the instructions that are given.
are necessary. • If children are communicating in the foreign
language, this means that they are stating their
Essential classroom language is clearly indicated in the own feelings, state of health, preferences, etc.
lesson notes throughout the course and some useful If they are using a different name, they are using
examples of classroom language are listed below. this as their identity. For example, if the teacher
asks Sue (who is actually called Maria) to name her
Questions favourite colour, Sue talks about Sue. Maria’s
Where’s the...? identity is not present.
What’s this? • If Maria meets another child in the holidays and this
What are these? child can only communicate in English, if she is
Who’s this? asked her name, she will answer Sue and not
How many...? Maria.
What colour?
How to arrange seating in the
Praise classroom
Well done!
Good job! Although it is unrealistic to expect the tables in the
Very good! classroom to be moved for short periods of teaching,
Great! the following points should be considered:
Excellent! • It is easiest to focus and keep children’s attention
Yes, that’s right! when they can see you clearly and you can see each
of them. For this reason, most games and activities
Activity instructions should be played with the children sat on chairs or
Point to... on the floor in a circle or semi-circle.
Show me... • When doing Pencil and Paper activities, the children
Look! should be sat on chairs at a table, but the chairs
Listen. and tables should be arranged in such a way that
Touch. the children have enough room in their places to be
Let’s count. able to move.
Let’s sing. • All children should have a clear view of you and any
materials you are showing or demonstrating at any
Pencil and Paper instructions stage of the lesson.
Colour...
Draw...
Find...
How many...?
Count...
Stick on...
Cut out...

20 Hooray! Let’s play! A © Helbling Languages

 Tips for teaching very OVERVIEW OF ROUTINES
young learners
Children of this age group work better within a clear
This most important tip we can give for teaching very
structure where they know what to expect and what is
young learners is be flexible and enjoy it!
expected of them. Therefore, it is important to set up
clear routines and indicators at the start of the course
The lesson plans provided in the Teacher’s Book are
for the children to follow through all of their English
guidelines only. You know your class and can make the
lessons.
best decisions about what will work for you and your
class in your English classroom area. Don’t be afraid to In Hooray! Let’s play! A, each stage of the lesson can
try new games and activities in your classroom, but be introduced using a song. The children are not
constantly listen, watch and react to the children in expected to learn these songs themselves, but you
your class during everything you do. might find that they join in singing them as the course
progresses.
Some suggestions to help you teach your young
learners successfully: Hello routine
• Encourage the children to join in with the actions This marks the start of each lesson for the children.
for the chants, stories and songs. Children will learn Use the Peter the panda hand puppet to greet the
the actions quickly and this can give them the children as they enter the classroom and encourage
confidence to join in with the English lessons even them to wave and say hello back.
though they might not feel confident enough to Hello song
speak. Actions can also prompt the children and Hello, hello,
help them remember words and phrases they have It’s nice to see you.
produced in previous lessons. Hello, hello,
• Plan for all activities to be short but allow activities It’s nice to see you.
and games to be repeated as long as the children
are happy to continue doing them.
Bye-bye routine
• Remember to reuse games and activities the
This marks the end of each lesson for the children. The
children particularly enjoyed in later lessons.
Peter hand puppet should say goodbye to each child
• If the children don’t react well to an activity, just
as they leave the English lesson.
stop and move on to something new. Try it again
later in another lesson perhaps with different Bye-bye song
vocabulary or a different topic. Bye-bye, bye-bye,
• Be aware of the children’s energy levels depending It’s time to go.
on the time of the day/the day of the week/the Bye-bye, bye-bye,
weather. Try to structure your lesson to allow for It’s time to go.
this. If they arrive at the lesson excited, you can Bye-bye!
start with a quiet activity to calm them down, or if
they have low energy you can do something Transition routines
energetic to wake them up. These are to help the transition from one area of the
• Don’t think that you have to do all the activities in classroom to another in a calm and organised manner.
the Teacher’s Book. Choose the activities that you Encourage the children to join hands during the song
think your children will react best to. and then lead them in a snake to the new area of the
• Experiment with the materials and let the children classroom.
guide you in adapting the games and activities. Circle song
• Listen to the children and make them feel that you Come with me,
value their opinions. Come with me,
• Allow the children to produce English words or Make a circle.
phrases at their own speed. Some children take
longer than others but most will want to produce Come with me,
when they are having fun and feel confident Come with me,
enough. One, two, three.
• Encourage the children’s natural enjoyment of
chants, songs, stories and characters and build on Table song
this enjoyment in your lessons. Come with me,
• Have fun and enjoy the lessons yourself. Children Come with me,
can tell when you are having fun and will want to Sit at a table,
have fun with you. One, two, three.

Hooray! Let’s play! A © Helbling Languages 21

 Introduction
Story routine
This tells the children that the next activity is watching
or listening to a story. As you sing the song, make
appropriate actions and encourage the children to sit
down quietly ready to listen.
Story song
It’s time for a story <mime opening a book>
Listen and look. <  hold hand to ear and point to
your eye>
It’s time for a story <mime opening a book>
Listen and look. <  hold hand to ear and point to
your eye>
Tidying up routine 
This marks the end of a Pencil and Paper activity and
can be used to encourage the children to help you tidy
up before you move on to the next activity or end the
lesson with the Bye-bye song. Sing the Tidy up song
and start to tidy up while encouraging the children to
help you.
Tidy up song
Let’s help each other,
And tidy up.
Let’s help each other,
And tidy up.
Calm down routine
This can be used any time the children get overexcited
and need to be calmed down. As you sing the song
get quieter, put your fingers on your lips and
encourage the children to sit down quietly with you.
You might need to sing the song more than once to
get the class to calm down completely.
Calm down song
Let’s be quiet,
Let’s calm down.
Let’s be quiet,
Let’s calm down.
HOW PARENTS/CARERS CAN
HELP
Parents or carers of young children generally have a
positive attitude towards learning a foreign language
and will want to actively support their children’s
development You should encourage this involvement
by keeping the parents/carers fully informed about
what is happening in the language lessons. If
appropriate, you could also invite parents/carers to visit
their child’s lesson to watch them perform the action
stories. If parents/carers have time and are willing to
try and speak in English, they could even help out with
some of the art and craft activities.
There are printable letters that you can edit and send
home to parents or carers at the beginning or at the end
of each unit. These not only inform the parents/carers
about the topic and materials their children will be
22 Hooray! Let’s play! A © Helbling Languages
covering or have covered in class, but also includes the
lyrics for the chants and songs in each unit and some
information about how children learn a foreign language.
If parents/carers want to speak to you about their
child’s learning, it is recommended that the following
points are made:
• You want the child‘s early experiences of learning a
foreign language to be positive ones so they gain
confidence and lose their shyness about expressing
themselves in a foreign language.
• Parents/carers should not expect their children to
speak at the beginning. Children need to learn to
under­stand first and then respond using simple
language.
• Using Hooray! Let’s play! A will develop a variety of
the children’s skills – intellectual, social, emotional
and motor.
• Learning a foreign language at an early age
encourages an open-minded attitude towards other
cultures.
• It is very important to praise children for their
progress in learning.
• If children want to show you what they can do,
show interest. Errors are a sign of progress in
learning.
• Parents/carers should encourage their children to
learn the foreign language holistically and not
translate it. They may be able to understand the
meaning of the sentences and phrases but not
understand them in their first language. This is
okay. It is better not to translate.
• Parents/carers should not be disappointed if their
child cannot say something that they have learnt.
• Parents can help their children to learn English with
Hooray! Let’s play! A in the following ways:
– Chants and songs can be listened to and revised
using the Helbling Media App or Helbling e-zone
kids. Access information for parents can be found
on the inside cover of the Student‘s Book.
– Parents/carers can play ‘at school’ with their
children taking the role of the pupil. Children take
great pleasure in teaching their parents/carers a
foreign language.
– Parents/carers can look at the worksheets and art
and craft objects with the children and talk to
them in their first language about what they did.
Unit Welcome
LANGUAGE OVERVIEW • WELCOME UNIT
Key Words Productive Language
Peter the panda What’s your name?
Rosie the rabbit I’m (Sophie).
Tom the turtle Yes. / No.
Connie the crocodile No, sorry!
robot
Objectives
Receptive Language Children learn:
Hello, I’m Peter/Rosie/Tom/Connie. • to recognise the characters in Hooray! Let’s play!
I’m a panda/rabbit/turtle/crocodile. • to listen and join in with a song and a chant
Now let’s sing a song. • to watch and listen to a story
Hey, hooray. • to recognise some simple routines to mark
Who is it, Peter? different activities and sections of the English
No, Peter. It’s (you). lesson
Where’s Peter? • to join in during the English lesson and show their
Who is it? understanding using mime, gestures and other
Is it Peter? actions
Who’s missing?
Is it the same? Competences
It isn’t... Children can:
• identify the characters introduced in Hooray! Let’s
Classroom Language
play! using movement, pointing, gestures, etc.
Hello. • point to the appropriate character when asked
Stand up. • understand and follow some simple instructions
Sit down. given in English during the lesson
Circle Peter/Rosie/Tom/Connie. • participate in games, songs and chants
Colour the (pictures). • recognise the characters and show an interest in
Make a circle. the events of the story
Point to Peter.
Look, stickers. Let’s stick them in. Value
Stop! • to develop appreciation for the value of friendship
Here you are.
This is your story card. Thinking Skills
Listen. • focusing attention and matching pictures that are
Draw a line. the same
Open/Close your eyes.
Bye-bye! Phonics
• to learn the sound /r/ as well as letter R, and
practise recognising and saying words that begin
with /r/

Hooray! Let’s play! A © Helbling Languages 23

 Unit Welcome
• Sing or play the Hello song and make Peter look
LESSON 1 • CHANT like he is singing too.
Hello song
Hello, hello,
Unit
Unit Welcome It’s nice to see you.
Lesson 1
(Repeat)

2. Introduce Peter the panda.

Hooray! Let’s play! A © Helbling Languages
• Make Peter wave to the children and then make
him say Hello, I’m Peter. Peter the panda.
• Point to Peter and say Peter the panda., then
show the children an action for panda, for example
draw a circle around one of your own eyes. Again
say Peter the panda.
• Hold Peter next to one of the children and say
What’s your name? Help the child say his or her
name to Peter, for example, I’m (Sophie). Then
3

9783990892718_Hooray! Let's Play! SB.indd 3 29/10/21 14:59

make Peter say Hello, (Sophie).

Main Objective • Continue until all the children have said their name
To introduce the characters from Hooray! Let’s play! to Peter.
Key Words
Peter the panda, Rosie the rabbit, Tom the turtle,
Carpet Time
Connie the crocodile 3. Sing the Circle song. 3
Receptive Language • If you want to move the children from another area
Hello! Bye-bye! of the classroom to sit or stand in a circle, you can
What’s your name? sing or play the Circle song.
I’m Peter/Rosie/Tom/Connie. Circle song
I’m a panda/rabbit/turtle/crocodile. Come with me, Come with me,
Who is it, Peter? No! It’s... Come with me, Come with me,
Where’s Peter? Make a circle. One, two, three.
It’s time to go, Peter.
Classroom Language 4. Introduce the characters.
Stand up. / Sit down. • Show the children the flashcard for Peter the
Circle Peter. panda, point to the flashcard and the Peter puppet
Point to... then say Peter the panda. Also show the children
the action you used earlier for Peter the panda.
Activities • Show the children the flashcard for Rosie and say
Introduce Peter the panda. Rosie the rabbit. Then show the children an action
Introduce the Hooray! Let’s play! characters. for Rosie the rabbit, for example hold two fingers
Say the Welcome chant. up on either side of your head to make rabbit ears.
Find the four animals and circle them. • Point to the flashcard for Peter, look at the Peter
Play I’m Peter. I’m a panda. hand puppet and say Who is it, Peter? Make Peter
say Rosie. Encourage the children to say No! to
Materials Checklist Peter, then you say No, Peter. It’s you. It’s Peter.
 P eter hand puppet • Continue to show and name the other character
 flashcards 1–4 (Peter the panda, Rosie the flashcards:
rabbit, Tom the turtle, Connie the crocodile) Tom the turtle – hold one hand in a fist, with the
 Audio 2-8 (routine songs), 9 thumb sticking out, the thumb is the turtle head
 Student’s Book, p. 3-4 and the fist the body. Then put your other hand
 coloured pencils or crayons over the turtle body to make a shell.
Connie the crocodile – hold your arms stretched
out in front of you with one hand above the other.
Warm-up and Revision Then snap the hands together like a crocodile
mouth.
1. Sing the Hello song. 2 • Point to a flashcard and ask Peter Who is it,
• M
 ake the Peter hand puppet greet the children. Peter? Make Peter say the names of the different
Make Peter say Hello! and encourage the children characters, then encourage the children to tell Peter
to wave and say Hello! back. if he is correct or not.

24 Hooray! Let’s play! A © Helbling Languages

5. Say the Welcome chant. 9 the one they were working on. They will eventually
• S how the children each of the character flashcards
and name them. Say for example Look, it’s Rosie.
It’s a rabbit.
• Put the flashcards on the floor where the children
can easily see them in the order from the chant. It is
better if you leave a space between the cards.
• Play the Welcome chant and make Peter point to
each animal as you say or hear them in the chant.
Welcome chant
Panda, panda,
Turtle, turtle,
Rabbit, rabbit,
Crocodile.
(Repeat)
• Repeat the chant and show the children the actions
for the animals and encourage the children to join
in with you.
Pencil and Paper
6. Sing the Table song. 4 • When moving the children from the table to sit in a
• A
 sk the children to move to the tables and sit down
by singing:
Table song
Come with me,
Come with me.
Sit at a table,
One, two, three.
(Repeat)
7. F ind the four animals and circle them.
SB 3 9 encourage the children to move around the circle
• H old up your Student’s Book so the children can see
the page.
• Say Where’s Peter the panda? and encourage the
children to help find Peter on the page and point to
him.
• Say Circle Peter. and demonstrate by circling the
picture of Peter on the page.
• Continue to ask the children to find the other
characters on the page.
• Give the children their Student’s Books open to the
correct page.
• Say Where’s Peter? Circle Peter. Then give the
children time to find and circle Peter.
• Encourage the children to find and circle the rest of
the characters on the page.
• Repeat the Welcome chant and point to each
animal as you say or hear them in the chant.
8. F or early finishers: Colour. SB 4
• T he objective of this activity is for early finishers to
engage in an extension activity independently. You
might want to give this explanation individually so
the children who are not finished do not get
confused and start this activity rather than finish
be able to move on to this activity independently.
• Hold up your book or one of the children‘s to
show that the main activity is finished. Say Have
you finished? (Yes!) Hold up the page, point to
the colouring activity and say Look, who is this?
(Connie!). Hold a crayon in your hand, mimic
colouring and say Let‘s colour Connie!
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing:
Tidy up song
Let’s help each other,
And tidy up.
(Repeat)
Rounding Off
10. Sing the Circle song. 3
circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play I’m Peter. I’m a panda.
• Say I’m Peter. I’m a panda. and move around the
circle walking like a panda bear walks.
• Encourage the children to join in walking around
the circle like a panda.
• Say I’m Rosie. I’m a rabbit. and encourage the
children to hop around the circle like a rabbit.
• Continue naming the different characters and
area like the animals. For crocodile, the children can
walk around snapping their arms in front of them
like a crocodile’s mouth. For turtle, the children can
crawl slowly on their hands and knees or hands and
feet.
• Once the children seem confident with the names
of the characters and movements, try saying the
names without doing the movement and let the
children show you.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing:
Bye-bye song Bye-bye, bye-bye,
Bye-bye, bye-bye, It’s time to go.
It’s time to go. Bye-bye!
Hooray! Let’s play! A © Helbling Languages 25
 Unit Welcome
Warm-up and Revision
LESSON 2 • STORY
1. Sing the Hello song. 2
• Make Peter greet the children by saying Hello! and
Unit
Unit Welcome encourage the children to wave and say Hello!
Lesson 2
back.
• Sing or play the Hello song and make Peter look
like he is singing too.
Hello song
Hello, hello,
It’s nice to see you.
(Repeat)

2. Play a name game.

• Make Peter wave to the children and then make
Hooray! Let’s play! A © Helbling Languages 5
him say Hello, I’m Peter. Peter the panda.
9783990892718_Hooray! Let's Play! SB.indd 5 29/10/21 14:59 • Point to Peter and say Peter the panda., then
Main Objective show the children the action for panda which you
used in Lesson 1.
To follow a story and join in with a chant. • Hold Peter next to one of the children and make
Key Words Peter say Hello. to the child using their name.
Encourage the child to say Hello. back to Peter.
Peter the panda, Rosie the rabbit, Tom the turtle,
• Continue to make Peter greet each child
Connie the crocodile individually, but make Peter forget the names of
Receptive Language some of the more confident children or call them
the wrong name. Then help the children to tell
Hello, I’m Peter/Rosie/Tom/Connie.
Peter their name.
I’m a panda/rabbit/turtle/crocodile.
• Say Say hello to Peter. and encourage the children
Now let’s sing a song. to wave and say Hello. to Peter.
Hey, hooray! • Continue by asking a child to say Hello. to the class
Classroom Language and encourage the class to wave and say Hello,
(Sophie). to that child.
Hello, I’m...
• Continue so that all the children have a turn.
Where’s Peter?
Look, stickers. Let’s stick them in.
Colour Rosie’s shirt and Connie’s dress. Carpet Time
3. Sing the Circle song. 3
Values
To develop appreciation for the value of friendship. • If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
Activities sing or play the Circle song.
Play a name game. Circle song
Say the Welcome chant. Come with me, Come with me,
Watch the Hello story. Come with me, Come with me,
Stick in and colour. Make a circle. One, two, three.
Play Move towards the flashcard.
Materials Checklist 4. Say the Welcome chant. 9
 P eter hand puppet • Show the children each of the character flashcards
 flashcards 1–4 (Peter the panda, Rosie the and name them.
rabbit, Tom the turtle, Connie the crocodile) • Play the chant and make Peter point to each animal
 Audio 2-8 (routine songs), 9, 10 as you say or hear them in the chant.
 Hello video
Welcome chant
 stickers from the appendix of the Student’s
Panda, panda,
Book (Peter, Tom)
Turtle, turtle,
 Student’s Book, p. 5-6
Rabbit, rabbit,
 Story cards 1–6 (Hello) (optional)
Crocodile.
 coloured pencils or crayons
(Repeat)
Hello mini storybook (Worksheets 3a-b)
• Repeat the chant, show the children the actions for
the animals and encourage the children to join in
with you.

26 Hooray! Let’s play! A © Helbling Languages

5. W
 atch the Hello video. 6 10
• If you want to use a transition marker to tell the
children that the next activity is a story, sing or play:
Story song
It’s time for a story.
Listen and look.
(Repeat)
• Play the video and allow the children to watch. If
you don’t have access to the Helbling Media App
or Helbling e-zone kids, you can use the story cards
and read the script from the back of the cards.
Hello
Peter: Hello, I’m Peter. I’m a panda.
Rosie: Hello, I’m Rosie. I’m a rabbit.
Tom: Hello, I’m Tom. I’m a turtle.
Connie: Hello, I’m Connie. I’m a crocodile.
All: Now let’s sing a song. Hooray!
Peter: Hello, I’m Peter. I’m a panda, a panda.
Rosie: Hello, I’m Rosie. I’m a rabbit, a rabbit.
Tom: Hello, I’m Tom. I’m a turtle, a turtle.
Connie: Hello, I’m Connie. I’m a crocodile, a crocodile.
All: Hello, hello, hey, hooray.
Hey, hey, hey, hey, hey, hey.
Hello, hello, hey, hooray.
Hey, hey, hey, hooray, hooray!
• If there is time, let the children watch or listen to
the story more than once.
Pencil and Paper
6. S
 ing the Table song. 4 • When moving the children from the table to sit in a
• A
 sk the children to move to the tables and sit down
by singing:
Table song
Come with me,
Come with me.
Sit at a table,
One, two, three.
(Repeat)
7. S
 tick in and colour. SB 5
• H old up the page so the children can all see clearly.
• Say Where’s Peter? and encourage the children to
point to Peter in the picture. Then ask the children
to point at the other characters on the page.
• Give the children their Student’s Books open to the
correct page. Ask the children where each of the
characters are and encourage the children to point.
• Show the children the sticker of Peter’s and Tom’s
head in the appendix of the Student’s Book and say
Look, stickers. Let’s stick them in.
• Monitor the class and help the children stick in the
stickers.
• Say Colour Rosie’s shirt and Connie’s dress.,
then point to the areas in the picture.
• While the children are colouring, monitor the class
again and praise the children.
8. Value: Friendship.
• Hold up the page so the children can see. With
Peter‘s help, bring children‘s attention to the Values
Icon. Say Look, a heart! A heart for values! You
might want to put a hand over your heart to infer
that this icon is about ethical values, about respect
and behaving well towards each other.
• Now turn back to p. 5 where the children have
been doing the previous activity and say Peter,
Rosie, Tom and Connie are friends. They have
fun together. Now have Peter ask the children
What are your friends‘ names? Wait for some of
the children to respond.
• Continue with other questions about friendship, Do
you have fun with your friends? Do you sing
songs with your friends?
• Have Peter say I like my friends Rosie, Tom and
Connie. Do YOU like your friends? (Yes.) Is
having friends good? Yes! Finally, say Having
friends is good!
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing:
Tidy up song
Let’s help each other,
And tidy up.
(Repeat)
Rounding Off
10. Sing the Circle song. 3
circle on the carpet, you can sing or play the Circle
song again (See Introduction, p. 21).
11. Play Move towards the flashcard.
• If there is a board in the classroom, attach the
flashcards so two of the characters are on the left
of the board and the other two are on the right. If
there is no board, put the flashcards to the left and
right of a space on the floor.
• Ask some of the children to stand in front of the
board, or in the space between the flashcards if
they are on the floor.
• Name one of the characters and encourage the
children who are stood up to move to the left or
right towards the correct flashcard.
• Praise the children who moved in the correct
direction. Then ask these children to sit down and
let another group of children try the activity.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song (See
Introduction, p. 21).
Hooray! Let’s play! A © Helbling Languages 27
 Unit Welcome
Warm-up and Revision
LESSON 3 • SONG
1. Sing the Hello song. 2
• Make Peter greet the children by saying Hello! and
Unit
Unit Welcome encourage the children to wave and say Hello!
Lesson 3
back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Say the Welcome chant. 9

• Show the children each of the character flashcards
and elicit the names of the characters.
• Play the chant and encourage the children to join
in doing the actions from Lesson 1 for each of the
characters.
7

Welcome chant
Hooray! Let’s play! A © Helbling Languages

9783990892718_Hooray! Let's Play! SB.indd 7 29/10/21 14:59

Panda, panda,
Main Objective
Turtle, turtle,
To listen to and sing a song about the characters Rabbit, rabbit,
from Hooray! Let’s play! Crocodile.
Key Words (Repeat)
Peter the panda, Rosie the rabbit, Tom the turtle,
Connie the crocodile Carpet Time
3. Sing the Circle song. 3
Receptive Language
Hello, I’m Peter/Rosie/Tom/Connie. • If you want to move the children from another area
I’m a panda/rabbit/turtle/crocodile. of the classroom to sit or stand in a circle, you can
Now let’s sing a song. sing or play the Circle song (See Introduction, p. 21).
Hey, hooray!
Now let’s put the story together. 4. Tell the Hello story. 6 10 PDF
(WS 1+2)
Here you are, (Anna).
• If you want to use a transition marker to tell the
This is your story card, (Elsa).
children that the next activity is a story, then sing or
Listen to the story.
play:
Classroom Language Story song
Who is it? It’s time for a story.
Where’s Peter/Rosie/Tom/Connie? Listen and look.
Draw a line. (Repeat)
Colour the pictures. • Using the story cards tell the Hello story. The script
is on the back of the cards. Encourage the children
Activities
to use their character masks or cut-outs from
Say the Welcome chant. Worksheets 1+2 (See Introduction, p. 15). The
Tell the Hello story. children can try to mime some of the actions from
Listen to the Hello, I’m Peter song. the story as they listen.
Look and match then colour the animals. • Hand out the story cards in a random order
Play Flash the flashcard. to different children. Play or tell the story and
Materials Checklist encourage the children with story cards to make
a line so they are in the correct order. Say, for
 P eter hand puppet example: Now let’s put the story together. Here
 flashcards 1–4 (Peter the panda, Rosie the you are, (Anna). This is your story card, (Elsa).
rabbit, Tom the turtle, Connie the crocodile) Listen to the story.
 Audio 2-8 (routine songs), 9-11 • If there is time, you could play or tell the story again
 Story cards 1–6 (Hello) and allow some of the more confident children to
 Student’s Book, p. 7-8 help act out the story.
 coloured pencils or crayons
 character masks or cut-outs (Worksheets 1+2)
(optional)

28 Hooray! Let’s play! A © Helbling Languages

5. L isten to the Hello, I’m Peter song. 11
• P lay the song. Let the children listen to the song
and watch you doing the actions for each of the
characters.
Hello, I’m Peter
Hello, I’m Peter. I’m a panda, a panda.
(wave hello and then move like a panda)
Hello, I’m Rosie. I’m a rabbit, a rabbit.
(wave hello and then move like a rabbit)
Chorus:
Hello, hello, hey, hooray.
Hey, hey, hey, hey, hey, hey.
Hello, hello, hey, hooray.
Hey, hey, hey, hooray, hooray!
Hello, I’m Tom. I’m a turtle, a turtle.
(wave hello and then move like a turtle)
Hello, I’m Connie. I’m a crocodile, a crocodile.
(wave hello and then move like a crocodile)
(Chorus)
• Repeat the song and this time encourage the
children to join in with the actions.
Pencil and Paper
6. S
 ing the Table song. 4 song again (See Introduction, p. 21).
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song
(See Introduction, p. 21).
7. L ook and match then colour the animals.
SB 7 11
• H old up the page so the children can see. Play the
song and point to the correct character as you hear
their name in the song.
• Give the children their Student’s Books open to the
correct page.
• Play the song again and encourage the children to
copy you and point to each character as they say
their names in the song.
• Point to the first picture and say Who is it? and
elicit the name of the character from the children.
• Point to the line where you can only see the
characters’ backs and say Where’s Peter?
Encourage the children to find and point to Peter in
their books.
• Say Draw a line. and demonstrate by drawing a
line between the two pictures of Peter.
• Continue asking the children to name each
character and match them before they draw a line.
• Say Colour the pictures. and demonstrate by
starting to colour one of the pictures.
• While the children are colouring, monitor the class
and praise the children for working well.
8. For early finishers: Trace. Colour. SB 8
• The objective of this activity is for early finishers to
engage in an extension activity independently. You
might want to give this explanation individually
so the children who are not finished do not get
confused and start this activity rather than finish
the one they were working on. They will eventually
be able to move on to this activity independently.
• Say Have you finished? (Yes!) Hold up the page,
point to the tracing and colouring activity and say
Look, Tom the turtle!
• Hold a pencil up in your hand and mimic tracing
while you say Trace Tom! Then, hold a crayon in
your hand, mimic colouring and say Colour Tom!
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in a
circle on the carpet, you can sing or play the Circle
11. Play Flash the flashcard.
• Show the children the character flashcards and elicit
the names of each of the characters.
• Show the children you are mixing the flashcards in
your hands so neither you nor the children know
the order of the cards.
• Hold the flashcards so you can see the first card but
the children can’t.
• Quickly rotate or fan the cards so the children get a
quick look at the first flashcard and say Who is it?
Encourage the children to name the flashcard they
think they can see.
• Gradually rotate or fan the flashcards more slowly
until the children can correctly name the card.
8
12. Sing the Bye-bye song.
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Hooray! Let’s play! A © Helbling Languages 29
 Unit Welcome
Warm-up and Revision
LESSON 4 • THINKING SKILLS
1. Sing the Hello song. 2
• Make Peter greet the children by saying Hello! and
Unit
Unit Welcome encourage the children to wave and say Hello!
Lesson 4
Thinking Skills
back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Using productive language: ‘What’s your

name?’
• Make Peter wave to the children and then make
him say Hello, I’m Peter.
• Hold Peter next to one of the children and say
What’s your name? Help the child say I’m
Hooray! Let’s play! A © Helbling Languages 9 (Sophie). Then make Peter say Hello, (Sophie).
9783990892718_Hooray! Let's Play! SB.indd 9 29/10/21 14:59
• Continue until all the children have had a chance to
Main Objective say their name to Peter.
To match items which are the same. • Encourage one of the children to ask another child
in the class What’s your name?, and help the
Key Words other child answer with I’m (Ben).
Peter the panda, Rosie the rabbit, Tom the turtle, • Continue until all the children have had a chance to
Connie the crocodile ask and answer at least once.

Receptive Language Carpet Time

Hello, I’m Peter/Rosie/Tom/Connie.
3. Sing the Circle song. 3
I’m a panda/rabbit/turtle/crocodile.
Close/Open your eyes. • If you want to move the children from another area
Who’s missing? of the classroom to sit or stand in a circle, you can
sing or play the Circle song (See Introduction, p. 21).
Classroom Language
Who is it?
4. Play Who’s missing?
Is it the same?
Circle it. • Show the children the character flashcards and put
them on the floor.
Productive Language • Turn to Peter and say Peter, close your eyes.
What’s your name? Make Peter close his eyes by putting his hands over
I’m (Sophie). his eyes or hold your hand over Peter’s eyes.
• Ask a child to choose a flashcard and sit on it so
Thinking Skills the card can’t be seen. Then say Open your eyes,
Focusing attention and matching pictures that are Peter. and uncover Peter’s eyes.
the same. • Say Who’s missing, Peter? and point to the place
where the missing flashcard was.
Activities • Make Peter say different characters. Encourage
Using productive language: ‘What’s your name?’ the children to say Yes. if Peter says the missing
Play Who’s missing? and the Yes or no game. character and No, sorry. if Peter is wrong.
Find the correct Peter, Rosie, Tom and Connie, then • Repeat the activity, allowing a different child
circle. to choose the flashcard or if the children are
confident, Peter can choose a flashcard (you can
Materials Checklist
sit on the flashcard for Peter) and the children can
 P eter hand puppet guess the character.
 flashcards 1–4 (Peter the panda, Rosie the
rabbit, Tom the turtle, Connie the crocodile)
Pencil and Paper
 Audio 2-8 (routine songs)
 Student’s Book, p. 9-10 5. Sing the Table song. 4
 coloured pencils or crayons
• Ask the children to move to the tables and sit down
 some music to play
by singing or playing the Table song
picture of Peter and Rosie (Worksheet 4) (See Introduction, p. 21).

30 Hooray! Let’s play! A © Helbling Languages

6. Introduce the icons. SB 9
• B ring the children‘s attention to the Thinking Skills
icon on the top right corner of the page and say
Look! The lightbulb! ‘Thinking Skills‘. We are
in Thinking Skills class. Point at your head and
say thinking so the children understand that they
are supposed to think.
• Point at the Look icon. Say What‘s this? Point
at your eye. We are going to look and we are
going to think (mimicking thinking by pointing at
your head again).
• Point at the Pencil icon. Say What‘s this? Yes, it‘s
a pencil. Mimic taking a pencil and making a circle
in the air. Encourage the children to do the same.
Say We‘re going to circle Peter the Panda/Rosie
the rabbit/Tom the turtle/Connie the crocodile
while you point at each character in the left-hand
column of the page.
7. F ind the correct Peter, Rosie, Tom and
Connie, then circle.
• H old up the page so the children can see.
• P oint to the first picture and say Who is it? Elicit
the name of the character from the children.
• Point to the other pictures of Peter in the line and, as
you point to each picture, ask the children Is it the
same? and point again at the first picture of Peter.
• W hen the children have identified the picture that
is the same, say Circle the same picture. and
demonstrate by circling the same picture.
• G ive the children their Student’s Books open to the
correct page and encourage the children to point to
the pictures which are the same.
• G ive the children a pencil or crayon and allow them
to circle the pictures which are the same.
• M onitor the class and praise the children for
neat work. You can also point to and name the
characters on the page.
8. F or early finishers: Draw yourself. SB 10
• T he objective of this activity is for early finishers to
engage in an extension activity independently. You
might want to give this explanation individually
so the children who are not finished do not get
confused and start this activity rather than finish
the one they were working on. They will eventually
be able to move on to this activity independently.
• Say Have you finished? (Yes!) Hold up the page,
point to the outline of a head and say Look, you
can draw YOU here!
• Hold a pencil up in your hand and mimic drawing
while pointing at the outline of the head and say
Draw your face!
9. S
 ing the Tidy up song. 5
• A
 sk the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
3
10. Sing the Circle song.
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play Who’s missing?
• Show the children the character flashcards and elicit
the names of the characters before putting the
cards on the floor. To make the game harder, put
them face down on the floor this time.
• Mix the cards up and then take one away without
letting the children see the picture on the card that
has been taken away.
• Turn the remaining cards over and elicit the name
of the character on each card.
• Say Who’s missing? and encourage the children to
try and tell you which character flashcard was taken
away.
• If you have time, play again and let one of the
children choose which flashcard to take away.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
If there is time…
Play Musical statues.
• P lay some music for the children to dance to in the
circle area.
• W hen you stop the music, encourage the children
to freeze like one of the characters from Hooray!
Let’s play! If the children find it difficult to stand still,
encourage them to move like one of the characters.
You will need to demonstrate this the first few times.
• P raise the children who make a good statue or move
well and then play the music again. Let the children
dance to the music and repeat the activity.
Hooray! Let’s play! A © Helbling Languages 31
 Unit Welcome
flashcard for Rosie the Rabbit, point to the flashcard
LESSON 5 • PHONICS and the Peter puppet then say Peter, look! Here’s
Introduce the grapheme ‘R’ Rosie the rabbit.
• Show the children the flashcard for Rosie and say
Unit
Unit Welcome Rosie the rabbit. Then show the children an action
Lesson 5
Phonics for Rosie the rabbit, for example hold two fingers
up on either side of your head to make rabbit ears.
2 • Point to the flashcard for Peter to see, look at the
1 Peter hand puppet and say Who is it, Peter? Make
1 Peter say It’s me,
2 Peter. Encourage the children to
say No! to Peter, then you say No, Peter. It’s Rosie
the rabbit.
3

Carpet Time
Introduce the /r/ sound and the letter ‘R’
• Listen and repeat. Listen and point.
• Use your finger to trace the letter.
13
3. Sing the Circle song. 3
Hooray! Let’s play! A © Helbling Languages 11
• If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
9783990892718_Hooray! Let's Play! SB.indd 11 29/10/21 14:59

Main Objective sing or play the Circle song (See Introduction, p. 21).
To introduce the /r/ sound and grapheme ‘R’.
Key Words 4. Play Uncover the flashcard.
Rosie, rabbit, robot • C over the flashcard of Connie with a piece of card
or another flashcard so the children can’t see the
Receptive Language picture.
Hello! Bye-bye! • Say Who is it? Is it Peter? Is it Rosie? and let the
Who is it, Peter? No! It’s Rosie the Rabbit. children guess but don’t give them an answer.
• Gradually move the piece of card up and down or
Classroom Language across the flashcard of Connie to show the children
Listen. Repeat. some of the picture.
Point to. Circle. • Ask the children again Who is it? and let the children
guess who they think it is.
Activities • Praise the children who guessed correctly, then take a
Play Uncover the flashcard. new character flashcard and repeat the activity.
Introduce ‘R’ grapheme.
Introduce ‘R’ sound. Pencil and Paper
Listen and repeat the ‘R’ sound.
Listen and point to the ‘R’ items. 5. Sing the Table song. 4
Listen and circle the ‘R’ items. • Ask the children to move to the tables and sit down
Trace the letter ‘R’. by singing or playing the Table song
Play Where‘s Rosie? (See Introduction, p. 21).
Materials
 P eter hand puppet 6. Introduce the icons. SB 11
 flashcards 1–4 (Peter the panda, Rosie the • With Peter’s help, bring the children’s attention
rabbit, Tom the turtle, Connie the crocodile) to the Phonics icon on the top right corner of the
 Student’s Book, p. 11-12 page and say Phonics. We are in Phonics class.
 Audio 2-8 (routine songs), 13-14 • Then have Peter point at the Listening icon and
explain to the children that in this lesson they are
going to listen to audio in English (elicit listening by
Warm-up and Revision touching the ear).
• Continue with the Speaking icon, asking What’s
1. Sing the Hello song. 2 this? Yes, we are going to speak English.
• M ake Peter greet the children by saying Hello! and
encourage the children to wave and say Hello! Introducing the grapheme ‘R’
back to Peter. 7. Introduce the ‘R’ sound.
• Sing or play the Hello song and make Peter look
• Hold up the page to show the children letter
like he is singing too (See Introduction, p. 21).
’R’ next to Rosie the rabbit. Say Look, R – R
2. Introduce Rosie the Rabbit. – R – Rosie, R – R – R – Rabbit. Emphasising
• Show the children and Peter the puppet the and exaggerating the sound ‘R’. Ensure the

32 Hooray! Let’s play! A © Helbling Languages

 pronunciation of ‘R’ is ‘rrrrr’, not ‘ruh’. There should
be no sound after the /r/ sound.
• Ask Who is this? while pointing at Rosie the rabbit
in the book. Have the children repeat R – R – R –
Rosie, R – R – R – Rabbit.
8. Listen and point. 13
• P lay the recording and point at the pictures of letter
‘R’ and Rosie.
R – R – R – Rosie; R – R – R – Rosie.
R – R – R – Rabbit; R – R – R – Rabbit.
• Play the recording again, elicit listening by touching
your ear or have Peter touch his and say Listen.
Repeat. R – R – R – Rosie; R – R – R – Rabbit.
• Listen as the children repeat to make sure they
pronounce the ‘R’ sound properly.
• H
 ave some or all the children repeat the ‘R’ sound
while they also point at the picture of the Rosie
rabbit character.
9. T
 race the letter ’R’.
• C ontinue to hold up the page. Point at the big
capital ‘R’ on the page. Use your finger to trace the
big capital ‘R’, following the arrows provided in the
correct order.
• Say Now, let’s trace the letter ‘R’. Move your
finger down as you say One. Then move your
finger around the ‘R’, following arrow 2 on the
page and say Two. Finally move your finger
following arrow 3 and say Three, R – R – R.
• Say Now, YOU trace the letter ‘R’. Demonstrate
one more time how to trace the letter by moving
your finger following the arrows provided, before
you let the children try by themselves.
• Monitor the children as they trace the letter R, walk
around the class repeating R – R – R – Rosie;
R – R – R – Rabbit.
10. Listen and point to the ‘R’ items. SB 12 14
• P oint at the Phonics icon on the page and say
Look, what’s this? Do you remember? Yes, it’s
Phonics. We’re still in Phonics class! We are
going to listen to English words.
• Hold up the page. You may want to have Peter
show surprise to see himself on the page.
Encourage the children to tell you the characters’
names themselves by having Peter say Look,
rabbit, robot! Repeat the names exaggerating the
initial sounds.
• Point at the Listening icon and say Look, we are
going to listen to English words. Play the audio.
Rosie Rabbit, rabbit, rabbit.
Robot, robot, robot.
Peter Panda, panda, panda.
Can you hear the R – R – R in Rosie?
(Yes) Can you hear the R – R – R in Peter • Signal to the children that it is the end of the
(exaggerating the P)? (No.) English lesson by singing or playing the Bye-bye
Can you hear the R – R – R in robot? (Yes).
• Hold your finger up and mimic ‘point at’. Say
(Mary), point at robot. (Ben), point at rabbit.
Continue asking other children to point at the three
characters.
11. Listen and circle the ‘R’ items. 14
• Continue to hold up p. 12. With Peter’s help, bring
the children’s attention to the Pencil icon. Say Look,
a pencil! What are we going to do? Yes! That’s
right, we are going to circle letter ‘R – R – R’
(mimicking using the pencil to circle).
• Play the recording and mimic the idea of ‘listen and
circle‘. Monitor the children to make sure they circle
the rabbit and the robot.
12. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
13. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
14. Play Where‘s Rosie?
• Show the children the character flashcards and elicit
the names of the characters before putting the
cards on the floor.
• Mix the cards up by sliding them around the floor.
Then look at Peter and say Which one, Peter?
Make Peter say Rosie, please. Point to the picture
of Rosie on p. 11 of the Student‘s Book if needed.
• Choose one of the children and say Where’s
Rosie? Encourage the child to turn over a card.
If the child turns over the card with Rosie, then say
Yes. and allow the child to give the card to Peter.
Peter should say Thank you. and can reward the
child by giving a kiss, hug or high-five. If the card
is not the nose, then say No, sorry. and choose a
new child to turn over a card.
The cards that children have found can be put on the
floor near Peter, or to make the game harder they can
be put back in the game with the other cards.
• Repeat the activity asking different children to find
different characters each time.
15. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to Peter.
song (See Introduction, p. 21).
Hooray! Let’s play! A © Helbling Languages 33
 Unit 1 Colours
LANGUAGE OVERVIEW • UNIT 1
Key Words Draw the dots.
red Give the pencil to Peter.
green Close/Open your eyes.
blue Draw a line/yourself.
yellow Colour (Tom)’s (kite) (red).
orange Stand up. / Sit down.
pink Productive Language
balloon
Do you like (red)?
kite
Yes. / No.
ball
What’s your favourite colour?
Word Revision
Objectives
Hello.
Children learn:
Bye-bye.
It’s nice to see you. • to recognise the colours red, green, blue, yellow,
It’s time to go. orange and pink and use their English names
• to listen to, act out and put an action story in
Receptive Language order
What colour is it? • to listen to and join in with a song and a chant
Yes. / No. It’s (red). • to watch and listen to a story
Can you see more (green)? • to recognise the English lesson routines
Shh! • to join in and follow some simple instructions,
Bingo! showing their understanding using mime, gesture
Is it (green)? and other actions
It’s Connie.
Look, balloons/a kite.
Competences
What colour balloon is in the box? Children can:
A (blue) (balloon) for (Rosie). • identify red, green, blue, yellow, orange and pink
Bigger? using pointing, gestures, etc.
Yes, well done. • point to something of an appropriate colour when
What is it? asked
Where’s (red)? • listen and colour objects using the appropriate
Hello, Rosie/Connie/Peter/Tom. colour when asked
What’s the matter? • understand and follow simple instructions given in
Look, my yellow/blue/red kite/ball. English during the lesson
I’ve got an idea. • participate in games, songs, chants, and TPR
Great (idea). based action stories
Go, Tom/Peter/Connie, go. • recognise the characters and show interest in the
Thank you. events of the story
What colour is next?
Value
Classroom Language • to develop appreciation for the value of working
Point to (green). together
Colour the crayons/picture/kite/tree.
Colour it (red). Thinking Skills
Cut out the cards. • continuing a colour sequence
Show me (blue).
Take a (green) pencil.
Phonics
Listen. • to learn the sound /b/ as well as letter B, and
How many dots? practise recognising and saying words that begin
with /b/

34 Hooray! Let’s play! A © Helbling Languages

Unit 1 Colours
• Sing or play the Hello song and make Peter look
LESSON 1 • CHANT like he is singing too.
Hello song
Hello, hello,
Unit 1 Colours It’s nice to see you.
Lesson 1 (Repeat)

2. Sing the Hello, I’m Peter song. 11

• Play the song and encourage the children to join in
with the actions as well as singing the song (See
Welcome Unit, Lesson 3).
Hello, I’m Peter
Hello, I’m Peter. I’m a panda, a panda.
Hello, I’m Rosie. I’m a rabbit, a rabbit.
Hello, hello, hey, hooray.
Hey, hey, hey, hey, hey, hey.
Hooray! Let’s play! A © Helbling Languages 13
Hello, hello, hey, hooray.
Hey, hey, hey, hooray, hooray!
9783990892718_Hooray! Let's Play! SB.indd 13 29/10/21 14:59

Main Objective Hello, I’m Tom. I’m a turtle, a turtle.

To introduce the colour vocabulary using a chant. Hello, I’m Connie. I’m a crocodile, a crocodile.
Hello, hello, hey, hooray. …
Key Words
red, green, blue, yellow, orange, pink Carpet Time
Receptive Language 3. Sing the Circle song. 3
What colour is it? • If you want to move the children from another area
Yes. / No. It’s (red). of the classroom to sit or stand in a circle, you can
Can you see more (green)? sing or play the Circle song.
Classroom Language Circle song
Point to (green). Come with me,
Colour the crayons. Come with me,
Make a circle.
Activities
Come with me,
Sing the Hello, I’m Peter song. Come with me,
Introduce the colour vocabulary. One, two, three.
Say the Colours chant.
Colour the crayons and say the chant. 4. Introduce the colour vocabulary.
Play Point to... • Show the children the red and green flashcards.
Materials Checklist As you show the red card say It’s red. and put the
flashcard on the floor in front of the children.
 Peter hand puppet
Then show the green flashcard and say It’s green.
 ashcards 5–10 (red, green, blue, yellow,
 fl
• Point to the red flashcard, look at Peter and say
orange, pink)
What colour is it, Peter? Make Peter say It’s
 Audio 2-8 (routine songs), 11, 15
green. Encourage the children to say No! to Peter
 S tudent’s Book, p. 13-14
and then you say No, Peter. It’s red. Repeat this
 c oloured pencils or crayons
with the green flashcard.
colour mini flashcards (Worksheet 5) • Show the children the blue and yellow flashcards.
As you show the blue card say It’s blue. and put
the flashcard on the floor in front of the children.
Warm-up and Revision Then show the yellow flashcard and say It’s yellow.
• Point to the blue flashcard, look at Peter and say
1. Sing the Hello song. 2
What colour is it, Peter? Make Peter say It’s red.
 ake Peter greet the children and say Hello!
• M Encourage the children to say No! to Peter and
Encourage the children to wave back and say then you say No, Peter. It’s blue.
Hello! to Peter. Repeat this with the other two flashcards.
• Finally show the children the orange and pink
flashcards. Then repeat the activity asking Peter
what colour each card is, en­cou­raging the children
to tell Peter if he is correct or not.

Hooray! Let’s play! A © Helbling Languages 35

 5. Say the Colours chant. 15
• S how the children each of the colour flashcards in
the order from the chant and say It’s red/green/
blue/yellow/orange/pink.
• Put the flashcards on the floor where the children
can easily see them in the order from the chant.
Leave a space between the cards.
• Play the Colours chant and make Peter point to
each of the colours as you say them in the chant.
Colours chant
Red, green, blue,
Yellow, orange, pink for you.
(Repeat)
• Repeat the chant and encourage the children to
join in and point at each of the colours as they say
them in the chant.
Pencil and Paper
4 • Ask the children to tidy away the crayons and other
6. Sing the Table song.
• A
 sk the children to move to the tables and sit down
by singing:
Table song
Come with me,
Come with me.
Sit at a table,
One, two, three.
(Repeat)
7. Colour the crayons and say the chant.
15
SB 13
Preparation Tip!
Sort the crayons into sets of the six colours
(red, green, blue, yellow, orange and pink) before the
class. Depending on how many sets you have, the
children can have their own set or share them with a
partner or in small groups.
• R epeat the Colours chant and point to the correct
crayon as you say the colours. As you say For you.
give a set of crayons to a child or a small group of
children. Repeat this as you give the sets of crayons
out to the other children.
• If you have a lot of children, give several sets out
each time you say the chant by saying For you and
you and you and you! at the end of the chant.
• Hold up your Student’s Book so the children can
see. Repeat the chant and point to each of the
crayons on the page as you say the colours.
• Give the children their Student’s Books open to the
correct page, then repeat the chant and encourage
the children to point to each of the crayons on the
page.
• Say Colour the crayons. and demonstrate by
starting to colour.
• While the children are colouring their crayons, play
or say the chant a few times and encourage the
children to join in.
36 Hooray! Let’s play! A © Helbling Languages
8. For early finishers: Colour. SB 14
• The objective of this activity is for early finishers to
engage in an extension activity independently. You
might prefer to give this explanation individually
so the children who are not finished do not get
confused and start this activity rather than finish
the one they were working on. They will eventually
be able to move on to this activity independently.
• Say Have you finished? (Yes!) Hold up the page,
point to the colouring activity and say Look! Can
you see the green dots? Point to the sections
with a green dot in the image. Who‘s this? Let the
children guess the answer. Once they have guessed
that the picture is hiding Connie, hold a crayon
in your hand, mimic colouring and say Colour
Connie!
9. Sing the Tidy up song . 5
materials by singing:
Tidy up song
Let’s help each other,
And tidy up.
(Repeat)
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play Point to...
• Put the six colour flashcards on the floor in front of
the children. Say Point to green. Make Peter point
to the green card and encourage the children to
point with him.
• Say to Peter and the children Can you see more
green? and make Peter point to something nearby
that is green. Encourage the children to join in and
point at things nearby that are the same colour.
• Repeat with the other colours, pointing at the
flashcards first and then pointing at things nearby
in the classroom.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to Peter.
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song:
Bye-bye song Bye-bye, bye-bye,
Bye-bye, bye-bye, It’s time to go.
It’s time to go. Bye-bye!
Unit 1 Colours
Warm-up and Revision
LESSON 2 • ACTION STORY
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 1 Colours Hello! and encourage the children to wave and say
Lesson 2 Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Sing the Hello, I’m Peter song. 11

• Play the song and encourage the children
to join in with the actions as well as singing the
song.
Hello, I’m Peter
Hello, I’m Peter. I’m a panda, a panda.
Hello, I’m Rosie. I’m a rabbit, a rabbit.
15
Hello, hello, hey, hooray. …
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Main Objective Hello, I’m Tom. I’m a turtle, a turtle.

Hello, I’m Connie. I’m a crocodile, a crocodile.
To listen to and join in with an action story.
Hello, hello, hey, hooray. …
Key Words
red, green, blue, yellow, orange, pink Carpet Time
Preparation Tip!
Receptive Language Before the class, make a copy of the
It’s Connie. picture of Connie (Worksheet 6) and colour it in using
green, yellow and pink, the same as the last picture of the
Classroom Language action story. Place the picture on a clipboard or on a firm
Take a (green) pencil. book that can be held so that the children can’t see it.
Colour the picture.
Listen.
3. Sing the Circle song. 3
How many dots?
Draw the dots. • If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
Activities sing or play the Circle song (See Introduction, p. 19).
Sing the Hello, I’m Peter song.
Listen to and mime the Colours action story. 4. Listen to the Colours action story.
PDF
WS 6
Listen and draw the dots/numbers.
Play the Flashcard jumble. • Hold the clipboard with the picture of Connie so
the children can’t see it (Worksheet 6). Put a yellow,
Materials Checklist green and pink pencil next to you.
 P eter hand puppet • Say the action story in the correct order and act
 ashcards 5–10 (red, green, blue, yellow,
 fl it out using the pencils and the picture on the
orange, pink) clipboard. As you say each line mime doing each
 Audio 2-8 (routine songs), 11, 16 action.
 S tudent’s Book, p. 15-16 Colours action story
 picture of Connie (Worksheet 6) Take a green pencil. – Pick up the green pencil
 c oloured pencils or crayons and mime colouring.
 If there is time: six pencils (red, green, blue, Take a yellow pencil. – Pick up a yellow pencil
yellow, orange and pink) and mime colouring.
picture of Connie (Worksheet 6) Take a pink pencil. – Pick up a pink pencil and
mime colouring.
Notes Colour the picture. It’s Connie. – Look at the
picture on the clipboard and then turn it around
so all the children can see.

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 5. Mime the Colours action story.
• T ell the action story again, this time encouraging
the children to join in with the actions as you say
them.
• If the children have a set of the three coloured
pencils, they can pick up the pencil at the
appropriate time and mime colouring. On the last
line the children should pretend to show their
picture of Connie.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song
(See Introduction, p. 21).
7. Listen and draw the dots/numbers.
SB 15 16
• P lay the action story and do the actions as you
listen to them on the audio.
• Hold up your Student’s Book so the children can
see. Play the action story again and point at the
correct picture on the page as you listen.
• Give the children their Student’s Books open to the
correct page.
• Play or tell the action story pausing after each line
and encouraging the children to point at the correct
picture on their page.
• Point to the dice at the top of the page and
encourage the children to help you count the dots
on the dice.
• Play or tell the action story again. After the first
line, encourage the children to point to the correct
picture. Say How many dots? and mouth the
word One. from the children. Then say Draw the
dot(s). and demonstrate by drawing one dot in
the square in the top left corner of the picture, or
the number one if the children are able to write
numbers.
• The pictures are not in order so the children need to
listen and draw the correct number of dots or write
the correct number in the appropriate picture.
• Praise the children for drawing the correct number
of dots or the correct number.
• R
 epeat for the rest of the action story so that the
squares next to each picture show the correct number.
8. For early finishers: Trace. SB 16
• T he objective of this activity is for kids who finish
before the rest of the class to engage in an
extension activity independently. You might prefer
to give this explanation individually, instead of to
the class as a whole, so the children who are not
finished do not get confused and start this activity
rather than finish the one they were working on.
They will eventually be able to move on to this
activity independently.
38 Hooray! Let’s play! A © Helbling Languages
• Say Have you finished? (Yes!) Hold up the page,
point to the tracing lines and say Look! Green,
pink and yellow crayons! Point to the three
dotted lines and encourage the children to follow
them using the right colours. Mimic tracing a line
and say Trace the lines!
9. Sing the Tidy up song. 5
• A
 sk the children to tidy away their crayons and
other materials by singing or playing the Tidy up
song (See Introduction, p. 20).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play the Flashcard jumble.
• Show the children the colour flashcards and elicit
the colours.
• Choose six children and ask them to stand at the
front of the class. Give each of them a colour
flashcard and encourage everyone to tell you the
name of the colour each child has.
• Ask the children to turn over their flashcards and
hold them to their chests so no one can see the
colour.
• Put your hands gently on the heads or shoulders of
different children and direct them to change places
as if you are mixing the children up.
• Point to each child with a flashcard and ask the
children to tell you the colour each child is holding.
• If there is time, collect the flashcards and let
different children hold them to repeat the activity.
8
12. Sing the Bye-bye song.
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 1 Colours
Warm-up and Revision
LESSON 3 • SONG
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet
Unit 1 Colours say Hello! and encourage the children to wave and
Lesson 3 say Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Listen to and mime the Colours action

story. 16
• Play the action story and encourage the children to
join in with the actions. If the children have a
picture of Connie (Extra Worksheet 6), they could
use it.
Colours action story
17

Take a green pencil.

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Take a yellow pencil.

Main Objective Take a pink pencil.
To listen to and sing a song about colours. Colour the picture. It’s Connie.
Key Words
Carpet Time
red, green, blue, yellow, orange, pink, kite, balloon
3. Sing the Circle song. 3
Receptive Language
• If you want to move the children from another area
Take a (green) pencil.
of the classroom to sit or stand in a circle, you can
Look, balloons/a kite.
sing or play the Circle song (See Introduction, p. 19).
What colour balloon is in the box?
A blue balloon for Rosie.
A red balloon for Tom.
4. Play What colour balloon has Peter got?
A green balloon for Connie. • Show the children the balloon flashcard and say
A yellow kite for me. Look, a balloon! and mime blowing up a balloon.
Bigger? • Show the real balloons and elicit the colours of the
balloons from the children.
Classroom Language • Put a small box in front of Peter.
Close/Open your eyes. • Turn to Peter and say Peter, close your eyes.
Draw a line. Make Peter close his eyes by putting his hands over
Draw yourself. his eyes.
• Ask a child to choose a balloon and put it in the
Activities box in front of Peter. You must not be able to see
Listen to and mime the Colours action story. the balloon when it is in the box. Then say Open
Play What colour balloon has Peter got? your eyes, Peter.
Listen to the A blue balloon for Rosie song. • Say What colour balloon is in the box, Peter?
Listen and match then draw yourself. and point to the box.
Play A bigger balloon, a bigger balloon, POP! • Make Peter say different colours and encourage
the children to say Yes. if Peter says the colour of
Materials Checklist the hidden balloon and No, sorry. if Peter says a
 P eter hand puppet different colour.
 ashcards 2–5, 11–12 (Rosie, Tom, Connie, red,
 fl • Once Peter has guessed the colour, take the balloon
kite, balloon) out of the box and show it to Peter.
 Audio 2-8 (routine songs), 16-17 • Repeat the activity, allowing a different child to
 s ix balloons not blown up (red, green, blue, choose the balloon or if the children are confident,
yellow, orange and pink) Peter can hide a balloon for the children to guess.
 a small box (to hide a balloon in)
 S tudent’s Book, p. 17-18
 c oloured pencils or crayons
mini kite (Worksheets 7a-b)

Hooray! Let’s play! A © Helbling Languages 39

 5. L isten to the A blue balloon for Rosie song.
17
• S how the children the kite flashcard and say Look,
a yellow kite. and mime holding a kite string.
• Put the flashcards for Rosie, Tom and Connie on the
floor in the order from the song and elicit the name
of each character.
• Hold a blue balloon, a green balloon, a red balloon
(not blown up) and the kite flashcard in your hand.
• Say A blue balloon for Rosie. and give the blue
balloon to the Rosie flashcard. Repeat for the other
lines from the song giving the balloons to the
appropriate character. When you say the last line
hug the kite flashcard to yourself.
• Play the A blue balloon for Rosie song. For each
line, point to the appropriate colour balloon and
use the mimes for balloon, kite and the characters.
A blue balloon for Rosie
A blue balloon for Rosie, a blue balloon for Rosie.
A red balloon for Tom, a red balloon for Tom.
A green balloon for Connie, a green balloon for
Connie.
A yellow kite for me, a yellow kite for me.
(Repeat)
• Repeat the song and this time encourage the
children to join in with the actions.
Pencil and Paper
6. Sing the Table song. 4 something nearby that is red.
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song
(See Introduction, p. 21).
7. Listen and match, then draw yourself.
SB 17 17
• H old up the page so the children can see. Play the
A blue balloon for Rosie song again, and point to
the balloons, kite and characters on the page as
you sing about each of them.
• Say A blue balloon for Rosie. and draw a line
from Rosie to the blue balloon.
• Repeat for the other characters and balloons so
that they are joined to the balloons and kite from
the song.
• Give the children time to join the characters and
balloons, then say Draw yourself. and point to the
outline of the head in your book. Draw a face in the
outline of a head and point to the face you have
drawn and say It’s me! then point to some of the
faces on the children’s pages and say It’s (Sarah).
• Praise the children and talk to them in English
about the colours on their page.
40 Hooray! Let’s play! A © Helbling Languages
8. For early finishers: Count and colour the
balloons. SB 18
• Say Have you finished? (Yes!) Hold up the page,
point to the colouring activity and say Colour the
balloons! Point to the four different colours and
encourage the children to colour the balloons using
the right colours (pink, orange, green and blue).
• Bring the children‘s attention to the empty box at
the bottom right of the space and say How many
balloons? Write the numbers.
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play A bigger balloon, a bigger balloon,
POP!
• Tell the children Look, a balloon. and mime
stretching a balloon in preparation for blowing it
up. Say It’s red. and point to the red flashcard or
• Take a deep breath and mime blowing into a
balloon to blow it up. Show the balloon growing in
size with your hands.
• Say to the children Bigger? Take a deep breath and
mime blowing the balloon up again and repeat this.
• Shout POP! and clap your hands to show the
balloon popped.
• Repeat the activity and ask the children to tell you
what colour the balloon is. You can also change the
number of times that you ‘blow up’ the balloon so
the children won’t know when the balloon will pop.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 1 Colours
Warm-up and Revision
LESSON 4 • LISTENING ACTIVITY
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 1 Colours Hello! and encourage the children to wave and say
Lesson 4
Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Sing the A blue balloon for Rosie song.

17 18
• Play the song and encourage the children to sing
along.
A blue balloon for Rosie
A blue balloon for Rosie, a blue balloon for Rosie.
Hooray! Let’s play! A © Helbling Languages 19
A red balloon for Tom, a red balloon for Tom.
A green balloon for Connie, a green balloon for
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Connie.
Main Objective
A yellow kite for me, a yellow kite for me.
To complete a listening exercise. (Repeat)
Key Words • If there is time, you can sing the song again and
this time use some of the children’s names in place
red, green, blue, yellow, orange, pink, kite
of the characters’ names, and point to the children
Receptive Language as you sing their names in the song.
• Once the children are confident singing the song,
What colour is it?
you can use the karaoke version. You could also try
Is it (red)?
changing the order of the verses and use the colour
Yes, well done.
flashcards to show the children which colour to sing
What is it?
about next.
Classroom Language
Listen. Carpet Time
Colour (Tom)’s kite (green). 3
3. Sing the Circle song.
Activities • If you want to move the children from another area
Sing the A blue balloon for Rosie song. of the classroom to sit or stand in a circle, you can
Play the Yes or no game and Read my lips. sing or play the Circle song (See Introduction, p. 19).
Listen and colour the kites.
Play Flash the flashcard. 4. Play the Yes or no game.
Materials Checklist • Show the children the colour flashcards and elicit
the words. Then show the children that you are
 P eter hand puppet mixing the cards in your hands so neither you nor
 ashcards 5–12 (red, green, blue, yellow,
 fl the children know the order of the cards.
orange, pink, kite, balloon) • Take one of the flashcards and hold it above your
 Audio 2-8 (routine songs), 17–19 head so that the children can see which colour you
 S tudent’s Book, p. 19-20 are holding but you can’t.
 c oloured pencils or crayons • With your other hand point to the flashcard and say
colours extra listening activity (Worksheet 8) Is it blue? and encourage the children to say Yes.
if you are holding up the blue card and No, sorry.
Notes if not. If the answer was No, sorry., keep guessing
until the children say Yes.
• Repeat this with some of the other flashcards.

5. Play Read my lips.

• Put the colour flashcards on the floor in front of the
children, make Peter point to the cards and elicit
the name of each of the colours.
• Point to your mouth and whisper one of the colours
to the children. Then in a normal voice say What
colour is it? and whisper the colour again.

Hooray! Let’s play! A © Helbling Languages 41

 • A llow some of the children to try and guess which
colour you were whispering. If one of the children
guesses correctly, then say Yes, well done.
• If no children guess the colour, say No, sorry.
and whisper the colour again before allowing the
children to continue guessing.
• Once a child has guessed the correct colour repeat
the activity whispering a different colour.
Pencil and Paper
4
6. Sing the Table song.
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Listen and colour the kites.
SB 19 19
• H old up the page so the children can see. Point to
each of the characters on the page and elicit their
names from the children.
• Give the children their Student’s Books open to
the correct page. Provide the children with an
orange, blue, green and pink pencil or crayon. For
the listening activity to work smoothly the children
really need their own pencils.
• Point to the kite and do the action for kite, miming
to hold a kite string and pulling on the string twice.
Then say Listen. and play the first sentence from
the listening activity.
• Pause the audio, point to Peter on the page and
then point to Peter’s kite and say Orange. Give the
children time to colour Peter’s kite orange. Then do
the same for the other characters.
Colours listening activity
Colour Peter’s kite orange.
Colour Rosie’s kite blue.
Colour Tom’s kite green.
Colour Connie’s kite pink.
• Alternatively, if you are not able to pause the audio
between each sentence, play the whole listening
twice. The first time you listen, show the children
your book and colour each of the kites the correct
colour as you listen. Before you listen for a second
time, give the children their books open to the
correct page and the four coloured pencils. Then
encourage the children to colour the kites while
they are listening for the second time.
• The children may take longer than the listening to
colour the kites but don’t let this worry them. Allow
them to colour at an appropriate speed and repeat
the information as they need it.
42 Hooray! Let’s play! A © Helbling Languages
8. For early finishers: Trace. Colour. SB 20
• The objective of this activity is for early finishing
children to engage in an extension activity
independently. You might want to give this
explanation individually, instead of to the class as a
whole, so children who are not finished do not get
confused and start this activity rather than finish
the one they were working on. They will gradually
become more familiar with this section and learn to
move on to them independently, after they finish
the main activity.
• Say Have you finished? (Yes!) Hold up the page,
point to the drawing and colouring activity and
ask What is it? Let the children guess the correct
answer. Once they have answered kite correctly,
point at the icons for this activity and mimic tracing
and colouring. When you are confident that the
children have understood the activity, say Trace
and colour the kite, please!
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play Flash the flashcard.
• Show the children the flashcards (colours, kite
and balloon) and elicit the words. Then show the
children that you are mixing the cards so neither
you nor the children know the order of the cards.
• Make Peter hold the flashcards so you can see the
first card but the children can’t. Quickly rotate or
fan the cards so the children get a quick glimpse of
which flashcard is on top and say What is it?
• Encourage the children to name the picture they
think they can see. Gradually slow down the speed
with which you rotate or fan the card until the
children can correctly name the picture.
• Peter can reward the children who say the word the
quickest with a kiss, hug or high-five.
• Repeat this with some of the other words.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 1 Colours
Warm-up and Revision
LESSON 5 • STORY
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 1 Colours Hello! and encourage the children to wave and say
Lesson 5
Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Sing the A blue balloon for Rosie song.

17
• Play the song and encourage the children to sing
along.
A blue balloon for Rosie
A blue balloon for Rosie, a blue balloon for Rosie.
Hooray! Let’s play! A © Helbling Languages 21
A red balloon for Tom, a red balloon for Tom.
A green balloon for Connie, a green balloon for
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Main Objective Connie.

To follow a story. A yellow kite for me, a yellow kite for me.
(Repeat)
Key Words
red, green, blue, yellow, orange, pink, kite, Carpet Time
balloon, ball
3. Sing the Circle song. 3
Receptive Language
• If you want to move the children from another area
What’s the matter? of the classroom to sit or stand in a circle, you can
Look, my yellow/blue/red kite/ball. sing or play the Circle song (See Introduction, p. 19).
I’ve got an idea.
Great (idea).
4. Play Pass the yellow kite.
Go, Tom/Peter/Connie, go.
What colour is it? • Show the children the colour flashcards and elicit
the words before placing the flashcards on the
Classroom Language floor.
Colour the tree. • Point to something yellow and show the children
Stand up. / Sit down. the action for kite, miming to hold a kite string
and pulling on the string twice. Then say A yellow
Values kite. Show the children the kite flashcard.
To develop appreciation for working together. • Put the kite flashcard on the floor. Do the action
for kite again, then mime passing the kite string to
Activities a child. While you are passing the kite, say to the
Sing the A blue balloon for Rosie song. child A yellow kite.
Play Pass the yellow kite. • Encourage the children to continue passing the kite
Watch The kites story. around saying A yellow kite. if they can.
Stick in the stickers and colour the tree. • Once all the children have had a chance to hold the
Play Stand up and sit down. kite, ask for the kite back. If there is time, you could
repeat the activity with a different coloured kite.
Materials Checklist
 P eter hand puppet 5. Watch The kites video. 6 21
 ashcards 5–13 (red, green, blue, yellow,
 fl • If you want to tell the children that the next activity
orange, pink, kite, balloon, ball) is a story, then sing or play:
 Audio 2-8 (routine songs), 17, 21 Story song
 S tudent’s Book, p. 21-22 It’s time for a story.
 The kites video Listen and look.
 s tickers from the appendix of the Student’s (Repeat)
Book (blue kite, yellow kite, red ball) • Show the children the ball, kite and balloon
 c oloured pencils or crayons flashcards and say Look, it’s a ball/kite/balloon.
 S tory cards 7–14 (The kites) (optional) • Play the video and allow the children to watch. If
 c olour mini flashcards (Worksheet 5) you don’t have access to the Helbling Media App or
The kites mini storybook (Worksheets 9a-b) Helbling e-zone kids, you can read the script from
the back of the story cards.

Hooray! Let’s play! A © Helbling Languages 43


The kites
Tom, Peter +
Connie: Hello, Rosie.
Rosie: Hello, Connie. Hello, Peter. Hello, Tom.
Tom: What’s the matter?
Rosie: Look, my yellow kite.
Tom: I’ve got an idea.
Rosie: Great.
Tom: Look, Rosie.
Rosie: Great idea.
Peter: Go, Tom, go.
Tom: Oh, no. My blue kite.
Rosie: And my yellow kite.
Connie: I’ve got an idea.
Rosie + Tom: Great.
Connie: Look, Rosie. Look, Tom.
Rosie + Tom: Great idea.
Peter: Go, Connie, go.
Rosie: Thank you, Connie.
Tom: Thank you.
Connie: Oh, no. My red ball.
Peter: Look, Connie.
Rosie: Great idea.
Tom: Go, Peter, go.
All: Hooray!
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Stick in the stickers and colour the tree.
SB 21
• H old up the page so the children can see.
• Point to the items in the picture (kites, ball) and say
What is it? or point to Connie and say Who is it?
• Point to the place where the red ball should be in the
picture and say A ball. What colour is it? When the
children say Red. then say Yes, a red ball.
• Show the children the stickers and point to the
sticker of the red ball. Say A red ball. then point to
the place on the picture where the sticker should
go and again say A red ball.
• Give the children time to stick the red ball on the
picture and then repeat with the other two stickers.
• Once the children have stuck in all three stickers,
mime colouring the tree and say Colour the tree.
8. Value: Working together.
• H
 old up the page so the children can see. With
Peter‘s help, bring children‘s attention to the Values
Icon. Say Look, a heart! A heart for values! Infer,
by placing your right hand over your chest, that this
lesson is about ethical values, being nice, kind and
respectful to each other.
44 Hooray! Let’s play! A © Helbling Languages
• Have Peter say Working together is important!
Rosie, Tom, Connie and me solved the
problem. Friends work together! Remember?
(Yes!) Now have Peter ask the children Is it good
to work together? Do you help your friends?
Do you help others? Give the children time to
answer the questions. It is quite likely they will
answer in their own language. Have Peter repeat
what they say in English.
• End by saying Working together is important!
Encourage the children to repeat this with you and
Peter Working together is important!
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
Preparation Tip!
Children will need a set of the colour
mini flashcards (Extra Worksheet 5). If they haven‘t made
them yet, they can do that now or you can make them
before the lesson. You need enough to give the children
one card each.
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
PDF
11. Play Stand up and sit down. WS 5
• Give each child a colour mini flashcard.
• Hold the green flashcard so that the children can see
which colour you are holding and say Green, stand
up. Then indicate to any children who have a green
mini flashcard that they should stand up as well.
• Say Blue, stand up. and Green, sit down.
Indicate to the children with green flashcards that
they should sit down and encourage the children
with blue flashcards to stand up.
• Repeat saying a different colour each time.
• As the children become more confident you can say
the colours faster, or say more than one colour at a
time.
• If the children are already excited before the
activity, you may want to just ask them to hold the
flashcard up in the air rather than stand up and sit
down.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 1 Colours
Warm-up and Revision
LESSON 6 • THINKING SKILLS
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 1 Colours Hello! and encourage the children to wave and say
Lesson 6
Thinking Skills
Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Using productive language: ‘Do you like red?‘

• Say Do you like red? to one of the confident
children in the class. Prompt the child by putting
your thumbs up and down and using your face
to show like and dislike until he or she says Yes.
or No. If they still don’t understand, you could
23
translate the question for the children.
• Continue around the class asking each child Do
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you like red? You can also point to the colour

Main Objective
flashcards to prompt the children if they are unsure
To continue colour sequences. which colour you are asking about.
Key Words • Drill the question using different voices, for example
sing or whisper it until the children seem confident
red, green, blue, yellow, orange, pink asking the question.
Receptive Language • Encourage each child to ask Do you like (green)?
to another child in the class and encourage the
What colour is next?
children to answer with Yes. or No. until all children
Where’s green?
have had a chance to ask and answer the question.
Classroom Language • If the children seem confident with the question
Colour the balloons/kites/balls. ‘Do you like...?’, you could also ask a few children
What’s your favourite colour?
Productive Language
Do you like (red)? Carpet Time
Yes. / No.
3. Sing the Circle song. 3
What’s your favourite colour?
• If you want to move the children from another area
Thinking Skills of the classroom to sit or stand in a circle, you can
Continuing a colour sequence. sing or play the Circle song (See Introduction, p. 21).
Activities 4. Tell The kites story. 6 21
Using productive language: ‘Do you like red?’
• If you want to use a transition marker to tell the
Tell The kites story.
children that the next activity is a story, then sing or
Make colour sequences using toys.
play:
Look and colour the logical sequences.
Play Find the flashcard. Story song
It’s time for a story.
Materials Checklist Listen and look.
 P eter hand puppet (Repeat)
 ashcards 5–10 (red, green, blue, yellow,
 fl • Using the story cards, play or tell the children The
orange, pink) kites story. Encourage the children to join in with
 Audio 2-8 (routine songs), 21 the story.
 S tudent’s Book, p. 23-24 • Make Peter point to some of the kites and the balls
 S tory cards 7–14 (The kites) as they are shown on the story cards and elicit the
 c oloured bricks or other coloured toys colours from the children. More confident children
 c oloured pencils or crayons can also join in saying Hello! to the characters at
the beginning of the story and Hooray! at the end
of the story. They could also join in with the lines
Oh, no. and Go, Connie, go. or Go, Peter, go.
• If there is time, hand out the cards to different
children and encourage the children to make a line
in the correct order as they listen to the story.

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 Pencil and Paper
5. Sing the Table song. 4
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
6. Introduce the icons. SB 23
• W ith the help of Peter, bring the children‘s
attention to the Thinking Skills icon on the top right
corner of the page and say Look! A lightbulb!
`Thinking Skills‘. We are in Thinking Skills class.
Point at your head or have Peter point at his or your
head and say thinking so the children understand
that they are supposed to think.
• Have Peter point at the Look icon. Say What‘s
this? Point at Peter‘s eye. Say We are going to
look and we are going to think (mimicking
thinking by pointing at your head or Peter‘s head
again)
• Point at the Colouring icon. Say What‘s this?
Mimic taking a crayon and colour an imaginary
balloon. Encourage the children to do the same.
Say We‘re going to colour the balloons (while
you point at the balloons), the kites (point at the
kites) and the balls (point at the balls).
• Point at the first balloon and say Think! What
colour is this balloon? Yes! It‘s yellow! Have
Peter point at the first kite and say What colour
is this kite? Yes, It‘s red and green! Point at the
first ball and say What colour is this ball? Yes,
It‘s red and yellow!
7. Look and colour the logical sequences.
• S tart a sequence on the table by putting coloured
pencils in a line and encourage the children to tell
you what colour should be next.
• Hold up the page so the children can see. Point
to the first picture in the first sequence and say A
yellow balloon. Then point to the next picture in
the sequence and say A blue balloon. and repeat
for the next two coloured pictures in the sequence.
• Point to the black and white outlines of the balloon
and elicit the appropriate colour from the children
and say Colour the balloons.
• Give the children their Student’s Books open to the
correct page and allow them time to colour the
balloons.
• Monitor the class. Praise the children and ask in
English about the colours they are using.
• Point to each of the pictures in the second
sequence and elicit the colours of each item before
asking the children to colour the kites. Then repeat
for the last sequence.
46 Hooray! Let’s play! A © Helbling Languages
8. For early finishers: Colour by number.
SB 24
• Say Have you finished? (Yes!) Hold up the page,
point to the characters in the activity box and at the
colour coded numbers. Say Colour by number!
Demonstrate what to do by taking a colour crayon,
eg. blue, and pointing at the blue smudge in the
key, which contains a number 2. Then point at the
number 2 in Peter‘s trousers and say Two. Two is
blue! Finally, pretend to colour the trousers blue.
9. Sing the Tidy up song . 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
11. Play Find the flashcard.
• Choose a confident child from the class and ask
him or her to choose a colour flashcard (e. g. green)
and then stand near you. Ask the child to close
their eyes.
• Tell the other children that you are hiding the
flashcard for example under a cushion, in a toy box,
on the bookcase, etc.
• Ask the child to open his or her eyes. Say Where’s
green? and make it clear to the other children that
they are not to say where the flashcard was hidden.
• Encourage the child to walk around the classroom
to find the hidden flashcard. Keep saying the word
Green. as the child moves around, but as the child
gets closer to the hidden card, nod your head and
say Green. more loudly. As the child moves away
from the card, shake your head and say Green.
more quietly.
• Repeat the game choosing a different colour and a
different child and this time encourage the children
to join in saying the colour loudly or quietly.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 1 Colours
Warm-up and Revision
LESSON 7 • OUR WORLD 2
1. Sing the Hello song.
• Make Peter greet the children by saying Hello! and
Unit 1 Colours encourage the children to wave and say Hello!
Lesson 7 back to Peter.
Our World
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).
2. Say the Colours chant. 15
• Show the children each of the colour flashcards in
the order from the chant and say It’s red/green/
blue/yellow/orange/pink.
• Put the flashcards on the floor where the children
can easily see them in the order they appear in the
chant. Leave a space between the cards.
• Play the Colours chant and make Peter point to
• Listen and number. 22

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each of the colours as you say them in the chant.
Main Objective Colours chant
Red, green, blue,
To Identify the colours yellow, green, red, blue
Yellow, orange, pink for you.
Key Words (Repeat)
green, blue, red, yellow • Repeat the chant and encourage the children to
join in and point at each of the colours as they hear
Receptive Language them in the chant.
Our World.
My favourite colour is… Carpet Time
What colour is this?
3. Sing the Circle song. 3
Classroom Language • If you want to move the children from another area
Listen. of the classroom to sit or stand in a circle, you can
This is a… sing or play the Circle song (See Introduction, p. 21).
Activities 4. Play the Flashcard jumble.
Play the Flashcard jumble. • Have the colour flashcards ready for this game.
Listen and number the colours. • Show the children the flashcards and elicit the
Listen and number the flowers. appropriate vocabulary.
• Choose six children and ask them to stand at the
Materials Checklist
front of the class. Give each of them a flashcard and
 P eter hand puppet encourage everyone to tell you which flashcard each
 flashcards 5–10 (red, green, blue, yellow, child has.
orange, pink) • Ask the children to turn over their flashcards and hold
 Student’s Book, p. 25-26 them to their chests so no one can see the pictures
 Audio 2-8 (routine songs), 15, 22-23 on the cards.
Notes • Put your hands gently on the heads or shoulders of
different children and direct them to change places
(as if you are mixing the children up).
• Point to each child with a flashcard and ask all the
children to tell you the picture on the flashcard before
allowing each child to reveal their card.

Pencil and Paper

5. Sing the Table song. 4
• Ask the children to move to the tables and sit down
by singing the Table song (See Introduction, p. 21).

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6. Introduce the icons. SB 25
• W ith Peter’s help, bring the children’s attention to
the World icon on the top right corner of the page
and say Our World.
• Then point at the Listening icon and explain to the
children that in this lesson they are going to listen
to audio in English. Say Listen. We are going
to listen to English words. (Elicit listening by
touching your ear).
• Finally, point at the Pencil icon and say We
are going to write. We are going to write
numbers. Point at the empty boxes next to each
image on the page, touch to ear to elicit listening
and repeat Listen and write the number. Mimic
writing a number in the air with an imaginary
pencil.
7. Listen and number the colours. 22
• H old up the page to show the children. Say Look,
children. How may children? (Four). These are
their favourite colours. Point at the colours in the
pictures and say This is green, this is red, this is
blue and this is yellow. Encourage the children to
say the colours with you.
• Have Peter touch his ear to elicit listening and say
Listen to the colours and write the numbers
while you mimic writing numbers in the boxes
provided.
• Ask several children what their favourite colour is.
Say (Ben), what’s your favourite colour? (Blue)
Repeat with some or all of the children. Then point
at the first picture ask What’s her favourite
colour? Yes! It’s green. Now, point at the second
picture and say What’s his favourite colour? Yes,
it’s red. Repeat with several children or have the
whole class chant the answer.
• Play the recording and point at the picture and the
boxes. To help the children understand the activity
better, point at the picture of the boy in yellow and
pretend to write number 1 in the box. Allow the
children to complete the rest of the activity on their
own, pointing at the different pictures as they hear
the corresponding colours.
1. My favourite colour is yellow.
2. My favourite colour is green.
3. My favourite colour is red.
4. My favourite colour is blue.
• Play the recording again and say Listen and
number (elicit listening by touching the ear and
writing by pretending to write a number in the air).
Stop the recording as many times as necessary to
give children plenty of time to write the numbers
(or number of dots) in the boxes.
48 Hooray! Let’s play! A © Helbling Languages
8. Listen and number the flowers.
23
SB 26
• Bring the children’s attention to the World icon
on the top right corner of the page and say Our
World. We are going to talk about our world.
We are going to listen (point to the Listening
icon) and we are going to write the numbers
(point to the Pencil icon).
• Hold up the page so the children can see it. Point to
the images and say Look at these flowers. What
colour are they? (keep pointing to the images
and have Peter encourage the children to chant the
colours) (red, pink, green, yellow).
• Now say Listen and write the number while you
mimic writing and you bring you hand to your ear.
To help the children understand the activity better,
point at the rose and pretend to write number 1 in
the box.
• Play the recording and monitor the children as they
write the numbers in the boxes.
1. This is a rose. It‘s red.
It‘s the flower for England.
2. This is a thistle. It‘s pink.
It‘s the flower for Scotland.
3. This is a daffodil. It‘s yellow.
It‘s the flower for Wales.
4. This is a shamrock. It‘s green.
It‘s the flower for Ireland.
• As an extension activity, walk around the classroom
pointing at the correct image and ask (Ben),
what colour is flower number two? (Pink)
Good job! Lisa, what colour is flower number
four? (Green) That’s right, the flower is green.
Continue asking the colour of the remaining
flowers.
• If you feel the children are up to the task, you may
choose to ask these questions using the plants‘
actual names (rose, thistle, daffodil and shamrock).
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Bye-bye song 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 1 Colours
Warm-up and Revision
LESSON 8 • PHONICS 2
Introduce the grapheme ‘B’ 1. Sing the Hello song.
• Make Peter greet the children by saying Hello! and
encourage the children to wave and say Hello!
Unit 1 Colours back to Peter.
Lesson 8
Phonics • Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).
2

Introduce the /b/ sound and the letter ‘B’
• Listen and repeat. Listen and point.
• Use your finger to trace the letter.
1
2. Using productive language: ‘What’s this?
What colour is it?’ SB 27
• Show the children the image of the balloon on the
3 page. Hold Peter next to one of the children and
say What’s this? Help the child say It’s a balloon.
Then make Peter say That’s right, it’s a balloon.
• Hold Peter next to another child and say What
24
colour is the balloon? Help the child say It’s blue.
Then make Peter say That’s right, it’s blue. It’s a

27

blue balloon!
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• Continue asking a couple more children the same

Main Objective question or encourage the children to ask each
To introduce the /b/ sound and grapheme ‘B’. other and repeat It’s a balloon, or It’s blue.
Key Words
Carpet Time
balloon, ball
3. Sing the Circle song. 3
Receptive Language
What’s this? • If you want to move the children from another area
What colour is it? of the classroom to sit or stand in a circle, you can
sing or play the Circle song (See Introduction, p. 21).
Classroom Language
Listen. 4. Play Uncover the flashcard.
Repeat. • H ave the colours flashcards ready for this game.
Trace. Have Peter show excitement about the cards and say
Circle. We’re going to play with colours.
• Cover a flashcard with a piece of card (or another
Activities flashcard).
Play Uncover the flashcard. • Gradually move the piece of card up/down or across
Introduce ‘B’ grapheme. the flashcard to show some of the picture on the
Introduce ‘B’ sound. card. Say What is it? (for the balloon, kite and ball)
Listen and repeat the ‘B’ items. and What colour is it? (for the colour flashcards).
Listen and point to the ‘B’ items. • Encourage the children to guess which flashcard is
Trace the letter ‘B’. hidden as it is being revealed.
Listen and circle the ‘B’ items.
Materials Checklist Pencil and Paper
 P eter hand puppet 5. Sing the Table song. 4
 flashcards 5–10 (red, green, blue, yellow,
• Ask the children to move to the tables and sit down
orange, pink)
by singing the Table song (See Introduction, p. 21).
 Student’s Book, p. 27-28
 Audio 2-8 (routine songs), 24-25
6. Introduce the icons. SB 27
Notes • With Peter’s help, bring the children’s attention
to the Phonics icon on the top right corner of the
page and say Phonics. We are in Phonics class.
• Then have Peter point at the Speaking icon, asking
What’s this? Yes, we are going to speak
English (elicit speaking by touching the mouth and
opening it).

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 Introducing the grapheme ‘B’
7. Introduce the ‘B’ sound.
• H
 old up the page, point at the balloon and have
Peter say Look a B – B – B – Balloon! Emphasising
the sound ‘B’. Ensure the pronunciation of ‘B’ is
really ‘b’ and not ‘buh’. There should be no sound
after the ‘B’ sound.
• N
 ow point or have Peter point at the balloon again
and say What colour is the balloon? Yes, the
balloon is B – B – B – blue.
• W
 ith Peter’s help, bring the children’s attention
to the big capital B. Say Look! Letter B – B – B.
What colour is the letter B – B – B? That’s right,
It’s B – B – B– blue.
8. Listen and repeat the ‘B’ items. 24
• S ay Listen. Have Peter touch his ear so the children
remember the action. Play the recording.
B – B – B – Balloon; B – B – B – Balloon.
B – B – B – Blue; B – B – B – Blue.
B – B – B – Blue balloon; B – B – B – Blue balloon.
• Then, make Peter say Now we are going to
repeat. Play the recording again and have Peter
encourage the children to repeat one by one or as a
class. Say B – B – B – Balloon; B – B – B – Balloon.
Repeat with blue and blue balloon
9. Listen and point to the ‘B’ items. 24
• H ave Peter touch his ear and say Listen. Next,
make Peter hold up his hand to illustrate pointing
and say Point.
• Play the recording while Peter continues to touch
his ear and hold up his hand. Say Listen. Point.
Monitor as the children point to the items making
sure they get the right answer.
10. Trace the letter ‘B’.
• C ontinue to hold up the page. Point at the big
capital ‘B’ on the page. Say Look, B – B – B. Use
your finger to trace the big capital ‘B’, following the
arrows provided in the correct order or have Peter
do the action.
• Say Now, let’s trace letter ‘B’. Move your finger
down over arrow number 1 on the page as you say
One. Move your finger around the top part of letter
B and say Two. Finally, move your finger down
to the bottom part of letter ‘B’ and say Three,
B – B – B.
• S ay Now, YOU trace the letter ‘B’. Demonstrate
one more time how to trace the letter by moving
your finger following the arrows provided, before
you let the children try by themselves. Then,
monitor the children as they trace the letter ‘B’,
walk around the class repeating, or having Peter do
it, B – B – B – Balloon; B – B – B – Balloon; B – B
– B – blue; B – B – B – blue.
50 Hooray! Let’s play! A © Helbling Languages
11. Listen and point to the ‘B’ items.
SB 28 25
• Point at the Phonics icon on the page and say
Look, what’s this? Do you remember? Yes, it’s
Phonics. We’re still in Phonics class! We are
going to listen to English words.
• Hold up the page so the children can see it. You
may want to have Peter show excitement about
the items on the page Look, what’s that? Yes,
that’s right. It’s a ball. It’s a Kite. It’s a balloon.
Encourage the children to tell you the name of the
items by having Peter repeat Look, ball, balloon!
Repeat the names of the items exaggerating the
initial sounds B – B – B – Ball; B – B – B – Balloon.
Ask What colour is the ball? (Blue) And what
colour is the balloon? That’s correct, it’s blue.
• Point at the Listening icon and say Look, we are
going to listen to English words. Play the audio.
Ball, ball, ball.
Balloon, balloon, balloon.
Kite, kite, kite.
Can you hear the B – B – B in Ball? (Yes) Can
you hear the B – B – B in Balloon? (Yes) Can
you hear the B – B – B in Kite? (exaggerating
the K) (No)
• Hold your finger up or have Peter hold up his hand
and mimic ‘point at’. Say (Ann), point at ball.
(Ben), point at balloon. Continue asking other
children to point at the three items. Do this a few
times to ensure children can identify the two items
beginning with letter ‘B’.
12. Listen and circle the ‘B’ items. 25
• With Peter’s help, bring the children’s attention to
the Pencil icon. Say Look, a pencil! What are we
going to do? Yes! That’s right, we are going to
circle letter ‘B – B – B’ (mimicking using the pencil
to circle).
• Play the recording and mimic the idea of ‘listen and
circle’. Say Listen, circle letter ‘B – B – B’.
• Mimic circling again, then play the recording.
Monitor the children to make sure they circle the
ball and the balloon.
Rounding Off
8
13. Sing the Bye-bye song.
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 1 Colours Activity Book

LANGUAGE OVERVIEW • UNIT 1

Key Words Are the pictures the same? Look.
circle What colour are you using?
square Piece of paper.
star Listen.
triangle Draw a line from (Rosie) to the (pink) (star).
Can you get a (blue) (triangle)?
Word Revision Let‘s walk around the square.
red Can you walk around the (star)?
green Can you make a picture with the shapes?
blue Look, what can you see?
yellow Look, balloons/stickers.
orange
Productive Language
pink
balloon What shape/colour is it?
kite It’s a (red) (circle).

Receptive Language Objectives

What shape is it? Children learn:
It’s a (circle). • to develop their ability to recognise and name the
Look, a magic finger/magic toes. shapes
Use your magic finger/toes. • to listen to and join in with a chant
What colour is it? • to develop their motor skills through tracing and
It‘s (orange). drawing shapes with a pencil or using their finger
Shh! or other body parts
Is it a (green) (star)? • to discover the contents of a balloon and what
Snap! happens when air is taken out or put into a
What shape, Peter? balloon
A circle, please. Thank you. • to show their understanding through mime,
All tidy? gestures and movements as well as participation
Where is the (star)? in the games and activities
What colour is the (triangle)? Competences
Bigger? POP!
Children can:
A (triangle).
• identify and name the four shapes as well as
Yes, well done. / No, sorry.
name the colour of the shapes
What shape have you got?
• ask and answer questions about the shapes of
(Rosie) has got a (pink) (star).
different objects
Are you ready?
• participate in games, listening activities and
What are the children doing?
project activities individually and in groups
Classroom Language • understand that balloons are filled with air and
Colour the (circle) (blue). / Colour the shapes. that moving air can make objects move
Trace the (triangle) / Trace the shapes. Thinking Skills
Point to the (red) (circle).
• observation skills to match colours and objects
Draw a (circle).
• scientific skills: questioning, investigating and
Cut out your shape / the cards.
explaining what is in a balloon and the effect of
Show me a (square).
moving air
Take a (circle).
Can you make a (circle)? / Can you make a (circle)
with your body?

Hooray! Let’s play! A © Helbling Languages 51

 Unit 1 Colours Activity Book

Warm-up and Revision

LESSON 1 • CHANT
1. Sing the Hello song. 2

• Make the Peter hand puppet greet the children.

Unit 1 Colours Make Peter say Hello! and encourage the children
Lesson 1
to wave and say Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too.
Hello song
Hello, hello,
It’s nice to see you.
(Repeat)

2. Sing the A blue balloon for Rosie song.

17 18
Hooray! Let’s play! A • Activity Book © Helbling Languages 3

9783990892749_Hooray! Let's Play! AB A.indd 3 29/10/21 14:54

• P lay the song and encourage the children to sing
along.
Main Objective
A blue balloon for Rosie
To introduce the shapes vocabulary using a chant.
A blue balloon for Rosie, a blue balloon for Rosie.
Key Words A red balloon for Tom, a red balloon for Tom.
circle, square, star, triangle A green balloon for Connie, a green balloon for
Connie.
Word Revision A yellow kite for me, a yellow kite for me.
red, green, blue, yellow, orange, pink, balloon, (Repeat)
kite • If there is time, you can sing the song again and
Receptive Language this time use some of the children’s names in place
of the characters’ names, and point to the children
What shape is it?
as you sing their names in the song.
Yes. / No. It’s a (circle).
• Once the children are confident singing the song,
Classroom Language you can use the karaoke version. You could also try
Trace the shapes. changing the order of the verses and use the colour
Colour the shapes. flashcards to show the children which colour to sing
Point to the (triangle). about next.

Activities Carpet Time

Sing the A blue balloon for Rosie song.
Introduce the shapes vocabulary. 3. Sing the Circle song. 3
Say the Shapes chant. • If you want to move the children from another area
Trace and colour the shapes. of the classroom to sit or stand in a circle, you can
Play Point to… sing or play the Circle song.
Materials Checklist Circle song
 Peter hand puppet Come with me, Come with me,
 Audio 2-8 (routine songs), 17-18, 26 Come with me, Come with me,
 s hape mini flashcards (MF 1) Make a circle. One, two, three.
 A ctivity Book, p. 3-4 PDF
 c oloured pencils or crayons 4. Introduce the shapes vocabulary. MF 1
 s hapes from the classroom (optional) • Show the children the circle and square mini
  ashcards 5–10 (red, green, blue, yellow,
fl flashcards. As you show the circle card, say It’s a
orange, pink) (optional) circle. and put the mini flashcard on the floor in
front of the children. Then show the square mini
Notes
flashcard and say It’s a square.
• Point to the circle flashcard, look at Peter and say
What shape is it, Peter? Make Peter say It’s a
square. Encourage the children to say No! to Peter
and then you say No, Peter. It’s a circle. Repeat
this for the square mini flashcard.

52 Hooray! Let’s play! A © Helbling Languages

• S how the children the triangle and star mini • Ask the children what colour is used to start
flashcards. As you show the triangle card, say It’s colouring each of the shapes and then encourage
a triangle. and put the mini flashcard on the floor them to finish colouring each shape the same
in front of the children. Then show the star mini colour. Say Colour the shapes.
flashcard and say It’s a star.
• Point to the triangle flashcard, look at Peter and 8. Sing the Tidy up song. 5
say What shape is it, Peter? Make Peter say It’s
• Ask the children to tidy away the crayons and other
a star. Encourage the children to say No! to Peter
materials by singing:
and then you say No, Peter. It’s a triangle.
• Repeat the activity asking Peter what shape each Tidy up song
card is, en­cou­raging the children to tell Peter if he is Let’s help each other,
correct or not. And tidy up.
(Repeat)
 ay the Shapes chant. 26
PDF
5. S MF 1
• S how the children each of the shape mini flashcards Rounding Off
in the order from the chant and say It’s a circle/ 3
9. Sing the Circle song.
square/star/triangle.
• Put the mini flashcards on the floor where the • When moving the children from the table to sit in a
children can easily see them in the order from the circle, you can sing or play the Circle song again.
chant. Leave a space between the cards.
• Play the Shapes chant and make Peter point to each 10. Play Point to...
PDF
MF 1
of the shapes as you say them in the chant.
• Put the shape mini flashcards or shapes from the
Shapes chant
classroom on the floor in front of the children.
Circle, circle,
• Say Point to the triangle. Make Peter point to the
Square and star.
triangle and encourage the children to point with
Triangle, triangle,
him.
Aaaah!
(Repeat) • Repeat with the other shapes, encouraging the
children to point at the shape before Peter does.
• Repeat the chant and encourage the children to
join in and point at each of the shapes as they hear
11. Sing the Bye-bye song. 8
them in the chant.
• Look at Peter and say It’s time to go, Peter.
Pencil and Paper • Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to Peter.
6. Sing the Table song. 4
• Signal to the children that it is the end of the
• A
 sk the children to move to the tables and sit down English lesson by singing:
by singing: Bye-bye song Bye-bye, bye-bye,
Table song Bye-bye, bye-bye, It’s time to go.
Come with me, It’s time to go. Bye-bye!
Come with me.

Sit at a table,
One, two, three. If there is time…
(Repeat)
Go on a shape walk.
7. Trace and colour the shapes. AB 3 26 • Tell the children that you are going to look for shapes
around the classroom.
• H old up your Activity Book so the children can see.
• Encourage the children to walk with you to an area
Repeat the Shapes chant and point to each of the
of the classroom and then ask the children Can you
kites on the page as you say the shapes.
see a (circle)? or pick up an object and ask the
• Give the children their books open to the correct
children What shape is this?
page, then repeat the chant and encourage the
• Continue to explore the classroom looking for
children to point to each of the kites on the page.
different shapes, for example windows, shapes on
• Say Trace the shapes. and demonstrate by tracing
pictures, wheels on cars, etc.
one of the shapes on the page.
• You might also want to think about taking the
• If the children are not used to tracing shapes, children on shape walks around other parts of the
encourage them to trace each shape using their school or in the garden if this is possible.
finger first and then let them take a pencil or
crayon to trace the shape again.

Hooray! Let’s play! A © Helbling Languages 53

 Unit 1 Colours Activity Book

Warm-up and Revision

LESSON 2 • THINKING SKILLS
1. Sing the Hello song. 2

• Make the Peter hand puppet greet the children.

Unit 1 Colours Make Peter say Hello! Encourage the children to
Lesson 2
Thinking Skills wave and say Hello! to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too.

2. Make shapes with your hands and bodies.

PDF
MF 1

• Show the children a circle using an object from the

Hooray! Let’s play! A • Activity Book © Helbling Languages
9783990892749_Hooray! Let's Play! AB A.indd 5
classroom or one of the mini flashcards.
• Say Can you make a circle? and show the children
a circle using your fingers.
5
• Continue to show the children other shapes and
encourage them to try to make each shape using
29/10/21 14:54

Main Objective their fingers and hands.

To use the shapes vocabulary and develop • Once the children are confident making the shapes
observation skills. with their fingers and hands, ask them Can you
make a circle with your body? and demonstrate
Key Words by curling up into a ball on the floor.
circle, square, star, triangle • Encourage the children to think of different ways
Word Revision that they can make each of the shapes using their
bodies.
red, green, blue, yellow, orange, pink
kite, balloon
Carpet Time
Receptive Language
3. Sing the Circle song. 3
It‘s a (circle). What shape, Peter?
A circle, please. Thank you. • If you want to move the children from another area
All tidy? of the classroom to sit or stand in a circle, you can
Where is the (star)? sing or play the Circle song.
What colour is the (triangle)?
What shape / colour is it? 4. Play Take a shape.
PDF
MF 1
Bigger? POP!
• Show the children the four shapes using objects
Classroom Language from the classroom or the mini flashcards. As you
Can you make a (circle) with your body? show each shape, say It’s a (circle).
Take a (circle). • Put all four shapes in the middle of the circle of
Are the pictures the same? Look. children. Look at Peter and say What shape,
Peter? Make Peter say A circle, please. and point
Activities to something nearby that is the correct shape.
Make shapes with your hands and bodies. • Choose one of the children and say Take a circle.
Play Take a shape. and then indicate to the child that they should take
Play Find the flashcard. the circle from the centre.
Look and colour the kites and balloons in picture two. • Help the child to select the correct shape and give
Play A bigger balloon, a bigger balloon, POP! the shape to Peter.
Materials Checklist • Make Peter say Thank you. and kiss, hug or high-
five the child.
 Peter hand puppet
 Audio 2-8 (routine songs) • Repeat the activity choosing a different shape and
 s hape mini flashcards (MF 1) selecting a different child to take the shape from
 s hapes from the classroom (optional) the centre of the circle.
 A ctivity Book, p. 5-6 • When Peter has collected all the shapes, he can say
 c oloured pencils or crayons All tidy? Peter should also thank all the children for
  ashcards 5–10 (red, green, blue, yellow,
fl helping him and put the shapes away.
orange, pink) (optional)

54 Hooray! Let’s play! A © Helbling Languages

 PDF
5. Play Find the flashcard. MF 1
• C hoose a confident child and ask them to choose a
shape mini flashcard (e.g. the star) and then stand
near you. Ask the child to close their eyes.
• Tell the other children to be quiet and show them
that you are hiding the mini flashcard, for example
under a cushion, in a toy box, on the bookcase, etc.
• Ask the child to open his or her eyes and say
Where is the star? and make it clear to the other
children that they are not to tell where the flashcard
was hidden.
• Encourage the child to walk around the classroom
to find the hidden mini flashcard. Keep saying the
word Star. as the child moves around, but as the
child gets closer to the hidden card, say Star. more
loudly and show that they are correct (for example,
nod your head). As the child moves away from the
card, say Star. more quietly and e.g. shake your
head.
• Once the child has found the card, Peter can give
the child a hug, kiss or high five as a reward.
• Repeat the game choosing a different shape and a
different child and encourage the other children to
join in saying the shape more loudly or quietly.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit down
by singing the Table song.
7. Look and colour the kites and balloons in
picture two. AB 5
• H old up the page so all the children can see. Point
to some of the shapes in the pictures and elicit the
names of the shapes from the children.
• Point to the two pictures and say Are the pictures
the same?
• Point to a part that is not coloured in the second
picture and say Look. Then point to the same
part in the first picture and elicit the colour of the
shape from the children. Say What colour is the
(triangle)?
• Colour one or two parts in the second picture to
match the first picture and name the shape and the
colour as you are colouring.
• Give the children their books open to the correct
page and allow the children to colour the second
picture using information from the first.
• Monitor the class and praise the children. You can
also talk in English about the other colours and
shapes which the children can see on the page.
5 respond with Yes. or No, sorry. as appropriate.
8. S
 ing the Tidy up song.
• Ask
 the children to tidy away the crayons and other
materials by singing the Tidy up song.
Rounding Off
9. Sing the Circle song. 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
10. Play A bigger balloon, a bigger balloon,
POP!
PDF
MF 1
• Tell the children Look, a balloon. and mime
stretching a balloon in preparation for blowing it
up. Ask the children What colour is it? and What
shape is it? Encourage the children to use their
imagination and give their own suggestions and
ideas, or use flashcards to show the children the
shape and colour which you are thinking of.
• Take a deep breath and mime blowing into a
balloon which is the appropriate shape. Show the
balloon growing in size with your hands.
• Say to the children Bigger? Take a deep breath and
mime blowing the balloon up again and repeat this.
• Shout POP! and clap your hands to show the
balloon popped.
• Repeat the activity asking for different colours and
shapes for the balloon each time. You can also
change the number of times that you ‘blow up’
the balloon so the children won’t know when the
balloon will pop.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to Peter.
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song.
If there is time…
PDF
Play Where is the square? MF 1
• Show the children one of the shape mini flashcards,
for example the square, and elicit the shape.
• Ask a confident child to come and stand near you
and say Close your eyes. You might want to let this
child hold Peter while his or her eyes are closed.
• While the child’s eyes are closed, give the mini
flashcard to one of the other children and silently
indicate that all the children should hold their hands
behind their backs as if they are hiding the mini
flashcard. Then tell the child with Peter to Open
your eyes.
• Say to the child Where is the square? and indicate
that one of their classmates has the card. Encourage
the child to say the name of the child they think is
holding the flashcard. The child who is named should
• Once the child with Peter finds the hidden flashcard,
they should nominate a new child to hold Peter and
the game can be repeated.
Hooray! Let’s play! A © Helbling Languages 55
 Unit 1 Colours Activity Book

Warm-up and Revision

LESSON 3 • LISTENING ACTIVITY
1. Sing the Hello song. 2

• Make the Peter hand puppet greet the children and

Unit 1 Colours encourage the children to wave and say Hello!
Lesson 3
back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too.

2. Draw shapes with different body parts.

PDF
MF 1
• Show the children a circle using an object from the
classroom or one of the mini flashcards.
• Point to your toes and say to the children Look,
magic toes.
Hooray! Let’s play! A • Activity Book © Helbling Languages 7 • Using your ‘magic toes’, either draw a big circle on
9783990892749_Hooray! Let's Play! AB A.indd 7 29/10/21 14:54
the floor or lie on your back and draw a circle in the
Main Objective air. Say to the children It’s a circle.
To complete a listening exercise. • Encourage the children to use their ‘magic toes’
and try to draw a circle in the same way as you.
Key Words • Try drawing different shapes with your ‘magic toes’.
circle, square, star, triangle • Once the children are confident drawing shapes
with their ‘magic toes’, point to another body part
Word Revision for the children to try drawing with, e.g. elbow,
red, green, blue, yellow, orange, pink nose or knee.
Receptive Language
Look, magic toes. Carpet Time
It’s a (circle). 3. Sing the Circle song. 3
What shape, Peter? / What shape have you got?
A (triangle), please. • If you want to move the children from another area
Where is the (triangle)? of the classroom to sit or stand in a circle, you can
(Rosie) has got a (pink) (star). sing or play the Circle song.
What colour is it? PDF
4. Play Where is the circle? MF 1
Classroom Language
• Show the children the shape mini flashcards and
Point to the (yellow) (square). elicit the shapes. Then place the cards face down
Listen. on the floor.
Draw a line from (Rosie) to the (pink) (star). • Mix the cards up by sliding them around the floor.
Can you get a (blue) (triangle)? Then look at Peter and say What shape, Peter?
Activities Make Peter say A triangle, please. and point with
Peter to something nearby that is the same shape.
Draw shapes with different body parts.
• Choose one of the children and say Where is the
Play Where is the circle?
triangle? Point to the shape (either the same as
Play Tap the flashcard.
Peter pointed to or another item which is the same
Listen and join the characters to the shapes.
shape) and encourage the child to turn over a card.
Play Fishing for shapes.
• If the child turns over the card with the triangle,
Materials Checklist say Yes, well done. and allow the child to give the
 Peter hand puppet card to Peter. Peter should say Thank you. and can
 Audio 2-8 (routine songs), 27 reward the child by giving a kiss, hug or high five. If
the card isn’t the triangle, then say No, sorry. and
 s hape mini flashcards (MF 1)
choose a new child to turn over a card.
 s hapes from the classroom (optional)
 A ctivity Book, p. 7-8 • Repeat the activity, asking different children to find
 c oloured pencils or crayons different shapes each time.
 m etal paper clips, a magnet, a piece of string, PDF
a pole 5. Play Tap the flashcard. MF 1
• E ither stick the shape mini flashcards to the board or
place them on the floor in front of the children. Then
point to each of the cards and elicit the names.

56 Hooray! Let’s play! A © Helbling Languages

• N ominate two of the children to start the activity
and ask them to stand or sit where they can both
reach the cards easily. The other children should be
able to see the mini flashcards, but should be out
of the way of the children who are playing.
• Say Square. and encourage the two children to tap
the square mini flashcard. The child who taps the
card first gets a hug, kiss or high five from Peter
and then both children move to allow new children
to play the game.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit down
by singing the Table song.
7. Listen and join the characters to the shapes.
AB 7 27
• H old up the page so the children can see. Point to
each of the characters on the page and elicit their
names from the children.
• Give the children their books open to the correct
page and say Point to the pink star. Then check
the children are pointing to the correct shape.
Ask the children to point to some of the other
shapes on the page as well, always telling the
children the colour as well as the shape you want
them to point at.
• Say Listen. and play the first sentence from the
listening activity.
• Pause the track, point to Rosie on the page and
then point to the pink star and say Rosie has got
a pink star. Draw a line from Rosie to the pink
star.
• Demonstrate by drawing a line from Rosie‘s fishing
rod to the pink star. Then give the children time to
draw the line in their books. Do the same for the
other characters.
Shapes listening activity
Rosie has got a pink star.
Peter has got a red circle.
Tom has got a green triangle.
Connie has got a yellow square.
• Alternatively, if you are not able to pause the track
between each sentence, play the whole listening
twice. The first time you listen, show the children
your book and draw the lines as you listen. Before
you listen for a second time, give the children their
books open to the correct page. Then encourage
the children to draw the lines while they are
listening for the second time.
5 the children who have ‘Bingo’.
8. S
 ing the Tidy up song.
• Ask
 the children to tidy away the materials by
singing the Tidy up song.
Rounding Off
Preparation Tip!
Attach metal paper clips to the shape
mini flashcards which you want to use in the Fishing for
shapes activity. You should colour the mini flashcards
before the activity.
You will also need to attach a magnet to a piece of string
and a pole to make a fishing rod.
3
9. Sing the Circle song.
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
PDF
10. Play Fishing for shapes. MF 1
• Put the mini flashcards with paper clips in an area
of the classroom which will be the ‘pond’ or ‘lake’.
• Allow children to take it in turns to hold the fishing
pole and fish for a shape. They should lift the mini
flashcard off the floor using the magnet.
• Once a child ‘catches’ a shape, ask What shape
have you got? and What colour is it?
• If the children are confident fishing for shapes,
you can set the children ‘fishing challenges’, for
example say Can you get a triangle? or Can you
get a blue triangle?
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to Peter.
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song.
If there is time…
PDF
Play Bingo! MF 1
• Put the four shape mini flashcards face down on the
floor in front of Peter.
• Help the children to move so that they have a space
in front of them. Help them to choose two or three
of their mini flashcards and put them on the floor
with the shape facing up. All children should have
the same number of cards in front of them.
• Make Peter turn over one of the shape mini
flashcards from his set and show and say the shape
to the children. Then encourage the children to turn
over the mini flashcard with the same shape so the
shape can’t be seen.
• Repeat this until some of the children have turned
over all of their mini flashcards and encourage them
to shout Bingo! Peter can then hug, kiss or high-five
• If the children are still interested, turn all the cards
back over and repeat the activity, this time calling the
shapes a little quicker.
Hooray! Let’s play! A © Helbling Languages 57
 Unit 1 Colours Activity Book

Warm-up and Revision

LESSON 4 • PROJECT
1. Sing the Hello song. 2

• Make the Peter hand puppet greet the children.

Unit 1 Colours Make Peter say Hello! and encourage the children
Lesson 4
Project to wave and say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too.

2. Say the Colours chant. 15

• Put the colour flashcards on the floor where the
children can see them in the order from the chant.
• Play the chant on the track and encourage the
children to join in and point to each of the colours
as they say them in the chant.
Hooray! Let’s play! A • Activity Book © Helbling Languages 9 • If the children are confident saying the chant, try
9783990892749_Hooray! Let's Play! AB A.indd 9 29/10/21 14:54
mixing up the order of the colour flashcards (just
Main Objective keep blue in the same position), and say your new
version of the chant, e.g.
To discover what is inside a balloon and what can
happen when the air comes out of a balloon. Green, yellow, blue.
Pink, orange, red for you.
Key Words
circle, square, star, triangle Project Time
Word Revision 3 4
3. Sing the Circle / Table song.
red, green, blue, yellow, orange, pink
balloon • If you want to move the children from another area
of the classroom to sit or stand in a circle or at the
Receptive Language table, you can sing or play the Circle / Table song.
What are the children doing? Teaching Tip!
What colour is it? If you or your class are not used to children
Also see “Useful phrases” sections. working on different tasks at the same time, you might
want to do each ‘experiment’ in a whole class group to
Classroom Language begin with and gradually introduce other tasks that the
Look, what can you see? children can try on their own. If the children are trying
Look, balloons/stickers. some of the experiments on their own, you might need to
blow up some balloons before the lesson and peg them
Activities so the air doesn’t escape.
Say the Colours chant.
Introduce the balloon experiments. 4. Introduce the balloon experiments. AB 9
What comes out of the balloon?
• Hold up the page so all the children can see.
What happens when you let go of a balloon?
Make balloon rockets. • Point to some of the balloons on the page and say
Discuss the activities and stick in the stickers. Look, balloons. Then tell the children that they are
going to try the same experiments as the children
Materials Checklist on the page. Say Look, what can you see? What
 P eter hand puppet are the children doing?
 Audio 2-8 (routine songs), 15 • Demonstrate the three activities to the children
 ashcards 5–10 (red, green, blue, yellow,
 fl before you let the children try the experiments on
orange, pink) their own.
 b alloons (of different shapes and sizes if available)
 A ctivity Book, p. 9-10 5. What comes out of the balloon?
 s tickers (three balloons) Useful phrases
 s traws, string (e.g. dental floss), sticky tape, Hold the balloon like this.
clothes pegs What can you hear?
 If there is time: a wooden spoon, paper plates, Is the balloon big or small?
a newspaper or magazine What is coming out of the balloon?
Can you make the air come out slowly/quickly?

58 Hooray! Let’s play! A © Helbling Languages

• T ell the children to hold the neck of the balloon
pinched between two fingers. Both hands will need
to pinch the neck of the balloon to control the air
coming out of the balloon.
• Encourage the children to try to let some air out
and then try to stop the air from coming out again.
• The children can also try stretching the neck of the
balloon as the air is coming out to see if the balloon
can make a noise.
• Encourage the children to point the neck of the
balloon at different objects to see what happens
to the object as the air comes out. They should try
pointing the neck of the balloon at things like their
own face, someone’s hair, a piece of tissue or paper,
the curtains in the classroom, etc.
6. What happens when you let go of a
balloon?
Useful phrases
Let go of the balloon.
Where does the balloon go?
Which balloon is fastest?
Which balloon stays in the air longest / goes highest?
• A llow the children to hold a blown up balloon by
the neck and then let go and see what happens to
the balloon.
• The children can then see if they can make the
balloon travel in different directions by pointing the
balloon in a different direction before they let it go.
• If you have different sized balloons, the children can
also try racing their balloons to see which balloon
goes the highest in the air, which one travels the
furthest distance away and which balloon stays in
the air for the longest amount of time.
7. Make balloon rockets.
Useful phrases
Look, a balloon rocket.
Stick the balloon onto the straw.
One, two, three, go!
Is the rocket fast or slow?
What makes the balloon move?
• T hread a piece of string through a straw and attach
the ends of the string to two fixed objects, e.g. a
chair or table leg. The string needs to be pulled tight
between the two objects, it won‘t work if it is loose.
• Blow up the balloon and peg the end of the
balloon so the air doesn’t escape.
• Tape the side of the balloon to the straw on the
string and move the balloon and straw to one end
of the string.
• Let go of the balloon and let the air come out, then
watch the balloon fly along the string.
• You might want to put two pieces of string next to
each other and let the children race their balloons
to see which shaped balloon is the fastest.
Pencil and Paper
8. Discuss the activities and stick in the
stickers. AB 9
• Hold up your book so the children can see. Point
to each of the faded balloons and ask the children
What colour is it?
• Show the children the stickers in the centre of the
book, say Look, stickers. and point to the sticker
of the blue balloon. Say Look, a blue balloon.
then point to the place in the picture where the
sticker should go and again say Look, a blue
balloon.
• Give the children their books already open to the
correct page and allow the children to stick the
stickers in the correct place on the page.
• Once the children have stuck in all three stickers and
if you are able to, you might want to spend a little bit
of time talking about the balloon experiments in the
children’s first language to encourage them to think a
little more about what was happening and why.
9. Sing the Tidy up song. 5
• Ask the children to tidy away the balloons and
other materials by singing the Tidy up song.
Rounding Off
10. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to Peter.
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song.
If there is time…
Try some balloon sports.
• Set up an obstacle course around the classroom, or if
you have more space, allow the children to race using
the balloons. You’ve got different options:
• Ask the children to walk around the classroom while
balancing a balloon on the spoon end of a wooden
spoon.
• Encourage the children to hold a balloon between their
knees while they walk or jump around the classroom.
• Ask the children to keep the balloon in the air by
tapping it upwards while they are walking around
the classroom. You could also give the children paper
plates to use for tapping the balloon into the air.
• Ask the children to blow the balloon across the
classroom or a part of the classroom. They could also
use a newspaper or magazine to flap the balloon
across the classroom.
Hooray! Let’s play! A © Helbling Languages 59
 Unit 2 Numbers
LANGUAGE OVERVIEW • UNIT 2
Key Words Productive Language
one elephant How old are you?
two mouse I’m (four).
three dog
four rabbit Objectives
five cat Children learn:
six turtle • to develop an awareness of the numbers one
sticks to six
• to develop their ability to count and order the
Word Revision
numbers one to six
panda blue • to act out and order a four part action story
rabbit yellow • to listen and join in with a song and a chant
turtle orange • to watch and listen to a story
crocodile pink • to begin to understand instructions related to
red kite numbers, for example ‘Colour four rabbits’ or
green balloon ‘Count three sticks’
Receptive Language • to show their understanding through mime,
gestures and movement as well as participation in
Count with me. the games and activities
Lots of sticks.
Shh! Competences
Snap! Children can:
Look, a balloon.
• count and identify the numbers one to six using
Bigger?
clapping, pointing and gestures, etc.
One/two/three green balloons.
• follow some simple instructions such as ‘Make a
POP! No green balloons.
circle’, ‘Sit down’, ‘Stand up’
Look, an elephant / a mouse with six babies.
• understand some classroom language when
Little elephants are swimming in the lake / are
presented with appropriate gestures by the
drinking all the water.
teacher
How many elephants?
• participate in games, songs, chants, and TPR
What colour is the elephant?
based action stories
Look at the (rabbits).
• recognise the characters and show an interest in
Look, there’s a truck.
the events of the story
Are all the babies there?
• practise their physical co-ordination through
How many (rabbits) are there?
movement, mime and fine motor-skills when
Classroom Language drawing and cutting
Look, sticks! Values
How many?
• to develop appreciation for helping each other
Draw the sticks.
• paying attention to road safety
Point to...
Show me (two). Thinking Skills
Colour/Trace the numbers. • exploring numbers
Can you clap to...? • focusing attention
What (number) is it?
What number is missing? Phonics
Listen. • to learn the sound /e/ as well as letter E, and
How many dots? practise recognising and saying words that begin
Draw the dots. with /e/
Circle the number/toys. • to revise sound /t/ and letter T
Colour the balloons/elephants/picture.
Cut out the balloons.
Draw the lines.
(Let’s) count the toys.
Roll the dice.
Close/Open your eyes.

60 Hooray! Let’s play! A © Helbling Languages

Unit 2 Numbers
Warm-up and Revision
LESSON 1 • CHANT
1. Sing the Hello song. 2
• Make Peter greet the children. Make him say Hello!
Unit 2 Numbers and encourage the children to wave and say Hello!
Lesson 1
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Sing the A blue balloon for Rosie song. 17

• Play the song and encourage the children to sing
along.
A blue balloon for Rosie
A blue balloon for Rosie, a blue balloon for Rosie.
A red balloon for Tom, a red balloon for Tom.
A green balloon for Connie, a green balloon for
Hooray! Let’s play! A © Helbling Languages 29
Connie.
9783990892718_Hooray! Let's Play! SB.indd 29 29/10/21 15:00 A yellow kite for me, a yellow kite for me.
Main Objective (Repeat)
• If there is time, repeat the song using the karaoke
To introduce the numbers one to six using a chant.
version. 18
Key Words
one, two, three, four, five, six, sticks
Carpet Time
Word Revision
3. Sing the Circle song. 3
red, green, blue, yellow, kite, balloon
• If you want to move the children from another area
Receptive Language of the classroom to sit or stand in a circle, you can
Count with me. sing or play the Circle song (See Introduction, p. 21).
Lots of sticks.
4. Introduce the numbers one to six.
Classroom Language • Show the children the number one flashcard. Say
Look, sticks! How many?, point to the dot on the dice and
How many? count One. Make Peter clap once and count the
Draw the sticks. clap One.
Point to... • Point to the number on the flashcard, trace the
Can you clap to...? written number and say One. Put the flashcard on
the floor in front of the children.
Activities
• Show the children the number two flashcard. Say
Sing the A blue balloon for Rosie song. How many?, point to the dots on the dice and
Introduce the numbers one to six. count One, two. Make Peter clap twice and count
Say the Numbers chant. with each clap One, two.
Stick in the missing pictures then trace the sticks. • Point to the written number on the card, trace the
Play Point to... written number and say Two.
Materials Checklist Continue like this for the rest of the numbers to six.
• You can then play this game with the children:
 P eter hand puppet Point to the dice on the number three flashcard,
  ashcards 14–19 (one, two, three, four, five, six)
fl look at Peter and say How many, Peter? Make
 Audio 2-8 (routine songs), 17-18, 28 Peter say Two., then make Peter clap twice and
 S tudent’s Book, p. 29-30 count One, two.
 s tickers from the appendix of the Student’s • Encourage the children to say No! to Peter and
Book (three sticks, five sticks) then you say Let’s count. One, two, three. Point
 c oloured pencils or crayons to the dots on the dice as you count and say No,
 M ikado or coloured sticks Peter. It’s three.
number mini flashcards (Worksheets 10a-b) • Point to the dice on another number flashcard and
ask Peter How many? Make Peter clap and count
Notes
the number each time. Then encourage the children
to help you count the dots on the dice and tell
Peter if he is correct or not.
• Encourage the children to join in clapping and
counting the correct number each time.

Hooray! Let’s play! A © Helbling Languages 61

 5. Say the Numbers chant. 28
• S ay Look, sticks. and show the children six Mikado
or colourful sticks.
• Say How many sticks? and count the sticks
putting them on the floor as you count them. You
could put the sticks in a house shape the same as
on Student’s Book, p. 29.
• You can also put the number flashcards in the
correct order on the floor.
• Play the Numbers chant. As you say the chant,
point to the sticks on the floor as if you are
counting them.
Numbers chant
One, two, three, Four, five, six,
One, two, three. Four, five, six.
Count with me. Lots of sticks.
One, two, three. Four, five, six.
(Repeat)
• R epeat the chant and encourage the children to
join in and point at the sticks as they count them.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Stick in the missing pictures
then trace the sticks. SB 29 28
• H old up your Student’s Book so the children can see
the page. Play the Numbers chant again and point
to each number as you hear it in the chant.
• Give the children their Student’s Books open to the
correct page. Repeat the chant and encourage the
children to point to each of the numbers.
• Show the children the stickers in the appendix of
the Student’s Book and count the sticks on the
first sticker together. Show the children where the
sticker should go and help them stick it in their
books. Then repeat for the second sticker.
• S ay Trace the house. and demonstrate by tracing
the left side of the house. Have children draw this
side as well then move on to two.
• C ontinue like this for the rest of the numbers until
the house is complete.
• W hile the children are drawing the sticks, play
or say the chant a few times and encourage the
children to join in.
62 Hooray! Let’s play! A © Helbling Languages
8. For early finishers: Join the dots. Colour.
SB 30
• The objective of this activity is for early finishers to
engage in an extension activity independently. You
might want to give this explanation individually,
instead of to the class as a whole, so the children
who are not finished yet do not get confused and
start this activity rather than finish the one they
were working on. They will eventually be able to
move on to this activity independently.
• Say Have you finished? (Yes!) Hold up the page,
point to the dots activity and the numbers and
say Follow the numbers. Demonstrate what to
do by taking a pencil and pointing at number 1.
Then move the pencil to number 2, encourage the
children to continue by saying Now YOU follow
the numbers. Take a crayon, mimic colouring and
ask Do you like colouring? Yes? Let‘s colour the
kite! while mimicking colouring with a crayon.
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play Point to...
• Put the six number flashcards on the floor in front
of the children. Say Point to one. Make Peter point
to the flashcard with number one and encourage
the children to point with him.
• Say to Peter and the children Can you clap to
one? Make Peter put his hands together to clap
once and encourage the children to clap once.
• Repeat with the other numbers in order, pointing at
the flashcards first and then counting the numbers
as Peter and the children clap.
• If the children are confident, ask them to point and
clap numbers in a random order.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 2 Numbers
Warm-up and Revision
LESSON 2 • ACTION STORY
1. Sing the Hello song. 2
• Make Peter greet the children. Make him say Hello!
Unit 2 Numbers and encourage the children to wave and say Hello!
Lesson 2
back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Play A bigger balloon, a bigger balloon,

POP!
• Say Look, a balloon. and mime stretching a
balloon in preparation for blowing it up. Say It’s
green. and point to something nearby that is
green.
Hooray! Let’s play! A © Helbling Languages 31
• Take a deep breath and mime blowing into a
9783990892718_Hooray! Let's Play! SB.indd 31 29/10/21 15:00
balloon to blow it up. Show the balloon growing in
Main Objective size with your hands.
• Say Bigger? Take a deep breath and mime blowing
To listen to and join in with an action story. up the balloon again and repeat this.
Key Words • Shout POP! and clap your hands to show that the
balloon popped.
one, two, three, four, five, six
• If you have time, repeat the activity and ask the
Word Revision children to tell you what colour the balloon is. You
red, green, blue, yellow, orange, pink, balloon can also change the number of times that you
‘blow up’ the balloon so the children won’t know
Receptive Language when the balloon will pop.
Look, a balloon.
Bigger? Carpet Time
One green balloon. Preparation Tip!
Two green balloons. Blow the three green balloons up before
Three green balloons. the lesson, and if it is hard to hold all three at the same
POP! No green balloons. time, attach them to sticks or a piece of string.

Classroom Language If you are not able to get three green balloons for the
lesson, you could use Worksheet 11 instead. Print it out
Listen.
on thick paper or card and colour the balloons green.
How many dots?
Draw the dots.
3. Sing the Circle song. 3
Activities
Play A bigger balloon, a bigger balloon, POP! • If you want to move the children from another area
Listen to and mime the Numbers action story. of the classroom to sit or stand in a circle, you can
Listen and draw the dots/numbers. sing or play the Circle song (See Introduction, p. 21).
Play How many fingers?
4. Listen to the Numbers action story.
Materials Checklist
Teaching Tip!
 P eter hand puppet To make these actions different from the
 flashcards 14–19 (one, two, three, four, five, six) vocabulary mimes, do these actions standing up.
 Audio 2-8 (routine songs), 29
 Student’s Book, p. 31-32 • Say Look, balloons! and show the children the
 three green balloons or Worksheet 11 printed three green balloons. Encourage the children to
on card and coloured green count them with you.
 coloured pencils or crayons • Say the action story in the correct order and act out
three balloons (Worksheet 11) the story using the balloons.
Numbers action story
Notes One green balloon.
Two green balloons.
Three green balloons.
POP! POP! POP! No green balloons.

Hooray! Let’s play! A © Helbling Languages 63

 As you say each line, pick up one of the green
balloons, and on the last line, put all three balloons
quickly behind your back.
• Choose three children and put a balloon on the
floor in front of each child. Encourage each child
to pick up their balloon as they listen to the story.
Have them put the balloon(s) behind their backs
when they hear the word ‘POP!’.
5. Mime the Numbers action story.
• A
 s you say each line, hold up the correct number
of fingers and then mime blowing up a balloon. On
the last line, clap your hands together for POP! and
show your hands in a fist (no fingers held up). The
children should copy your actions as much as they
can.
Pencil and Paper
6. Sing the Table song. 4 10. Sing the Circle song.
• A
 sk the children to move to the tables and sit down
by singing the Table song (See Introduction, p. 21).
7. Listen and draw the dots/numbers.
SB 31 29
• P lay the action story and do the actions with the
class as you listen.
• Hold up your Student’s Book so the children can
see. Play the action story again and point at the
correct picture on the page as you listen.
• Give the children their Student’s Books open to the
correct page.
• Play or tell the action story pausing after each
line and encouraging the children to point to the
correct picture on their page. Point to the dice at
the top of the page and encourage the children to
help you count the dots on the dice.
• Play or tell the action story again. After the first
line, encourage the children to point to the correct
picture. Say How many dots? and elicit the word
One. from the children. Then say Draw the dot(s).
and demonstrate by drawing one dot in the square
in the top left corner of the picture, or the number
one if the children are able to write numbers.
• The pictures are not in order so the children need to
listen and draw the correct number of dots or write
the correct number in the appropriate picture.
• Monitor the children and praise them for drawing
the correct number of dots or the correct number.
• R
 epeat for the rest of the action story so that the
squares next to each picture show the correct
number.
64 Hooray! Let’s play! A © Helbling Languages
8. For early finishers: Count. Colour. SB 32
• Say Have you finished? (Yes!) Hold up the page,
point to the colouring activity and say Let‘s colour
the balloons!
• Bring the children‘s attention to the empty box at
the bottom right of the space and say How many
balloons? Can you count? Count the balloons
with them and pretend to write a number (or a
number of dots) in the empty box to help them
understand what they need to do.
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play How many fingers?
• Say to the children How many? and hold up three
fingers. Encourage the children to count with you
and then say Three.
• Repeat this a few times, showing the children a
different number of fingers each time.
• Put your hands behind your back so the children
can’t see how many fingers you are holding up and
say to the children How many?
• Encourage the children to guess how many fingers
you are holding up. Then show your fingers,
encourage the children to count with you and say
the number.
• Repeat the activity a few times, hiding a different
number each time.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 2 Numbers
Warm-up and Revision
LESSON 3 • SONG
1. Sing the Hello song. 2
• Make Peter greet the children. Make him say Hello!
Unit 2 Numbers and encourage the children to wave and say Hello!
Lesson 3
back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Listen to and mime the Numbers action

story. 29
• Play the action story and encourage the children to
join in with the actions. If the children have green
balloons from Extra Worksheet 11, they can use
these.
Hooray! Let’s play! A © Helbling Languages 33 Numbers action story
9783990892718_Hooray! Let's Play! SB.indd 33 29/10/21 15:00
One green balloon.
Main Objective Two green balloons.
To listen to and sing a song about numbers. Three green balloons.
POP! POP! POP! No green balloons.
Key Words
one, two, three, four, five, six, elephant Carpet Time
Word Revision 3. Sing the Circle song. 3
red, green, blue, yellow, orange, pink • If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
Receptive Language
sing or play the Circle song (See Introduction, p. 21).
Look, an elephant.
Little elephants are swimming in the lake / are 4. Play What number is missing?
drinking all the water.
• Show the children the number flashcards and put
How many elephants?
them on the floor in order one to six.
What colour is the elephant?
• Turn to Peter and say Peter, close your eyes.
Classroom Language Make Peter close his eyes by putting his hands over
Close/Open your eyes. his eyes.
What number is missing? • Ask a child to choose a number flashcard and sit on
Trace the number. it so the card can’t be seen. Then say Open your
Colour the elephant green/blue/orange. eyes, Peter.
• Say What number is missing, Peter? and point to
Activities the place where the missing flashcard was.
Listen to and mime the Numbers action story. • Make Peter say different numbers. Encourage the
Play What number is missing? children to say Yes. if Peter says the correct missing
Listen to the Six little elephants song. number and No, sorry. if Peter is wrong.
Count the elephants and trace the numbers then • Repeat the activity, allowing a different child to
colour the elephants. choose the number flashcard or, if the children are
Play Clap it out. confident, Peter can hide a number (you can sit on
the flashcard for Peter) and the children can guess
Materials Checklist the number.
 P eter hand puppet
 flashcards 14–19 (one, two, three, four, five, 5. Listen to the Six little elephants song. 30
six, elephant)
• Show the children the elephant flashcard and say
 Audio 2-8 (routine songs), 29-30
Look, an elephant. and mime an elephant’s nose
 Student’s Book, p. 33-34
(trunk) by moving your hand from your nose in the
 coloured pencils or crayons
shape of a trunk.
elephant mask (Worksheet 12) • Play the song. Let the children listen to the song
and watch you doing the actions (and singing).

Hooray! Let’s play! A © Helbling Languages 65

 Six little elephants
One little, two little, three little elephants,
Four little, five little, six little elephants.
Four little, five little, six little elephants
Are swimming in a lake,
Are swimming in a lake.
One little, two little, three little elephants,
Four little, five little, six little elephants.
Four little, five little, six little elephants
Are drinking all the water,
Are drinking all the water.
• A s you sing each number, hold up the appropriate
number of fingers, then on the word elephant
make an elephant’s trunk with your hand. Mime
swimming and make a circle shape with your hands
for swimming in the lake. On the last line, mime
holding a really big straw and drinking up all the
water in the lake.
• Repeat the song and this time encourage the
children to join in with the actions.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Count the elephants and trace the numbers
then colour the elephants. SB 33 30
• H
 old up the page so the children can see. Play the
Six little elephants song. Point to each number, and
then at the elephants swimming in the lake and the
elephants drinking all the water.
• Point to the first elephant on the page and
encourage the children to say One. Repeat this
for the other elephants below and count from two
to six.
• Revise the colours red, yellow and green by
pointing at the different elephants in the first
picture and saying the colour. Then have the
children say the colours with you.
• Give the children their Student’s Books open to the
correct page.
• Say Trace the numbers. and demonstrate by
tracing number one. Have the children trace
numbers one to six.
• When the children have traced all the numbers,
hold your Student’s Book up and point to a pair
of elephants in the lake. Elicit the colour of the
elephants.
• Say What colour is the elephant? Then point
to the same pair of elephants in the picture below
and repeat What colour is the elephant? Elicit
the answer (Red). One elephant from the pair is
coloured, the other isn’t. Point to the uncoloured
elephant and say Colour the elephant. Repeat for
the yellow and green elephant.
66 Hooray! Let’s play! A © Helbling Languages
8. For early finishers: Count. Colour. SB 34
• These activities are offered as extra material for
those children who finish the main activity quicker
than the rest of the class. Initially you may have to
explain individually what the activity is about, but
with time children will learn to move on to them
independently.
• Say Have you finished? (Yes!) Hold up the page,
and say Look, elephants! How many elephants?
Can you count? Count the six elephants on the
first line with them, and then bring their attention
to the number on the left. Ask What number is
this? (Three.). Very good, let‘s colour THREE
elephants. Count three elephants on that same
line with the child (or children) and pretend to
colour them, to convey what the activity is about.
• Repeat with the bottom line, where they are asked
to colour all six elephants.
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play Clap it out.
• Say Clap to five. and encourage the children to
clap five times counting each clap. Then repeat with
different numbers.
• Say to the children Listen. and then clap your
hands three times.
• Say What number is it? and then clap your hands
three times again.
• Encourage the children to count the claps and tell
you what number you clapped. If the children are
finding it hard, clap three times again and silently
count each clap.
• Repeat the activity clapping a different number
each time.
• If there is time, choose a confident child and
whisper a number for the child to clap. The rest of
the class count the claps and say the number.
8
12. Sing the Bye-bye song.
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 2 Numbers
Warm-up and Revision
LESSON 4 • LISTENING ACTIVITY
1. Sing the Hello song. 2
• Make Peter greet the children. Make him say Hello!
Unit 2 Numbers and encourage the children to wave and say Hello!
Lesson 4
back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Sing the Six little elephants song. 30 31

• Play the song and encourage the children to sing
along and join in with the actions from Lesson 3.
Six little elephants
One little, two little, three little elephants,
Four little, five little, six little elephants.
Hooray! Let’s play! A © Helbling Languages 35 Four little, five little, six little elephants
9783990892718_Hooray! Let's Play! SB.indd 35 29/10/21 15:00
Are swimming in a lake,
Main Objective Are swimming in a lake.
To complete a listening exercise. One little, two little, three little elephants,
Four little, five little, six little elephants.
Key Words Four little, five little, six little elephants
one, two, three, four, five, six Are drinking all the water,
Are drinking all the water.
Word Revision
• Once the children are confident singing the song,
rabbit, crocodile, kite, balloon
you can use the karaoke track. You could also
Receptive Language try changing the order of the verses and use the
Look at the (rabbits). number flashcards to show the children which
Circle (five) (rabbits). number to sing about next.

Classroom Language Carpet Time

Listen.
3. Sing the Circle song. 3
What number is it?
Show me (two). • If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
Activities sing or play the Circle song (See Introduction, p. 21).
Sing the Six little elephants song.
Play the Yes or no game and Silent numbers. 4. Play the Yes or no game.
Listen and circle the toys. • Show the children the number flashcards and elicit
Play Flash the flashcard. the numbers. Then show the children that you are
Materials Checklist mixing the cards in your hands so neither you nor
the children know the order of the cards.
 P eter hand puppet
• Take one of the flashcards and hold it above your
 flashcards 14–19 (one, two, three, four, five, six)
head so that the children can see which number
 flashcards 5–10 (red, green, blue, yellow,
you are holding but you can’t.
orange, pink) (optional)
• With your other hand, point to the flashcard and
 Audio 2-8 (routine songs), 30-33
say Is it three? and encourage the children to say
 Student’s Book, p. 35-36
Yes. if you are holding up the number three and
 coloured pencils or crayons
No, sorry. if not. If the answer was No, sorry.,
 coloured bricks or counters (enough to give six
keep guessing until the children say Yes.
to each child)
• Repeat this with some of the other flashcards.
 If there is time: plastic plates or trays with a thin
layer of sand or flour
5. Play Silent numbers.
numbers extra listening activity (Worksheet 13)
• Give each child six coloured bricks or counters.
Notes Encourage each child to count with you as you
hand them out.
• Say Listen. and then silently whisper Four. and say
What number is it? in a normal voice.

Hooray! Let’s play! A © Helbling Languages 67

 • E ncourage the children to tell you what number
you whispered and then say Show me four. and
encourage the children to show you four bricks or
counters.
• Repeat silently whispering different numbers and
encourage the children to say and count out the
correct number of bricks or counters.
Pencil and Paper
4 a circle, you can sing or play the Circle song again
6. Sing the Table song.
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Listen and circle the toys. SB 68 32
• H old up the page so the children can see. Point to
each of the toys on the page and elicit the words
kite, balloon, rabbit and crocodile.
• Give the children their Student’s Books open to the
correct page and make sure each child has a pencil
or crayon.
• Say Listen. and play the first sentence from the
listening activity.
• Pause the track, point to and count three kites, say
One, two, three kites. Draw a circle around the
three kites you counted, then give the children time
to draw a circle around three kites.
Numbers listening activity
Look at the kites. Circle three kites.
Look at the crocodiles. Circle six crocodiles.
Look at the rabbits. Circle five rabbits.
Look at the balloons. Circle four balloons.
• Repeat for the other toys in the listening activity.
• Alternatively, if you are not able to pause the audio
between each sentence, play the whole listening
activity twice. The first time you listen, show the
children your book and count and circle the correct
number of each toy. Before you listen for a second
time, give the children their Student’s Books open
to the correct page and a pencil. Then encourage
the children to circle the toys while they are
listening for the second time.
• The children may take longer than the listening to
count and circle the toys but don’t let this worry
them. Allow them to count and draw circles at an
appropriate speed and repeat the information as
they need it.
8. For early finishers: Circle 6 cats.
Colour. SB 36
• A
 ddress individual children who have finished
working on the main activity, or the class as a
whole if you think it‘s more convenient. Ask Have
you finished? (Yes!) Hold up the page, point to
the kittens in the activity box and say Circle six
cats. One, two, three, four, five and six. Count
with the children to make sure they understand.
Then say Let‘s colour SIX cats!
68 Hooray! Let’s play! A © Helbling Languages
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
(See Introduction, p. 21).
11. Play Flash the flashcard.
• Show the children the number flashcards and elicit
the numbers. Mix the cards in your hands so neither
you nor the children know the order of the cards.
• Make Peter hold the flashcards so you can see the
first card but the children can’t. Quickly turn Peter’s
hand so the children get a quick glimpse of which
flashcard is on top and say What is it?
• Encourage the children to name the number they
think they saw. Gradually slow down the speed
with which you turn the cards until the children can
correctly name the number.
• Peter can reward the children who say the number
quickest.
• Repeat this with different numbers or to make it
harder add some of the colour flashcards as well.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
If there is time…
Play Numbers in the sand.
Preparation Tip!
Prepare a plastic plate or tray with
a thin layer of sand or flour for each child.
This activity can get very messy so you might want to
do it in an outside area or area which is easy to clean.
• S how the children one of the number flashcards and
encourage the children to tell you the number.
• Take one of the plastic plates and show the children
how you can write the number in the sand or flour
on the plate and then you can gently shake the plate
sideways to delete the number.
• G ive the children their own plates with sand or flour.
If you have a large class, you might want the children
to share in pairs or small groups.
• P ut the number flashcards in a place where the
children can see them and encourage the children to
try writing the numbers on their plates.
• M onitor the class with Peter, and encourage the
children to tell you the number they are writing.
Unit 2 Numbers
Warm-up and Revision
LESSON 5 • STORY
1. Sing the Hello song. 2
• Make Peter greet the children. Make him say Hello!
Unit 2 Numbers and encourage the children to wave and say Hello!
Lesson 5
3 back.
4 • Sing or play the Hello song and make Peter look
2
like he is singing too (See Introduction, p. 21).
1

5 2. Sing the Six little elephants song. 30 31

• Play the Six little elephants song and encourage the
6 children to sing along and join in with the actions
from Lesson 3.
• Once the children are confident singing the song,
you can use the karaoke track. You could also
Hooray! Let’s play! A © Helbling Languages 37
try changing the order of the verses and use the
9783990892718_Hooray! Let's Play! SB.indd 37 29/10/21 15:00 number flashcards to show the children which
Main Objective number to sing about next.
To follow a story.
Carpet Time
Key Words
3. Sing the Circle song. 3
one, two, three, four, five, six, mouse
• If you want to move the children from another area
Receptive Language of the classroom to sit or stand in a circle, you can
Look, a mouse with six babies. sing or play the Circle song (See Introduction, p. 21).
One, two, three, four, five, six babies.
Look, there’s a truck. 4. Play Pass number two.
Stop! • Show the children the number flashcards and elicit
Peter, help! the numbers.
Thank you, Peter. • Say Make a line. and encourage the children to
Are all the babies there? stand in a line. Give Peter to the child at the front
of the line to hold.
Classroom Language
• Stand at the back of the line and put the number
Draw the lines. flashcards on the floor near the last child.
Colour. • Say Two. and clap twice.
Values • Encourage the last child in the line to pick up
the card with number two and say Two. Then
To develop appreciation for helping each other and
encourage the children to pass the card down the
paying attention to road safety.
line until the first child gets the card. Each child
Activities should say Two. when they have the flashcard.
• Ask the first child in the line to give Peter to the
Sing the Six little elephants song.
next child, and move to the back of the line.
Play Pass number two.
• Repeat the activity passing a different number
Watch the Crossing the road story.
down the line.
Draw the lines and colour.
Play Stand up and sit down.
5. Watch the Crossing the road video.
Materials Checklist 6 34
 P eter hand puppet
• If you want to use a transition marker to tell the
 flashcards 14–19 (one, two, three, four, five,
children that the next activity is a story, then sing or
six, mouse)
play the Story song (See Introduction, p. 22).
 Audio 2-8 (routine songs), 30-31, 34
• Use the mouse flashcard to introduce the word and
 Student’s Book, p. 37-38
show the children an action for mouse, e.g. hold
 Crossing the road video
your hands up near your face as if they are little
 coloured pencils or crayons
paws and screw up your nose.
 Story cards 15–22 (Crossing the road) (optional)
 number mini flashcards for each child • Play the video and allow the children to watch.
(Worksheets 10a-b) • If you don’t have access to the Helbling Media App
Crossing the road mini storybook or Helbling e-zone kids, you can read the script
(Worksheets 14a-b) from the back of the story cards.

Hooray! Let’s play! A © Helbling Languages 69


Crossing the road
Rosie: Look, a mouse with her babies.
Tom: One, two, three, four babies!
Rosie: No, look! There are six babies.
Tom: Yes, one, two, three, four, five, six babies!
Mother mouse: Come on.
Rosie: Look, there’s a truck.
Tom: Peter, help!
Rosie: There’s a mouse with six babies!
Peter: OK!
Peter: Stop! Stop!
Tom: Great, Peter.
Rosie: Thank you, Peter.
Rosie: Are all the babies there?
Tom: One, two, three... Oh, no!
Rosie: Look. One, two, three…
Tom: …four, five, and six. Hooray!
Pencil and Paper
6. Sing the Table song. 4 mini flashcards (Worksheets 10a-b). If they haven‘t made
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Draw the lines and colour. SB 37
• H old up your Student’s Book so the children can
see. Point to each of the numbers one to six in the
correct order and count the numbers, saying One,
two, three, four, five, six.
• Say Draw the lines. and draw a line from number
one to number two. Say One to two. then repeat
this for the other lines saying the numbers as you
draw each line.
• Give the children their Student’s Books open to the
correct page and say Draw the lines.
• When the children have drawn all of the lines,
hold up a completed page so all the children can
see. Point to the object drawn by the lines and say
Look, a truck.
• Point to the truck and say Colour the truck.
and demonstrate by starting to colour. Allow the
children to use any colours that are available.
• While the children are drawing and colouring,
monitor the children and praise them for good
work.
8. Value: Helping each other and paying
attention to road safety.
• H old up the page so the children can see. With
Peter‘s help, bring children‘s attention to the Values
Icon. Say Look a heart! A heart for Values! You
might want to put a hand over your heart to infer
that this icon is about ethical values.
• Show the children p. 37 and say Remember?
In this story Peter helped the mice cross the
road! Have Peter say Yes! While nodding his head
enthusiastically.
70 Hooray! Let’s play! A © Helbling Languages
• Ask Peter Did they need help? Have Peter say
Yes! again and have him add It‘s important to
pay attention when crossing the road, right
children? while he encourages the children to say
(Yes!)
• Have Peter approach one of the children and say
(Tim), do you help your friends? (Yes!) Repeat
with several children.
• End by saying Is helping each other good?
(Elicit Yes). Is paying attention on the road
important? (Elicit Yes).
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and
other materials by singing the Tidy up song
(See Introduction, p. 22).
Rounding Off
Preparation Tip!
Children will need their sets of the number
them, they can do that now or you can make them
before the lesson. You need enough to give the children
one card each.
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
PDF
11. Play Stand up and sit down. WS 10a-b
• Give each child a mini flashcard and elicit the
number of each card as you give them out.
• Hold the flashcard for number four so that the
children can see which number you are holding and
say Four, stand up. Then indicate to any children
who have a mini flashcard for number four that
they should stand up as well.
• Say Two, stand up. and Four, sit down. and
indicate to the children with number four that they
should sit down and encourage the children with
number two to stand up.
• Repeat saying a different number each time and
ensuring the children with the correct number
flashcard are standing up.
• As the children become more confident, you can
say the numbers faster, or say more than one
number at a time.
8
12. Sing the Bye-bye song.
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 2 Numbers
Warm-up and Revision
LESSON 6 • THINKING SKILLS
1. Sing the Hello song. 2
• Make Peter greet the children. Make him say Hello!
Unit 2 Numbers and encourage the children to wave and say Hello!
Lesson 6
Thinking Skills
back.
1
3
• Sing or play the Hello song and make Peter look
5 like he is singing too (See Introduction, p. 21).
2
3
5
2. Using productive language: ‘How old are
you?’
2
4
5

1
• Say How old are you? to one of the confident
4 children in the class. Prompt the child by saying
6

3
numbers and pointing at the child until he or she
4 says Yes. to one of the numbers. If they still don’t
Hooray! Let’s play! A © Helbling Languages
6
39
understand, you could translate the question for
9783990892718_Hooray! Let's Play! SB.indd 39 29/10/21 15:00
the children.
Main Objective • Continue around the class asking each child How
old are you?
To count the number of toys. • Drill the question using different voices, for example
Key Words sing, whisper or shout it until the children seem
confident asking the question.
one, two, three, four, five, six, elephant, mouse
• Encourage each child to ask How old are you?
Receptive Language to another child in the class and encourage the
How many (rabbits) are there? children to answer with I’m (four). until all children
have had a chance to ask and answer the question.
Classroom Language
Let’s count six (rabbits). Carpet Time
How many (rabbits)?
3. Sing the Circle song. 3
Count / Point to the (rabbits).
Circle the number. • If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
Productive Language sing or play the Circle song (See Introduction, p. 21).
How old are you? I’m (four).
4. Tell the Crossing the road story. 6 34
Thinking Skills PDF
(WS 1 + 2)
Exploring numbers and focusing attention.
• If you want to use a transition marker to tell the
Activities children that the next activity is a story, then sing or
Using productive language: ‘How old are you?’ play:
Tell the Crossing the road story. Story song
Count groups of toys. It’s time for a story
Look, count and circle the correct number. Listen and look.
Play Clap it out. (Repeat)
• Using the story cards tell the Crossing the road
Materials Checklist
story. The script is on the back of the cards.
 P eter hand puppet Encourage the children to join in and count the
 flashcards 14–19 (one, two, three, four, five, six) mouse babies.
 Audio 2-8 (routine songs), 34 • Hand out the story cards in a random order
 Student’s Book, p. 39-40 to different children. Play or tell the story and
 Story cards 15–22 (Crossing the road) encourage the children with story cards to make
 coloured bricks or other toys a line so they are in the correct order. Say, for
 coloured pencils or crayons example: Now let’s put the story together.
 character masks or cut-outs (Worksheets 1+2) Here you are, (Maria). This is your story card,
(optional) (Pablo). Listen to the story.
• If there is time, you could use the character masks
or cut-outs (Worksheets 1+2) and three children
can play Rosie, Peter and Tom.

Hooray! Let’s play! A © Helbling Languages 71

 Pencil and Paper
5. Sing the Table song. 4
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
6. Introduce the icons. SB 39
• H ave Peter show excitement about the pictures on
the page. Point at the toy on the left-hand side of
the page and say Look! Who‘s this? Yes! It‘s a
crocodile, like Connie! Repeat with the other 4
toys.
• With the help of Peter the Panda, bring the
children‘s attention to the Thinking Skills icon on
the top right corner the page and say Look! A
lightbulb! ‘Thinking Skills‘. We are in Thinking
Skills class. Point at your head or have Peter
point at his or your head and say thinking so the
children understand that they are supposed to
think.
• Have Peter point at the Look icon. Say What‘s
this? Point at Peter‘s eye. Say We are going to
look and we are going to think (mimicking
thinking by pointing at your head or Peter‘s head
again)
• Point at the Pencil icon. Say What‘s this? Yes,
it‘s a pencil. Mimic taking a pencil and drawing
an imaginary circle. Encourage the children to do
the same. Say We‘re going to count the toys
(demonstrate by counting with them) and we‘re
going to circle the numbers (while you point at
the numbers on the left-hand side of the page,
pretend to circle number 5).
7. Look, count and circle the correct number.
• H old up the page so the children can see. Point to
each of the toys on the left and elicit the toy names
from the children, saying What is it?
• Point to each of the toys again and say for example,
How many crocodiles? Encourage the children to
count the crocodiles in the picture on the right side
with you.
• Give the children their Student’s Books open to
the correct page. Say Point to the crocodiles.
and encourage the children to point and count the
crocodiles again.
• Say Circle the number. and circle the number five
next to the crocodile at the side of the page.
• Repeat counting and then circling the number for
other toys on the page.
• Praise the children for neat work and good
counting, and encourage the children to repeat the
counting again.
72 Hooray! Let’s play! A © Helbling Languages
8. For early finishers: Count and colour.
SB 40
• Say Have you finished? (Yes!) Hold up the page,
point to the toys in the activity box and say Look at
all the toys. Bring the children‘s attention to the
answer boxes and say Count the rabbits. Count
the pandas. Demonstrate by counting with them
and pretending to write the number (or the dots) in
each box.
• Finally, bring their attention to the Colouring icon
and ask What‘s this? By now they probably know
what the icon means. If not, pretend to colour the
image with a crayon, to infer the meaning.
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play Clap it out.
• Say Clap to five. and encourage the children to
clap five times counting each clap. Then repeat with
different numbers.
• Say to the children Listen. and then clap your
hands three times.
• Say What number is it? and then clap your hands
three times again.
• Encourage the children to count the claps and tell
you what number you clapped. If the children are
finding it hard, clap three times again and silently
count each clap.
• Repeat the activity clapping a different number (up
to six) each time. Or for variety you could stamp
your feet, or click your fingers for the children to
count.
• If there is time, choose a confident child and
whisper a number for the child to clap or stamp
and the rest of the class can count the claps and
say the number.
8
12. Sing the Bye-bye song.
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 2 Numbers
Warm-up and Revision
LESSON 7 • OUR WORLD 2
1. Sing the Hello song.
• Make Peter greet the children by saying Hello! and
Unit 2 Numbers encourage the children to wave and say Hello!
Lesson 7
Our World back to Peter..
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Say the Numbers chant. 28

• Listen and number.
Hooray! Let’s play! A © Helbling Languages
9783990892718_Hooray! Let's Play! SB.indd 41
• Show the children each of the number flashcards
in the order one to six and say the number for each
card. Put the flashcards in the correct order on the
floor.
35
• Play the Numbers chant and point to each of the
41
numbers as you say them in the chant.
29/10/21 15:00

Main Objective Carpet Time

To identify, listen to and trace numbers 1-6 3. Sing the Circle song. 3
Key Words • If you want to move the children from another area
dog, rabbit, cat, mouse, numbers 1-6 of the classroom to sit or stand in a circle, you can
sing or play the Circle song (See Introduction, p. 21).
Receptive Language
Our World. 4. Play Find the flashcard.
How many …? • C hoose a confident child from the class and ask him
Count the ... or her to choose a number flashcard (e.g. four) and
Match the number. then stand near you. Ask the child to close his or her
Trace the number. eyes.
Classroom Language • Tell the other children to be quiet and show them
that you are hiding the flashcard for example under a
Look.
cushion, in a toy box, on the bookcase, etc.
Listen.
• Ask the child to open his or her eyes. Say Where
Number. is number four? and make it clear to the other
Count. children that they are not to say where the flashcard
Match. was hidden.
Trace. • Encourage the child to walk around the classroom to
Activities find the hidden flashcard. Keep saying the word Four
as the child moves around. As the child gets closer to
Say the Numbers chant.
the hidden card, say Four more loudly and show that
Play Find the Flashcard. they are correct (for example, nod your head), and as
Listen and number. the child moves away from the card, say Four more
Count and match. quietly and e.g. shake your head.
Trace the numbers. • Once the child has found the card, Peter can give the
Play Roll the dice. child a hug, kiss or high-five as a reward.
Materials Checklist • Repeat the game choosing a different child and, this
time, encourage the other children to join in saying
 Peter hand puppet the number loudly or quietly as the child gets closer
 flashcards 14–19 (one, two, three, four, five, six) or further away from the hidden card.
 Student’s Book, p. 41-42
 Audio 2-8 (routine songs), 28, 35
Pencil and Paper
Notes 4
5. Sing the Table song.
• Ask the children to move to the tables and sit down
by singing the Table song (See Introduction, p. 21).

Hooray! Let’s play! A © Helbling Languages 73

 6. Introduce the icons. SB 41
• W ith Peter’s help, bring the children’s attention to
the World icon on the top right corner of the page
and say Our World. We are going to talk about
our world.
• Then point at the Listening icon and explain to the
children that in this lesson they are going to listen
to audio in English. Say Listen. We are going
to listen to English words. (elicit listening by
touching your ear).
• Finally, point at the Pencil icon and say We are
going to write. Mimic writing a number in the air
with an imaginary pencil.
7. Listen and number. 35
• H old the page up so all the children can see and
have Peter point at the picture and say Look.
These children have pets. Revise the names of
pets rabbit, cat and dog by pointing at the pictures
on the page and encouraging the children to say
the names.
• Have Peter point at the boxes next to the pictures
and, as you hold a pencil in the air, say Write the
number here. Have Peter touch his ear and say
Listen and write as he mimics writing a number in
the air. Play the recording and ask children to point
at the correct picture.
• Monitor to ensure the children understand what
they have to do.
• Say Listen. Play the recording once and ask the
children to only point at the correct pictures. Then
play the recording again and point at the picture
of the boy with one rabbit. Mimic writing number
1 in the air as you point at the box. Do the same
with the other pictures as the recording plays. Walk
around the classroom to make sure all the children
have got the answers right.
1. I have one rabbit.
2. I have two dogs.
3. I have one cat
4. I have two cats.
Pencil and Paper
8. Count and match. Trace. SB 42
• H old up the page, point at or have Peter point at
the World Icon and say Look. Our World. Point at
the pictures of the pets on the left-hand side of the
page and say Remember? These are pets.
• Continue to hold the book up and with Peter’s
help, bring the children’s attention to the Pencil
icon. Say Look, a pencil. Yes! We are going to
write. Take a pencil (or an imaginary pencil) and
mimic writing or have Peter mimic writing.
• Now point at the first picture of dogs and say Look.
How many dogs can you see here? Count. One,
two, three. Point at each dog as you are counting
and encourage the children to all count out loud.
That’s right, there are three dogs.
74 Hooray! Let’s play! A © Helbling Languages
• Repeat this process with the rabbits and the mouse,
encouraging the children to point and count.
• Then bring the children’s attention to the dotted
numbers on the right hand side of the page. Make
Peter say Look. I see numbers. Can you tell me
the numbers? Encourage children to say the three
numbers as Peter points at them and says Six, one,
three.
• Point at the pictures of the different pets again and
say Now, draw a line and demonstrate by drawing
a line between the first picture and number three.
• Encourage the children to continue drawing the
lines. Have Peter say Draw the lines as he mimics
the action. Six rabbits, number six. One mouse,
number one. Good job!
9. Trace the numbers.
• With Peter’s help bring the children’s attention to
the dotted numbers. Mimic taking a pencil and say
Now, let’s trace the numbers!
10. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
11. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
12. Play Roll the dice
• Attach the six number flashcards to the board or
put them on the floor face up.
• Ask a child to roll the dice, say Roll the dice.
• Count the dots on the dice, and encourage the
children to join in.
• Encourage the children to match the number on
the dice with the correct number on the flashcard.
• Continue throwing the dice, giving different
children a turn.
13. Sing the Bye Bye song 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 2 Numbers
Warm-up and Revision
LESSON 8 • PHONICS
Introduce the grapheme ‘E’ and revise ‘T’ 1. Sing the Hello song. 2
• Make Peter greet the children and say Hello!
Unit 2 Numbers Encourage the children to wave back and say

E
Lesson 8
Phonics Hello! to Peter.
2
• Sing or play the Hello song and make Peter look
1 like he is singing too (See Introduction, p. 21).

3
2. Play the Yes or no game.
• Have the numbers flashcards ready for this game.
4 Show the children that you are mixing the cards in
your hands so neither you nor the children know
Introduce the /e/ sound and the letter ‘E’
the order of the cards.
• Listen and repeat. Listen and point.
• Use your finger to trace the letter.
36
• Take one of the flashcards and hold it above your
Hooray! Let’s play! A © Helbling Languages 43
head so that the children can see which flashcard
9783990892718_Hooray! Let's Play! SB.indd 43 29/10/21 15:00 you are holding, but you can’t.
Main Objective • With your free hand, point to the flashcard
and name one of the possible flashcard items.
To introduce the /e/ sound and grapheme ‘E‘. Encourage the children to say Yes. if you guessed
To revise the sound /t/. correctly and No, sorry. if not.
Key Words • If the answer was No, sorry. keep guessing until
the children say Yes.
elephant, turtle
• Repeat this with some of the other flashcards.
Receptive Language • If you have time, invite confident children to take
We’re in Phonics class. the role of the teacher and guess which flashcard is
We’re going to listen to English words. above their head.

Classroom Language Carpet Time

Point.
3. Sing the Circle song. 3
Listen.
Look. • W
 hen moving the children from the table to sit in
Trace. a circle, you can sing or play the Circle song
Do you remember? (See Introduction, p. 21).
That‘s right. Preparation Tip!
We are going to (repeat). Children will need a set of the colour
mini flashcards (Extra Worksheet 5). If they haven‘t made
Activities them yet, they can do that now or you can make them
Play the Yes or no game. before the lesson. You need enough to give the children
Play Bingo! one card each.
Introduce ‘E‘ grapheme.
PDF
Introduce ‘E‘ sound. 4. Play Bingo! WS 5
Listen and repeat. • P ut the colour mini flashcards face down on the floor
Listen and point. in front of Peter. Have Peter show excitement and
Trace the letter ‘E’. say We’re going to play Bingo. You can’t see my
Listen and point to the ‘E‘ and ‘T’ items. cards!
Listen and match the ‘E’ and ‘T’ items. • Help the children to move so that they have a space
Materials Checklist in front of them.
Have Peter say Now you choose four cards!
 P eter hand puppet Encourage the children to count as they choose their
 flashcards 14–19 (one, two, three, four, five, six) four mini flashcards. Say One, two, three and four!
 Student’s Book, p. 43-44 Help them put them on the floor with the picture
 Audio 2-8 (routine songs), 36-37 facing up. Say You CAN see these cards!
 colour mini flashcards (Worksheet 5) • Make Peter turn over one of the flashcards from his
Notes set and show and name the flashcard for the children.
Then encourage the children to turn over the mini
flashcard with the same picture so the picture can’t
be seen. Have Peter choose a child and say (Sophia)
You have the (green) card. Turn it over!

Hooray! Let’s play! A © Helbling Languages 75

 • R
 epeat this until some of the children have turned
over all of their mini flashcards and encourage them
to shout Bingo!
Pencil and Paper
5. Sing the Table song. 4
• A
 sk the children to move to the tables and sit down
by singing the Table song (See Introduction, p. 21).
6. Introduce the icons. SB 43
• W ith Peter’s help, bring the children’s attention
to the Phonics icon on the top right corner of the
page and say Look, Remember? Phonics. We are
in Phonics class!
• Move your or Peter’s hand to the Listening icon and
say We are going to listen to English words.
(elicit listening by touching your ear).
• Then have Peter point at the Speaking icon, asking
What’s this? Yes, we are going to speak
English. (elicit speaking by touching the mouth
and opening it).
Introducing the grapheme ‘E’
7. Introduce the ‘E’ sound.
• H old up the page so the children can see. Point at
the elephant and have Peter say Look. An E – E
– E – Elephant. Emphasize the sound ‘E’. Ensure
the pronunciation of ´E´ is open ‘e’, not the long
‘eeeeee’.
• Now point or have Peter point at the elephant
again and say What animal is this? Yes! It’s an
E – E – E – Elephant!
8. Listen and repeat. Listen and point. 36
• S ay Listen. Have Peter touch his ear so the children
remember the action. Play the recording.
E – E – E – Elephant; E – E – E – Elephant.
E – E – E – Elephant; E – E – E – Elephant.
• Have Peter say Now we are going to repeat. Play
the recording again and have Peter encourage the
children to repeat one by one or as a class. Repeat
E – E – E – Elephant.
• Have Peter touch his ear and say Listen. Next,
make Peter hold up his hand to illustrate pointing
and say Point.
• Play the recording while Peter continues to touch
his ear and hold up his hand. Say Listen. Point.
Monitor as the children point to the elephant.
9. Trace the letter ‘E’.
• C ontinue to hold up p. 43. Point at the big capital
‘E’ on the page. Say Look, E. Can you say E – E –
E? Very good! Let’s trace it.
• Use your finger to trace the big capital ‘E’,
following the arrows provided in the correct order
or have Peter do the action.
76 Hooray! Let’s play! A © Helbling Languages
• Then say Now, YOU trace the letter E. Continue
to move your finger following the arrows provided.
Monitor the children as they trace the letter E, walk
around the class repeating E – E – E – Elephant.
Introducing the grapheme ‘E’ and
revising the grapheme ‘T’
10. Listen and point to the ‘E’ and ‘T’ items.
SB 44 37
• Point at the Phonics icon on the page and say
Look, what’s this? Do you remember? Yes,
it’s Phonics. We are going to listen to English
words.
• Hold up the page so the children can see it. You
may want to have Peter show excitement about the
items on the page. Point at Tom the turtle and say
Look, who’s that? Yes, that’s right. It’s Tom!
It’s Tom the T – T – T – Turtle! Then point at the
elephant and have Peter ask What’s this? That’s
right! It’s an elephant. E – E – E – Elephant.
• Point at the Listening icon and say Look, we are
going to listen to English words. Play the audio
several times until all children are pointing at all the
correct images.
Turtle, turtle, turtle.
Elephant, elephant, elephant.
Triangle, triangle, triangle.
11. Listen and match the ‘E’ and ‘T’ items. 37
• With Peter’s help, bring the children’s attention to
the Pencil icon. Say Look, a pencil! What are we
going to do? Yes! That’s right, we are going
to draw a line (mimicking drawing a line with a
pencil).
• Play the recording again and mimic the idea of
‘listen and match’ by bringing Peter’s hand to
his ear and mimicking drawing a line. Say Listen
and draw a line! Mimic drawing a line again
between one of the letters and another item on the
page (e.g. the ‘T‘ and the triangle). Then play the
recording. Monitor the children to make sure they
match the items correctly. Praise their children for
their efforts, Well done! Good job!
Rounding Off
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song
(See Introduction, p. 21).
Unit 2 Numbers Activity Book

LANGUAGE OVERVIEW • UNIT 2

Key Words Colour the box black.
zebra crossing Draw and cut out a circle.
traffic lights Point to the right/left.
reflective vest (Tim), can you pick up the (cars)?
car Circle the (green) (traffic lights).
bike Colour it (red).
Draw your hand and colour it red.
Word Revision
Productive Language
numbers 1­–6
elephant What can you see?
colours I can see a (reflective vest).

Receptive Language Objectives

Who is it? Children learn:
What is it? • to develop their ability to recognise and name
Look, (traffic lights). items connected to crossing the road
Shh! • to listen to and join in with a chant
It’s a (reflective vest). • to listen to, act out and put an action story in
Go to the zebra crossing. order
Stop, look and listen. • to have an awareness of how to cross the road
Ah, the car stops. safely
Cross the road. • to revise counting to six with items that are on or
Skip. / Stop! near the road
Which card, Peter? The (traffic lights), please. • to join in and follow some simple instructions,
Where are the (traffic lights)? showing their understanding using mime, gesture
What colour/shape is it? and other actions
That is the right/left. Competences
How many cars can you see?
Children can:
What comes next?
• identify items connected to crossing the road
What number is it?
using pointing, gestures, etc.
How many are (red)?
• describe a simple routine for crossing the road
Red/orange/green light.
safely through the use of an action story
What’s missing?
• understand the meaning of the different coloured
Three steps right.
lights used in traffic lights
Is it go or stop?
• recognise right and left during games and
Look, what can you see?
activities
What are the children doing?
• count and order the numbers from one to six
Classroom Language • participate in games, chants and TPR-based
Stick in the (traffic lights). action stories
Trace the lines on the road. Thinking Skills
Colour the (reflective vest) (yellow).
• observation skills to find objects on and near the
Cut out the cards.
road
Show me the (traffic lights).
• observation skills to count and find the correct
How many dots?
Draw the dot(s). number of objects that are the same colour

Hooray! Let’s play! A © Helbling Languages 77

 Unit 2 Numbers Activity Book

Warm-up and Revision

LESSON 1 • CHANT
1. Sing the Hello song. 2

• Make Peter greet the children by saying Hello! and

Unit 2 Numbers encourage the children to say Hello! back.
Lesson 1
• Sing or play the Hello song.

2. Sing the Six little elephants song. 30

Hooray! Let’s play! A • Activity Book © Helbling Languages
9783990892749_Hooray! Let's Play! AB A.indd 11
Main Objective
To introduce the road safety vocabulary using a
chant.
• Play the song and encourage the children to sing
along. You can also encourage the children to hold
up their fingers to show the number of elephants
as they sing.
Six little elephants
One little, two little, three little elephants,
Four little, five little, six little elephants.
11 Four little, five little, six little elephants
29/10/21 14:54
Are swimming in a lake / drinking all the water,
Are swimming in a lake / drinking all the water.
• If the children are confident singing the song, you
can use the karaoke track. 31

Key Words
Carpet Time
zebra crossing, traffic lights, reflective vest, car,
bike 3. Sing the Circle song. 3

Word Revision • If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
numbers 1–6, elephant
sing or play the Circle song.
Receptive Language
What/Who is it? 4. Introduce the road safety vocabulary.
PDF
Look, (traffic lights). MF 2

Classroom Language • Show the children the mini flashcard for car and say
Look, a car. and mime driving a car.
Stick in the (traffic lights).
• S how the children the traffic lights, say Look,
Trace the lines on the road.
traffic lights. and show the children an appropriate
Activities action, for example opening and closing your hand
Sing the Six little elephants song. to show the flashing orange light.
Introduce the road safety vocabulary. • Continue to show the children the other road safety
Say the Road safety chant. mini flashcards, name the object on each card and
Stick in the stickers and trace the dotted lines. show the children an action for each item.
Play the Road game. zebra crossing – draw horizontal lines on the floor
with your finger
Materials Checklist reflective vest – pretend to put on a reflective vest
 Peter hand puppet bike – do a cycling action
 A udio 2-8 (routine songs), 30-31, 38 • Once the children have seen all the cards, show the
 road safety mini flashcards (MF 2) children the action for bike and say Traffic lights?
 Activity Book, p. 11-12 and encourage the children to say No! Then say the
 s tickers from the centre of the Activity Book correct word.
(three road safety items) • While the children are interested, continue to show
 coloured pencils or crayons them different actions and encourage the children
 chalk or squares of black paper to tell you if you are using the correct name for
 toy car(s) each item.
 dice
 If there is time: a red object and a green object 5. Say the Road safety chant. 38
PDF
MF 2
• Show the children each of the road safety mini
flashcards in the order from the chant and name
the objects.
• Put the cards on the floor where the children can
easily see them.

78 Hooray! Let’s play! A © Helbling Languages


• P lay the chant and make Peter point to each of
the mini flashcards as you say or hear them in the
chant.
Road safety chant
Zebra crossing, zebra crossing,
Traffic lights, traffic lights,
Reflective vest, reflective vest.
A car, a car,
A big red car.
(Repeat)
• Repeat the chant and encourage the children to
join in and point to each of the objects as they hear
them in the chant.
Pencil and Paper
6. Sing the Table song. 4 the car along the road.
• A
 sk the children to move to the tables and sit down
by singing the Table song.
7. S
 tick in the stickers and trace the dotted
lines. AB 11 38
• H old up your book so all the children can see.
• Play the Road safety chant and point to each of the
objects in the picture as you hear them.
• Give the children their books open to the correct
page. Repeat the chant and encourage the children
to point to each of the objects on the page.
• Point to the two characters and elicit the names
from the children. Say Who is it?
• Play the track and point to each item in the picture
as you listen. Ask the children to point with you.
• Say Stick in the traffic lights. and show the
children which sticker to use in the picture.
• Repeat to get the children to stick in the reflective
vest and the zebra crossing.
• Point to the road markings on the road which are
drawn with dots and say Trace the lines on the
road. and encourage the children to trace the zig-
zag lines.
• While the children are working, repeat parts of the
Road safety chant and encourage the children to
point to the correct item in the picture.
8. S
 ing the Tidy up song. 5
• A
 sk the children to tidy away the crayons and other
materials by singing the Tidy up song.
Rounding Off
Preparation Tip!
Make a road by drawing squares on the
floor using chalk or putting squares of black paper on the
floor. Your road should be a minimum of 12 squares long.
9. Sing the Circle song. 3
• W
 hen moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
PDF
10. Play the Road game. MF 2
• Show the children each of the road safety mini
flashcards, elicit the words and then place each
mini flashcard on a square on the road.
• Place a toy car on the first square of the road and
invite a child to throw the dice.
• Encourage all the children to help count the spots
on the dice and then invite a different child to move
the car that number of squares along the road.
• If the square the car lands on contains a mini
flashcard, encourage the children to name the item
on the card.
• If the children are able to correctly name the item,
take the flashcard off the road before inviting a
new child to throw the dice and continue moving
• When you reach the end of the road, you can turn
the car around and go back down the road to
collect the cards which are left on the road.
• To vary this activity you could split the class into two
groups and draw a white line down the centre of
the road so two cars can move along the road.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
Teaching Tip!
It would be safer to play this game in a
hall or outside space.
Play Stop and go.
• M
 ake sure there is space for the children to move
around safely and show the children where the limit of
the space is.
• S how the children something that is red and ask What
colour is it? Elicit the colour from the children and then
say When you hear red, stop!
• S how the children something that is green and again
ask the children What colour is it? Elicit the colour and
tell them When you hear green, you can go!
• S how the children the green object and say Green! and
encourage the children to move around in the space.
• A  fter a short time, show the red object and say Red!
then make sure the children stop moving and stand still.
• C ontinue to say the two colours and show the children
the red and green objects encouraging them to stop
and move as appropriate.
• If the children are comfortable with the colours, you
can name the colours without showing the children the
objects.
Hooray! Let’s play! A © Helbling Languages 79
 Unit 2 Numbers Activity Book

Warm-up and Revision

LESSON 2 • ACTION STORY
1. Sing the Hello song. 2

• Make Peter greet the children by saying Hello! and

Unit 2 Numbers encourage the children to say Hello! back.
Lesson 2
• Sing or play the Hello song.
PDF
2. Play Tap the flashcard. MF 2
• Either stick the road safety mini flashcards to the
board or place them on the floor in front of the
children. Point to each card and elicit the word.
• Nominate two children to start the activity and ask
them to stand or sit where they can both reach the
cards easily. The other children should be able to
see the flashcards, but should be out of the way of
Hooray! Let’s play! A • Activity Book © Helbling Languages 13
the children who are playing.
9783990892749_Hooray! Let's Play! AB A.indd 13 29/10/21 14:54
• Say a word, e.g. Reflective vest. and encourage
Main Objective the children to tap the reflective vest mini flashcard.
The child who taps the card first gets a hug, kiss or
To listen to and join in with an action story.
high five from Peter.
Key Words • Repeat the activity with different pairs of children
zebra crossing, traffic lights, reflective vest, car, and different words.
bike • If you have space, you could have more than one
set of mini flashcards set out and have more pairs
Word Revision of children playing at the same time.
numbers 1-6
Receptive Language Carpet Time
Look, a (zebra crossing). Preparation Tip!
You might want to make a road in your
Go to the zebra crossing.
classroom using chalk lines drawn on the floor or pieces
Stop, look and listen.
of paper taped to the floor to look like a road.
Ah, the car stops.
Cross the road.
Skip. / Stop! 3. Sing the Circle song. 3

Classroom Language • If you want to move the children from another area
How many dots? of the classroom to sit or stand in a circle, you can
Draw the dot(s). sing or play the Circle song.

Activities 4. Say the Road safety action story.

Play Tap the flashcard. Teaching Tip!
Say the Road safety action story. It is best to teach the children to look right
Mime the Road safety action story. and left to look for traffic in the appropriate order for
Listen and draw the dots / write the numbers. your country, then later explain that in the UK children
Play Stop on the spot. look right then left because the cars drive on the left.

Materials Checklist • Say Look, a zebra crossing. Show the children the
 Peter hand puppet action for zebra crossing and then point to an area
 Audio 2-8 (routine songs), 39 of the classroom a short distance away from where
 road safety mini flashcards (MF 2) you are.
 Activity Book, p. 13-14 • Say the action story in the correct order and act out
 chalk or pieces of paper the story, pretending to cross the road. As you say
 stop sign (optional) each line, mime doing each action.
Go to the zebra crossing. – Walk around the
Notes classroom.
Stop, look and listen. – Stand still, then turn your
head to look both ways and put your hand by your
ear to show you are listening.

80 Hooray! Let’s play! A © Helbling Languages

 Ah, the car stops. – Hold up your hand as if telling
the car to stop.
Cross the road. – Walk across the road (you could
encourage the children to hold hands to cross the
road to make this action different to the first).
5. M
 ime the Road safety action story.
• E ncourage the children to join in with the actions
from the action story as you say them. The children
should copy your actions as much as they can.
• After a few turns, just give the instructions from
the action story and only show the actions if the
children don’t do them on their own.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit down
by singing the Table song.
7. L isten and draw the dots / write the
numbers. AB 13 39
• P lay the Road safety action story and do the actions
as you hear them on the track.
• Hold up your book so the children can see. Play the
action story again and point at the correct picture on
the page as you listen.
• Give the children their books open to the correct
page.
• Play or tell the action story pausing after each line
and encouraging the children to point at the correct
picture on their page.
• Point to the dice at the top of the page and
encourage the children to help you count the dots.
• Play or tell the action story again. After the first
line, encourage the children to point to the correct
picture. Say How many dots? and elicit the word
One. from the children. Then say Draw the dot(s).
and demonstrate by drawing one dot in the square in
the top left corner of the picture, or the number one
if the children are able to write numbers.
• Monitor the children and praise them for drawing the
correct number of dots or writing the correct number.
• Repeat for the rest of the action story so that the
squares next to each picture show the correct
number.
8. S
 ing the Tidy up song. 5 change which flashcard they are standing near and
• A
 sk the children to tidy away the crayons and
other materials by singing the Tidy up song.
Rounding Off
9. Sing the Circle song. 3
• W
 hen moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
10. Play Stop on the spot.
Teaching Tip!
It would be safer to play this game in a hall
or outside space, if you have one.
• Make sure there is space for the children to move
around safely and show the children where the limit
of the space is.
• Say Skip. and demonstrate by skipping around the
space. Encourage the children to skip around the
space until they hear the word Stop! You could
also hold up a stop sign if you have one available.
• When the children hear Stop!, they should stand
still as quickly as possible.
• Repeat the activity asking children to move in a
different way each time, for example walk, crawl,
hop, jump, run (if there is space) etc.
• If you have time, you might want to have a short
discussion with the children in their first language
about which movement was easier to stop and
which kind of movement would be best when you
are walking near a road or cars.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
PDF
Play Four corners. MF 2
• Choose four of the road safety mini flashcards and
put one flashcard in each corner of the classroom in
a place where they can easily be seen by the children.
• Point to each of the mini flashcards and elicit the
words from the children.
• Tell the children to stand in one of the corners. Say
Choose a flashcard. Stand near the flashcard.
• Once all the children are standing in a corner, select
one of the mini flashcards and show the children
the card. It is fairer if you have another set of mini
flashcards to select from randomly.
• Elicit the name of the road safety item on the
flashcard and then ask the children standing in the
corner with that card to sit down in the middle of the
room for the next turn.
• Encourage the children in the other three corners to
repeat the game selecting a different mini flashcard
to be ‘out’ each time.
Hooray! Let’s play! A © Helbling Languages 81
 Unit 2 Numbers Activity Book

Warm-up and Revision

LESSON 3 • THINKING SKILLS
1. Sing the Hello song. 2

• Make Peter greet the children by saying Hello! and

Unit 2 Numbers encourage the children to say Hello! back.
Lesson 3
Thinking Skills • Sing or play the Hello song.

2. Say the Numbers chant. 28

• C ount six sticks with the children or use the number
flashcards if you don’t have sticks. Then put the
sticks or flashcards on the floor.
• Play the chant on the track and count the sticks or
point to the flashcards as you say the numbers in
the chant. Encourage the children to join in.
Numbers chant
Hooray! Let’s play! A • Activity Book © Helbling Languages 15
One, two, three, Four, five, six,
9783990892749_Hooray! Let's Play! AB A.indd 15 29/10/21 14:54 One, two, three. Four, five, six.
Main Objective Count with me. Lots of sticks.
One, two, three. Four, five, six.
To learn the directions right and left and count (Repeat)
road safety items.
• Repeat the chant and encourage the children to
Key Words show each of the numbers with their fingers.
zebra crossing, traffic lights, reflective vest, car,
bike Carpet Time
Word Revision 3. Sing the Circle song. 3
numbers 1–6, colours • If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
Receptive Language
sing or play the Circle song.
That is the right/left.
How many cars can you see?
What comes next?
4. Introduce right and left.
What number is it? / What colour is it? • S tand with your back to the class, hold up your right
How many are (red)? hand and point to the right, saying That is the right.
Red/orange/green light. • T hen lift up your left hand and point to the left and
say That is the left.
Classroom Language • C ontinue to say Right. and Left. and encourage the
Point to the right/left. children to join in pointing in the same direction as
(Tim), can you pick up the (cars)? you are pointing.
Circle the (green) (traffic lights). • Once the children are comfortable pointing in the
Colour it (red). correct direction, start to change the order of your
Activities directions to check that the children are listening. Say
Point to the right. Point to the left. Point to the
Say the Numbers chant. right. Point to the right. Point to the left. etc.
Introduce right and left.
• If the children seem confident pointing in the
Play Making patterns. appropriate direction, you can also ask the children
Trace the numbers then count, circle and colour to move to the right and left. It is best to start with
the objects. slow steps to the side.
Play Red light, green light.
PDF
Materials Checklist 5. Play Making patterns. MF 2
 Peter hand puppet • Using more than one set of road safety mini
 Audio 2-8 (routine songs), 28 flashcards, take all of the car flashcards and place
 Mikado or other sticks (optional) them on the floor so the children can see them.
 flashcards 14–19 (numbers) • Ask How many cars can you see? and help the
 road safety mini flashcards (MF 2) children to count the cars.
 Activity Book, p. 15-16 • Take all of the traffic light cards and encourage the
 coloured pencils or crayons children to help you count them. If possible, use a
different number of cards to make it interesting for
the children.

82 Hooray! Let’s play! A © Helbling Languages

• T ake two car mini flashcards and put them in a line
next to each other, saying One car, two cars. as
you put them on the floor.
• N ext to the two car flashcards, put two traffic light
cards, saying One traffic light, two traffic lights.
• P ut two more car flashcards in the line, repeating
One car, two cars. and then two more traffic light
cards again.
• A sk the children What comes next? and elicit
which cards come next in the pattern.
• Then invite two children to collect together the cards,
say (Tim), can you pick up the cars and (Maria),
can you pick up the traffic lights, please?
• Continue the activity changing the number of cards
to count each time and changing the order and
number of each item that is used in the sequence.
Pencil and Paper
6. Sing the Table song. 4 again call out one of the three colour lights and
• A
 sk the children to move to the tables and sit down
by singing the Table song.
7. T
 race the numbers then count, circle and
colour the objects. AB 15
• H old up your book so the children can see.
• Point to the number on the first line and ask What
number is it? Then point to the black and white
picture of the traffic light next to the number and
elicit the word.
• Point to the first coloured picture, ask the children
What colour is it? and elicit (It’s) Red.
• Point to the rest of the line and ask the children
How many are red? then help the children count.
• Point again to the number at the beginning of the
line and say No, this is two, not four.
• Point to the picture of a green traffic light, elicit
the colour and ask the children to count the green
traffic lights.
• Say Yes, this is four. and encourage the children
to circle the four traffic lights. Say Circle the green
traffic lights. Then point to the black and white
picture of the traffic light and say Colour it green.
• Continue to look at each line, have the children
name and trace the number at the beginning of
each line, count the items in different colours, then
circle the correct number of pictures and colour the
black and white picture to match the colour of the
correct number of pictures in that line.
• While the children are working, use Peter to praise
the children and ask them about the colours and
objects they can see on the page.
5 •
8. S
 ing the Tidy up song.
• A
 sk the children to tidy away the crayons and
other materials by singing the Tidy up song.
Rounding Off
9. Sing the Circle song. 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
10. Play Red light, green light.
• Ask the children to stand at one side of a space
in the classroom, while you stand opposite them
at the other end of the space. If you have space
available, you could do this activity outside.
• Say to the children Red light. and stand still. Say
Orange light. and walk very slowly towards the
children. Then say Green light. and walk quickly
towards the children.
• Continue to name the three different colour lights
in any order until you reach the children.
• Go back to the opposite side of the space and
encourage the children to stand still, walk slowly or
walk faster depending on which colour was named.
• Try to catch the children out as they move across
the classroom by quickly calling out different colour
lights.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
Play To the right, to the left.
• Encourage the children to form a line standing one
behind the other. You could also split the class into
smaller groups and let one group play at a time.
• Say Point to the right. and encourage all the
children to point to the right, then ask the children to
point to the left.
• Continue to ask the children to point to the right and
left until they seem confident pointing in the correct
direction.
• Say Three steps right. and step sideways three
times, counting each step as you move. Encourage
the children to join in with you stepping to the side
and counting their steps.
• Continue to ask the children to move a specific
number of steps to either the right or the left,
checking the children move in the correct direction
and make the correct number of steps each time.
Once the children are familiar with the game, you
can invite a confident child to take the role of the
teacher and tell their classmates how many steps and
which direction to move in.
Hooray! Let’s play! A © Helbling Languages 83
 Unit 2 Numbers Activity Book

2. Play Clap the song or chant.

LESSON 4 • PROJECT • C hoose one of the songs or chants that the children
know. You could start with the Road safety chant
from this unit.
Unit 2 Numbers • Clap the rhythm of the chant and ask the children
Lesson 4
Project What is it?
• Clap the rhythm again and encourage the children
to join in by saying the chant or singing the song as
you clap.
• If the children are finding it difficult, you can say
one or two words of the song or chant as you clap
to prompt them.
• Once the children guess the correct song or chant,
praise them and choose a different song or chant
to clap.
17

Project Time
Hooray! Let’s play! A • Activity Book © Helbling Languages

9783990892749_Hooray! Let's Play! AB A.indd 17 29/10/21 14:54

Main Objective Preparation Tip!

To practise moving along and across a road safely. Draw a road with chalk for the children to
play on if you have an outdoor space and bikes and cars
Receptive Language for the children to play with. Alternatively, the children
What is it? could use small toy cars and bikes (or other road vehicles)
Look, what can you see? What are the children and dolls on a road drawn or made inside the classroom.
doing?
How many cars can you see?
3. Sing the Circle/Table song. 3 4
Draw the dot(s).
Also see “Useful phrases” sections. • If you want to move the children from another area
of the classroom to sit or stand in a circle or at the
Classroom Language
table, you can sing or play the Circle/Table song.
See “Useful phrases” sections.
Teaching Tip!
Activities If your class are not used to working on
Play Clap the song or chant. different tasks at the same time, you might want to
Introduce the road safety activities. do each ‘experiment’ in a whole class group first and
Driving along the road. / Crossing the road. / gradually introduce other tasks that the children can do
Make a car. on their own.
Discuss the activities and count the objects.
Materials Checklist 4. Introduce the road safety activities. AB 17
 Peter hand puppet • Hold up your book so all the children can see.
 flashcards 5–10 (colours) • Point to some of the children on the page and elicit
 Audio 2-8 (routine songs) some of the things the children can see on the
 Activity Book, p. 17-18 page. Say Look, what can you see? What are
 coloured pencils or crayons the children doing?
 r eal/small toy bikes and cars, dolls • Demonstrate the three activities to the children
 chalk (optional) before you let the children try the experiments.
 stop sign (optional)
 cardboard tube, paints, pieces of paper 5. Driving along the road.
 scissors, glue Pre
Uspa
efurat
l ph
ion
rasTip
es!
 split pins (optional) Stop! Turn right/left.
 If there is time: road safety mini flashcards (MF 2) Go! Drive slowly/fast.

• If you have access to ride-on bikes and cars, draw a

road on the playground for the children and let the
Warm-up and Revision children ride their bikes and cars on the road.
1. Sing the Hello song. 2 • Before the children ride on the road, walk along the
road with the children.
• M ake Peter greet the children by saying Hello! and
• Check the children understand which direction they
encourage the children to say Hello! back.
should drive in and where they will need to stop
• Sing or play the Hello song. and wait for other vehicles to pass.

84 Hooray! Let’s play! A © Helbling Languages

• If you have a stop sign available, you could ask one Pencil and Paper
or two children to stand at the side of the road with
the sign and help to direct the traffic. 8. Discuss the activities and count the
• Monitor the children as they drive along or cross objects. AB 17
the road. • Hold up your book so the children can see. Point to
each of the pictures on the right of the page and,
6. Crossing the road. as you point, ask the children What is it?
Pre
Uspa
efurat
l ph
ion
rasTip
es! • Point to the car on the right of the page, ask
Stop at a crossing. / Look for a green light.
the children How many cars can you see? and
The traffic light is red/orange/green.
encourage the children to point and count the
Look both ways.
cars. Elicit the appropriate number (One.) from
Hold hands. / Walk across the road.
the children. Then say Draw the dot(s). and
• D raw a zebra crossing on the road. demonstrate by drawing one dot in the box or
• Walk next to the road with the children until you writing the number if the children are able to write
are standing at the crossing. numbers.
• Ask the children to stop and check what colour • Repeat for each of the pictures on the right, asking
the traffic light is for people crossing the road. the children to find all the girls, boys and then bikes
You could ask one child to ‘control’ the traffic and count them. The items in the picture are not all
light and decide the colour of the light for the cars the same colour.
and people walking. You could give them the red,
orange and green colour flashcards to use for this. 9. Sing the Tidy up song. 5
• Encourage the children to check that the road is • Ask the children to tidy away the crayons and
clear and that there are no children riding bikes or other materials by singing the Tidy up song.
cars that will bump into them.
• The children can hold hands in pairs or small groups Rounding Off
and walk across the road.
• The children can then walk next to the road until 10. Sing the Bye-bye song. 8
they get to another crossing and can check if it is • Look at Peter and say It’s time to go, Peter.
safe to cross back over the road.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
7. M
 ake a car.
Preparation Tip!
Cut the hole in the top of the car for the
driver for the children. Cut three sides of the rectangle If there is time…
and then fold along the fourth side to make this piece
PDF
look like the back of the driver‘s seat or the windscreen. Play Catch the magic word. MF 2
You might want to make a car before the lesson so that • Ask the children to sit in a circle. Show the children
you can show the children what they are going to make. each of the road safety mini flashcards, elicit the
name of the picture on each card and then place the
Pre
Uspa
efurat
l ph
ion
rasTip
es!
Is it a fast/slow car? cards in the centre of the circle where all the children
How many people can sit in your car? can see them.
How many wheels does your car have? • Select one of the cards and point to it so all the
children can see which card has been chosen. Say
e.g. The magic word is reflective vest.
• G ive each child a cardboard tube with a hole in the
top, e.g. from wrapping paper or a toilet roll. • Walk around the outside of the circle. As you pass
each child, gently tap them on the head and say a
• Ask the children to paint their car and decorate it
different road safety word.
with spots, stripes, numbers etc.
• When you say the magic word (Reflective vest.),
• Help the children draw four circles on paper to
the child whose head is touched at the same time
make the wheels for the car and have them cut
must stand up and follow you around the circle,
these out and paint them.
walking quickly.
• The children can just glue the wheels to the side of
• The first one of you to sit in the empty space in the
the car or, if they want the wheels to turn, you can
circle stays sat down, and the other person chooses a
help the children attach them to the cars using split
new magic word from the flashcards in the centre of
pins.
the circle.

Hooray! Let’s play! A © Helbling Languages 85

 Review 1
Warm-up and Revision
REVIEW 1 • UNITS 1 & 2
1. Sing the Hello song. 2
• Make Peter greet the children and say Hello!
Review 1 Units 1 & 2 Encourage the children to wave back and say
I can… Hello! to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Say the Colours chant. 15

• Look and match. Trace.
Hooray! Let’s play! A © Helbling Languages
• Show the children each of the colour flashcards in
the order from the chant and say It’s red/green/
123456 blue/yellow/orange/pink.
• Put the flashcards on the floor where the children
can easily see them in the order from the chant.
• Say. Colour.
• Play the recording and make Peter point to each of

9783990892718_Hooray! Let's Play! SB.indd 45

45

29/10/21 15:00
the colours as you say them in the chant.
Colours chant
Main Objective Red, green, blue,
To review Units 1 and 2 content: colours and Yellow, orange, pink for you.
numbers. (Repeat)
• Repeat the chant and encourage the children to
Word Revision join in and point at each of the colours as they say
numbers 1-6 them in the chant.
blue, red, green
Receptive Language Carpet Time
Draw the line. 3. Sing the Circle song. 3
Trace.
• If you want to move the children from another area
Colour. of the classroom to sit or stand in a circle, you can
Listen. sing or play the Circle song (See Introduction, p. 21).
Count.
Are you ready?
That’s right. 4. Say the Numbers chant. 28
• S ay Look, sticks! and show the children six Mikado
Classroom Language or colourful sticks.
What number/colour is this? • Say How many sticks? and count the sticks putting
Do you know...? them on the floor as you count them.
Do you remember...? • You can also put the number flashcards in the correct
order on the floor.
Activities • Play the chant and point to the sticks on the floor as
Say the Colours chant. if you are counting them, as you hear the numbers in
Say the Numbers chant. the chant (See p. 60).
Look and match the items to the numbers. • Repeat the chant and encourage the children to join
Trace the numbers. in and point at the sticks as they count them.
Say and colour.
Listen and colour. Pencil and Paper
Materials Checklist 5. Sing the Table song. 4
 P eter hand puppet • Ask the children to move to the tables and sit down
 flashcards 5–10, 14–19 (red, green, blue, by singing the Table song (See Introduction, p. 21).
yellow, orange, pink, one, two, three, four,
five, six) 6. Introduce the icons. SB 45
 Student’s Book, p. 45-46 • Hold up the page and say Peter, look! Point at the
 Audio 2-8 (routine songs), 15, 28, 40 numbers and colours on the page. In this class we
 The kites video are going to remember colours and numbers!
 coloured pencils or crayons Are you ready? Have Peter show excitement
Optional: Review Lessons are a perfect about it by moving around and saying Yes! I know
opportunity to have fun with the posters for my colours and numbers. Have him look at the
these two units. (See Introduction, p. 9). children and say Do you remember the colours
and numbers? (Yes!)

86 Hooray! Let’s play! A © Helbling Languages

• B
 ring the children’s attention to the Pencil icon and
say We are going to write. Mimic holding a pencil
and drawing a line. Move on to the Speaking icon
and say We are going to speak. Open and close
your mouth to elicit speaking. And finally, move
your finger to the Colouring icon. Mimic holding a
crayon, move it back and forth to elicit colouring
and say And we are going to colour. Are you
ready?
7. L ook and match the items to the numbers.
• H
 old up the page for all the children to see. Have
Peter say Look, balloons! while you point at the
picture of the three balloons. Repeat with kites and
balls.
• H
 ave Peter point at the numbers opposite the
pictures and say Look, numbers. Point at dotted
number two and say What number is this? (Two)
Yes. That’s number two. Very good! Repeat
with dotted numbers three and five.
 ake Peter mimic taking a pencil and say Take a
• M
pencil, please. Mimic drawing a line between the
picture of the three balloons and dotted number
three and say Now YOU draw the lines. Give the
children time to match the images, monitor as they
work help them if they struggle, and praise them
for good work.
8. T
 race the numbers.
• H
 ave Peter mimic taking a pencil and tracing and
say Now we are going to trace the numbers.
Point at number two and trace an imaginary
number two in the air and say Two. Now YOU
trace number two. Proceed with number three
and number five. Repeat instructions if necessary.
Monitor and praise the children for their good
work.
9. S
 ay the colours and numbers. Colour the
face.
 ring the children’s attention to the I can self-
• B
assessment box. Have Peter say Look. Can you
tell me the colours? Point at the three colours
as the children say the words (Blue, red, green).
Walk around the classroom asking some or all of
the children. Say What colour is this? Point at the
blue blob Yes, That’s right, It’s blue. Repeat with
the other two colours.
• B
 ring the children’s attention to the emoji faces
underneath the colour blobs. Have Peter point at
the blobs and emojis and say Look. Do you know
the colours? Yes? Very good! Smile openly when
you say this to the child inferring that he needs to
colour the happy emoji. If a child is unsure or not
confident about the vocabulary, you can shake
your hand sideways to indicate “So-so“, and pull a
neutral face (neither happy nor unhappy to avoid
negative connotations) in order to imply that there’s
still work to do. In these cases, point at the neutral
face for them to colour. Say Good job!
• Repeat the same process with the numbers
underneath and the two faces, reviewing the
numbers first with Peter‘s help, encouraging the
children to think about whether a happy or a
neutral face is the appropriate answer for them,
and helping them choose the correct emoji to
colour.
10. Listen and colour. SB 46 40
• Hold up the page so the children know we have
moved on to another page. Point at the Listening
icon and say or have Peter say Look. We are going
to listen to numbers and colours. Remember?
• Point at the balloons and ask the children what they
are. Wait for the children to respond, and repeat
with kites and balls.
• Have Peter point at the Listening icon, touch his ear
and say Listen. Listen to the numbers and the
colours. Take a crayon and repeat Listen, count
and colour. Let‘s take out our crayons!
• Play the recording and let the children listen and
check for words (items, numbers and colours) they
recognise and understand in the audio.
Four green balloons.
Two yellow kites.
Six red balls.
• Play the recording again, this time asking the
children to colour the right number of items.
• Once the children have finished matching, ask
questions about the images, like (Emma), how
many (balloons) are there? (Tom), what colour
are the (balls).
11. Retell The kites story at home.
• Continue to hold up the page. Make Peter point at
the Home icon and say Look. This is home. Model
putting the book in a backpack or folder (whatever
the class uses) and say Home.
• Say You watch at home.You tell the story at
home. Touch your eyes to show watch, then touch
your mouth to indicate speak, and finally point
back at the Home icon again.
5
12. Sing the Tidy up song.
• Ask the children to tidy away the balloons and
other materials by singing the Tidy up song (See
Introduction, p. 22).
Rounding Off
13. Sing the Bye-bye song. 8
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song
(See Introduction, p. 21).
Hooray! Let’s play! A © Helbling Languages 87
 Unit 3 Move your body
LANGUAGE OVERVIEW • UNIT 3
Key Words Trace the lines.
eyes Roll the dice.
ears Colour the (nose) (red).
nose Touch Peter’s (nose).
hands Pass it around the circle.
knees Close/Open your eyes.
toes Colour the (hands) (pink).
mouth Circle the differences/pictures.
apple Productive Language
Word Revision • What hurts?
red, green, blue, yellow, orange, pink • My hand/ear/eye/nose hurts.
one, two, three, four, five, six Objectives
stand up, sit down
panda, rabbit, turtle, crocodile Children learn:
• to recognise different body parts and use their
Receptive Language English names
What is it? • to listen to and act out an action story, as well as
Once more! order pictures which tell the action story
Clap your hands. • to listen to and join in with a song and a chant
(Let’s) turn around (and around). • to watch and listen to a story
(Let’s) join hands. • to follow slightly more complex instructions using
Simon says. mime, gesture and other actions
Shh! • to play some simple games using English in small
Bingo! groups without the teacher leading
Look, bubbles. Competences
Oh, yeah!
What is (three)? Children can:
What number is (toes)? • name and identify some body parts using
Who is it? movement, pointing, gestures, etc.
This/These is/are his/her (nose/eyes). • point to the appropriate body part
Let’s play a game. • understand and follow simple instructions given
Look at Rosie. in English during the lesson
Please stop. • participate in games, songs, chants, and TPR
I can’t stop. based action stories
I’ve got Rosie. • practise their co-ordination through the
Well done. movement and mimes that are used to show the
Are the pictures the same? body parts and actions using the different body
parts
Classroom Language
Value
Stand up everyone!
Trace the lines and colour it in. • to develop appreciation for helping others
(Can you) point to the/your (nose). Thinking Skills
Colour the body parts/pictures.
• focusing attention and matching similar body
Cut out the cards.
parts
Show me (eyes).
Clap to (five). Phonics
Listen (carefully). • to learn the sound /a/ as well as letter A, and
How many dots? practise recognising and saying words that begin
Draw the dots. with /a/
Use your (toes). • to revise sound /n/ and letter N
Cut around the spinner.
Stick Rosie in.

88 Hooray! Let’s play! A © Helbling Languages

Unit 3 Move your body
2. Sing the Six little elephants song. 30
LESSON 1 • CHANT • Play the song and encourage the children to sing
along and join in with the actions (See Unit 2,
Lesson 3).
Unit 3 Move your body Six little elephants
Lesson 1
One little, two little, three little elephants,
Four little, five little, six little elephants.
Four little, five little, six little elephants
Are swimming in a lake,
Are swimming in a lake.
One little, two little, three little elephants,
Four little, five little, six little elephants.
Four little, five little, six little elephants
Are drinking all the water,
Are drinking all the water.
Hooray! Let’s play! A © Helbling Languages 47 • If there is time, repeat the song using the karaoke
version. 31
9783990892718_Hooray! Let's Play! SB.indd 47 29/10/21 15:00

Main Objective
To introduce the body parts using a chant.
Carpet Time
Key Words
3. Sing the Circle song. 3
eyes, ears, nose, hands, knees, toes
• If you want to move the children from another area
Receptive Language of the classroom to sit or stand in a circle, you can
What is it? sing or play the Circle song (See Introduction, p. 21).
Once more!
4. Introduce the body parts.
Classroom Language • Show the children the flashcard for eyes and
Stand up everyone! say Eyes. Then point to Peter’s eyes and put the
Trace the lines and colour it in. flashcard on the floor.
(Can you) point to the/your (nose). • Show the children the flashcard for ears and
say Ears. Then point to Peter’s ears and put the
Activities
flashcard on the floor.
Sing the Six little elephants song. • Point to the flashcard for eyes, look at Peter and say
Introduce the body parts. What is it, Peter? Make Peter say Ears. Encourage
Say the Body chant. the children to say No! to Peter and then you say
Trace and colour. No, Peter. Eyes. and point to Peter’s eyes.
Play Point to... • Continue to show the children the other body part
Materials Checklist flashcards. Say the body part and point to Peter’s
body part or for toes and knees point to your own
 P eter hand puppet
toes and knees.
 flashcards 22–27 (eyes, ears, nose, hands,
• Point to a flashcard and ask Peter What is it,
knees, toes)
Peter? Make Peter say different body parts, then
 Audio 2-8 (routine songs), 30-31, 41
encourage the children to tell Peter if he is correct
 Student’s Book, p. 47-48
or not. Encourage the children to join in pointing
 coloured pencils or crayons
at the correct body parts (on their own body) and
body part mini flashcards (Worksheet 15) saying the correct words.

Warm-up and Revision 5. Say the Body chant. 41

2 • Show the children each of the body part flashcards
1. Sing the Hello song.
and name the body parts.
• M ake Peter greet the children. Make him say Hello! • Play the chant and make Peter point to the
and encourage the children to wave and say Hello! appropriate body part flashcards as you say or hear
back. them in the chant.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

Hooray! Let’s play! A © Helbling Languages 89

 Body chant
Eyes, ears, nose,
Hands, knees, toes.
Once more!
Eyes, ears, nose,
Hands, knees, toes.
(Repeat)
• Say Stand up everyone! and wait until all the
children are standing.
• Repeat the chant and encourage the children to
join in and touch each body part. On Hands the
children should put their hands together (like a
silent clap).
Pencil and Paper
4 their own ears. Say Point to your ears. For knees
6. Sing the Table song.
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Trace and colour. SB 47 41
• H old up your Student’s Book so the children can see
the page. Play the Body chant and point to each
of the clowns’ body parts with dotted lines as you
hear them in the chant.
• Give the children their Student’s Books open to the
correct page then repeat the chant and encourage
the children to point to each of the clowns’ body
parts on the page.
• Say Trace the lines and colour it in. and
demonstrate by tracing the lines around one of the
body parts before colouring it in.
• While the children are drawing and colouring, play
the chant a few times and encourage the children
to join in.
• Look at the children’s work and praise the children
or point to and name different body parts on the
page.
8. For early finishers: Colour. SB 48
• S ay Have you finished? (Yes!) Hold up the page,
point to the black and white clown in the activity
box. Pretend to pick up a crayon and start colouring
the image and say Now YOU colour the clown.
9. Sing the Tidy up song. 5 • If the child turns over the card with the nose, then
• A
 sk the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
90 Hooray! Let’s play! A © Helbling Languages
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play Point to...
• Put the six body part flashcards on the floor in front
of the children. Say Point to the ears. Make Peter
point to the flashcard with ears and encourage the
children to point with him.
• Say to Peter and the children Can you point to
your ears? and make Peter point to his ears.
Encourage the children to copy Peter and point to
and toes you will need to point to your own knees
and toes.
• Repeat with the other body parts pointing at the
flashcards first and then asking Peter and the
children to point to the parts of their own body.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
If there is time…
Play Where’s the nose?
• S how the children each of the body part flashcards.
Say the body part as you show each card and then
place the card face down on the floor.
• Mix the cards up by sliding them around the floor.
Then look at Peter and say Which one, Peter? Make
Peter say Nose, please. and point to Peter’s nose or
make Peter touch his own nose.
• Choose one of the children and say Where’s the
nose? and make Peter touch the child’s nose, if you
can reach, or his own nose. Encourage the child to
turn over a card.
say Yes. and allow the child to give the card to Peter.
Peter should say Thank you. and can reward the
child by giving a kiss, hug or high-five. If the card is
not the nose, then say No, sorry. and choose a new
child to turn over a card.
• The cards that children have found can be put on the
floor near Peter, or to make the game harder they can
be put back in the game with the other cards.
• Repeat the activity asking different children to find
different body parts each time.
Unit 3 Move your body
Warm-up and Revision
LESSON 2 • ACTION STORY
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 3 Move your body Hello! and encourage the children to wave and say
Lesson 2
Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Play Clap it out.

Hooray! Let’s play! A © Helbling Languages
• Say Clap to five. and encourage the children to
clap five times counting each clap. Then repeat with
different numbers.
• Say to the children Listen. and then clap your
hands three times.
• Say What number is it? and then clap your hands
three times again.
49

9783990892718_Hooray! Let's Play! SB.indd 49 29/10/21 15:00

• Encourage the children to count the claps and tell

Main Objective you what number you clapped. If the children are
To listen to and join in with an action story. finding it hard, clap three times again and silently
count each clap.
Key Words
• Repeat the activity clapping a different number (up
eyes, ears, nose, hands, knees, toes to six) each time. Or for variety you could stamp
Word Revision your feet, or click your fingers for the children to
count.
Stand up. / Sit down.
Receptive Language Carpet Time
Clap your hands. 3
3. Sing the Circle song.
Turn around.
Join hands. • If you want to move the children from another area
Simon says. of the classroom to sit or stand in a circle, you can
Look, bubbles. sing or play the Circle song (See Introduction, p. 21).

Classroom Language 4. Listen to and mime the Body action story.

Clap to (five). Teaching Tip!
Listen. To make these actions different from the
How many dots? vocabulary mimes, do these actions standing up.
Draw the dots.
Use your (toes). • Say the action story in the correct order and
perform the actions as you say each line.
Activities Body action story
Play Clap it out. Clap your hands.
Listen to and mime the Body action story. Turn around.
Play Simon says. Join hands.
Listen and draw the dots/numbers. Sit down.
Play Burst the bubbles. • Encourage the children to stand up and join in with
Materials Checklist the actions as you tell the action story.
 P eter hand puppet
 Audio 2-8 (routine songs), 42 5. Play Simon says.
 Student’s Book, p. 49-50 • Tell the children that you are going to give them
 coloured pencils or crayons some instructions. The children should only carry
 bubble solution (washing up liquid and water) out the instructions if you say Simon says... at the
and a bubble wand beginning of the instruction.
action spinner (Worksheet 16) • Give the instructions from the action story in a
random order, e.g. say Simon says turn around.
Turn around and encourage the children to turn
around too.

Hooray! Let’s play! A © Helbling Languages 91

 • R epeat with other actions, saying Simon says...
before each action. You will also need to include
stand up as one of the actions.
• After a few turns just give the instruction. Say
Simon says clap your hands. and only show the
action if the children don’t do it on their own.
• Once the children are confident with the game,
give some instructions without saying Simon
says... first and stand very still to show the children
that they shouldn’t do an action if Simon doesn’t
tell them to.
• Continue to play the game sometimes saying
Simon says... and sometimes just giving an
instruction.
• Praise the children who are listening carefully and
only do the action when you say Simon says...
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Listen and draw the dots/numbers.
42
SB 49
• P lay the Body action story and do the actions as you
hear them on the audio.
• Hold up your Student’s Book so the children can
see. Play the action story again and point at the
correct picture on the page as you listen.
• Give the children their Student’s Books open to the
correct page.
• Play or tell the action story pausing after each line
and encouraging the children to point at the correct
picture on their page.
• Point to the dice at the top of the page and
encourage the children to help you count the dots.
• Play or tell the action story again. After the first
line, encourage the children to point to the correct
picture. Say How many dots? and elicit the word
One. from the children. Then say Draw the dot(s).
and demonstrate by drawing one dot in the square
in the top left corner of the picture, or the number
one if the children are able to write numbers.
• The pictures are not in order so the children need to
listen and draw the correct number of dots or write
the correct number in the appropriate picture.
• Praise the children for drawing the correct number
of dots or the correct number.
• R
 epeat for the rest of the action story so that the
squares next to each picture show the correct
number.
92 Hooray! Let’s play! A © Helbling Languages
8. For early finishers: Draw your friends.
SB 50
• Say Have you finished? (Yes) Hold up the page,
point to the outline of the two children and ask
Who are your best friends? Can you draw your
friends?
• Alternatively, they children draw themselves with a
friend.
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play Burst the bubbles.
Preparation Tip!
To play this game you will need to
have bubble solution and a bubble wand available.
• Say Look, bubbles. and blow some bubbles into
the circle. Allow the children to try and catch and
pop the bubbles.
• Then say Use your toes. Blow some more bubbles
into the circle and show the children how you can
try to pop the bubbles using your toes.
• Blow some more bubbles into the circle and
encourage the children to try and pop them using
their toes.
• Continue blowing bubbles into the circle and asking
the children to pop them with different body parts
(except their eyes).
• If you have a big class, you might want to split the
children into groups and allow one group at a time
to try and pop the bubbles.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 3 Move your body
Warm-up and Revision
LESSON 3 • SONG
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 3 Move your body Hello! and encourage the children to wave and say
Lesson 3
Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Listen to and mime the Body action story.

42
• Play the action story and encourage the children to
join in with the actions.
Body action story
Clap your hands.
Hooray! Let’s play! A © Helbling Languages 51
Turn around.
9783990892718_Hooray! Let's Play! SB.indd 51 29/10/21 15:00

Join hands.
Main Objective Sit down.
To listen to and sing a song about body parts.
Carpet Time
Key Words
eyes, ears, nose, hands, knees, toes 3. Sing the Circle song. 3
• If you want to move the children from another area
Word Revision
of the classroom to sit or stand in a circle, you can
one, two, three, four, five, six sing or play the Circle song (See Introduction, p. 21).
Receptive Language
4. Play Move towards the flashcard.
Oh, yeah!
• If there is a board in the classroom, attach the body
Classroom Language part flashcards so that half the cards are on the left
Stick Rosie in. of the board and half are on the right. If there is no
Trace the lines. board, put the flashcards to the left and right of a
Roll the dice. space on the floor.
• Make Peter point to each of the flashcards and elicit
Activities the body parts from the children.
Listen to and mime the Body action story. • Use Peter to nominate up to four children,
Play Move towards the flashcard. depending on the space and the number of
Listen to the Touch your eyes song. children in the class. These children should stand
Stick in the pictures and trace the lines. in front of the board or in the space between the
Play Roll the dice. flashcards if they are on the floor.
• Make Peter say Toes. and then encourage the
Materials Checklist children who are stood up to move to the left or
 P eter hand puppet the right towards the toes flashcard.
 flashcards 22–27 (eyes, ears, nose, hands, • Make Peter praise the children who moved to the
knees, toes) correct flashcard by kissing, hugging or playing
 Audio 2-8 (routine songs), 42-43 high-five, then ask these children to sit down in the
 Student’s Book, p. 51-52 circle.
 stickers from the appendix of the Student’s • Repeat the activity with different children and a
Book (touch your ears, touch your toes) different body part each time.
 coloured pencils or crayons
 a (big) dice 5. Listen to the Touch your eyes song. 43
 If there is time: body part mini flashcards
(Worksheet 15) • Play the song. Let the children listen to the song
and watch you doing the actions as if you are
Notes exercising.

Hooray! Let’s play! A © Helbling Languages 93

 Touch your eyes
Touch your eyes, one, two,
Touch your nose, oh yeah!
Touch your ears, one, two,
Touch your nose, oh yeah!
Touch your knees, touch your toes
And clap your hands, oh yeah!
Touch your knees, touch your toes
And clap your hands, oh yeah!
(Repeat)
• Repeat the song and this time encourage the
children to join in with the actions.
Pencil and Paper
6. Sing the Table song. 4 reach the number on the dice.
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Stick in the pictures and trace the lines.
SB 51 43
• H old up the page so the children can see. Play the
song and point to each picture as you hear the
actions in the song.
• Give the children their Student’s Books open to the
correct page.
• Play the Touch your eyes song again and encourage
the children to point to each of the pictures as they
hear the actions in the song.
• Point to the picture of Rosie touching her ears and
say Stick Rosie in. Show the children the stickers in
the appendix of the Student’s Book and help them
stick the stickers on the greyed boxes. Then repeat
for the second sticker.
• Say Trace the lines. and demonstrate by tracing
the lines between some of the pictures. The lines
connect the pictures in the same order as they
appear in the song.
• Monitor the class, praise the children for good work
and ask the children about the pictures in English.
8. For early finishers: Draw a clown. SB 52
• S ay Have you finished? (Yes) Hold up the page,
point to the unfinished image of the clown and
say Look, what‘s this? (Clown!) Where are his
(eyes)? Let‘s draw his (eyes)! Please, draw and
colour the clown.
5 • Give the children time to search for their mini
9. Sing the Tidy up song.
• A
 sk the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
94 Hooray! Let’s play! A © Helbling Languages
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play Roll the dice.
• Attach the body part flashcards to the board (or put
them on the floor) in a line with the pictures facing
down.
• Ask a child to roll the dice, say Roll the dice. and
count the dots on the dice.
• Start with the first flashcard and encourage the
children to count along the cards with you until you
• Turn that flashcard over and encourage the children
to tell you the body part on the card. If the children
can tell you the body part, the card stays face up,
if not, say the correct word and turn it back face
down.
• Continue throwing the dice and counting along
the flashcards which are face down until all the
flashcards are showing a picture of a body part.
8
12. Sing the Bye-bye song.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
If there is time…
PDF
Play Treasure hunt. WS 15
Preparation Tip!
Either print the body part mini flashcards on
different coloured pieces of paper, or colour sets of the
mini flashcards in one colour, for example a red set, a
green set, a blue set, etc.
Before the lesson, hide the flashcards in the classroom.
Make sure it is possible for the children to reach them
and find them. If it is nice weather and you have a
safe area to use outside, you might want to hide the
mini flashcards outside for the children to find.
• P ut the children into small groups or pairs depending
on the number of sets of mini flashcards which you
have prepared.
• T ell each group which colour they are looking for.
flashcards in their groups. When they have all six
cards, they can bring them to Peter to show him.
• The first group to find all the cards can be given a
small prize and they can either help their classmates
to find the rest of their cards, or play a flashcard
game with their cards (See Introduction, p. 10ff.).
Unit 3 Move your body
Warm-up and Revision
LESSON 4 • LISTENING ACTIVITY
1. Sing the Hello song. 2
• Make Peter greet the children. Make him say Hello!
Unit 3 Move your body and encourage the children to say Hello! back.
Lesson 4
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Sing the Touch your eyes song. 43

• Play the song and encourage the children to sing
along and join in with the actions from Lesson 3.
Touch your eyes
Touch your eyes, one, two,
Touch your nose, oh yeah!
Touch your ears, one, two,
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Touch your knees, touch your toes

Main Objective And clap your hands, oh yeah!
To complete a listening exercise. Touch your knees, touch your toes
And clap your hands, oh yeah!
Key Words (Repeat)
eyes, ears, nose, hands, knees, toes • Once the children are confident singing the song,
Word Revision you can also use the karaoke version. 44
red, green, blue, yellow, orange, pink
Receptive Language
Carpet Time
What is (three)? 3. Sing the Circle song. 3
What number is (toes)? • If you want to move the children from another area
Classroom Language of the classroom to sit or stand in a circle, you can
play the Circle song (See Introduction, p. 21).
Listen.
Colour the (nose) (red).
Touch Peter’s (nose). 4. Sing the Hop, hop, hop song. 47
Pass it around the circle. • Play the song. Let the children listen to the song
and watch you doing the actions.
Activities Hop, hop, hop
Sing the Touch your eyes song. Hop, hop, hop.
Sing the Hop, hop, hop song. Hop, hop, hop.
Play What number? (Hop on the spot while singing)
Listen and colour the body parts. Fly and fly and fly and fly.
Play Touch Peter’s nose. (Move arms up and down as if flying with
wings)
Materials Checklist
And hop, hop, hop.
 P eter hand puppet Hop, hop, hop.
 flashcards 1, 14–19, 22–27 (Peter, one, two, (Hop on the spot while singing)
three, four, five, six, eyes, ears, nose, hands, And now let’s stop.
knees, toes) (Stand still with hands up in front as if you are
 Audio 2-8 (routine songs), 43–47 a police officer saying Stop to some cars)
 Student’s Book, p. 53-54 (Repeat)
 coloured pencils or crayons Let’s stop!
 If there is time: body part mini flashcards
• Repeat the song and this time encourage the
(Worksheet 15), some music to play
children to join in with the actions.
body extra listening activity (Worksheet 17)
Notes 5. Play What number?
• Attach the six number flashcards to the board in
order from one to six. Point to each of the cards
and elicit the numbers.

Hooray! Let’s play! A © Helbling Languages 95

 • A ttach the body part flashcards to the board,
directly below the number flashcards, point to each
body part and elicit the word.
• Say What is three? Clap three times and point to
the flashcard for number three. Then point to the
body part flashcard that is below number three and
elicit the word.
• Continue to say numbers and encourage the
children to tell you the body part that is below that
number.
• You can also play the game the other way. You say
a body part and the children have to clap or stamp
the correct number of times to tell you the number
above the body part.
• Once the children seem confident with the game,
try turning over the body part flashcards so the
children have to remember where they are.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Listen and colour the body parts.
SB 53 45
• H old up the page so the children can see. Point
to each of the clown’s body parts that are not
coloured and elicit the words from the children.
• Give the children their Student’s Books open to the
correct page. Provide the children with pencils of
the right colours. If possible, each child should have
his or her own set.
• Say Listen. and play the listening activity audio. If
possible, pause the audio after each line to give the
children time to colour.
Body listening activity
Colour the ears green.
Colour the hands orange.
Colour the toes yellow.
Colour the eyes blue.
Colour the nose red.
Colour the knees pink.
• Alternatively, if you are not able to pause the audio
between each sentence, play the whole listening
activity twice. The first time you listen show the
children your book and point at each body part and
each colour. Then encourage the children to colour
while they are listening for the second time.
8. Sing the Tidy up song. 5
• A
 sk the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
96 Hooray! Let’s play! A © Helbling Languages
Rounding Off
9. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
10. Play Touch Peter’s nose.
• Give the Peter flashcard to a child to hold then say
to a child next to the child with the flashcard Touch
Peter’s nose.
• Say Pass it around the circle. and encourage the
children to say the sentence around the circle (away
from the flashcard) until it arrives at the child who is
holding the flashcard. Encourage this child to touch
Peter’s nose on the flashcard.
• Ask the child holding the flashcard to pass it to the
next child, and repeat the activity instructing the
children to touch a different body part.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
If there is time…
Play Musical chairs.
PDF
WS 15
Preparation Tip!
Before the lesson, copy and cut up a
set of the body part mini flashcards. You need
enough sets to have one mini flashcard per child.
Then stick the mini flashcards on the children’s chairs
so that the children can easily see them. If there
aren’t enough chairs available in the classroom, then
you could use cushions or laminated copies of the
mini flashcards instead.
• P ut the chairs in a place where the children can easily
walk around and sit on them.
• P lay some music for the children to move around to
then stop the music and say Sit down. Encourage
the children to sit down on the nearest seat that is
available.
• R andomly select one of the body part flashcards, then
show and say the body part to the children. All the
children sitting on a chair with a mini flashcard of the
same body part are ‘out’.
• P lay the music again and allow the remaining children
to move around the chairs and repeat the activity (For
more information see Unit 1, Lesson 6).
Unit 3 Move your body
Warm-up and Revision
LESSON 5 • STORY
1. Sing the Hello song. 2
• Make Peter greet the children. Make him say Hello!
Unit 3 Move your body and encourage the children to say Hello! back.
Lesson 5
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Sing the Touch your eyes song. 43

• Play the song and encourage the children to sing
along and join in with the actions from Lesson 3.
Touch your eyes
Touch your eyes, one, two,
Touch your nose, oh yeah!
Touch your ears, one, two,
Hooray! Let’s play! A © Helbling Languages 55
Touch your nose, oh yeah!
Touch your knees, touch your toes
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Main Objective And clap your hands, oh yeah!

To follow a story. Touch your knees, touch your toes
And clap your hands, oh yeah!
Key Words (Repeat)
eyes, ears, nose, hands, knees, toes • Once the children are confident singing the
song, you can repeat the song using the karaoke
Receptive Language
track. 44
Let’s play a game.
Clap your hands. / Join hands.
Turn around. Carpet Time
Look at Rosie.
Please stop. / I can’t stop. 3. Sing the Circle song. 3
I’ve got Rosie. • If you want to move the children from another area
Well done. of the classroom to sit or stand in a circle, you can
Are the pictures the same? play the Circle song (See Introduction, p. 21).
Classroom Language
4. Play What’s my favourite picture?
Circle the differences.
• Put the body part flashcards in the centre of the
Use your (toes).
circle and say the names of each of the body parts.
Values • Choose one of the cards for the children to guess
and say for example, Listen carefully. What’s my
To develop appreciation for helping others.
favourite picture? It isn’t nose. It isn’t hands. It
Activities isn’t knees. It isn’t ears. What is it?
Sing the Touch your eyes song. • Encourage the children to name the correct picture.
• If the children are finding it hard, you can point to
Play What’s my favourite picture?
each flashcard as you say it and shake your head.
Watch the Rosie, please stop! story.
Then point to the last flashcard, nod your head and
Circle the four differences.
encourage the children to name the body part.
Play Burst the bubbles.
Materials Checklist 5. Watch the Rosie, please stop! video.
 P eter hand puppet 6 49
 flashcards 22–27 (eyes, ears, nose, hands, • If you want to use a transition marker to tell the
knees, toes) children that the next activity is a story, then sing or
 Audio 2-8 (routine songs), 43-44, 49 play the Story song:
 Rosie, please stop! video
Story song
 Student’s Book, p. 55-56
It’s time for a story.
 coloured pencils or crayons
Listen and look.
 bubble solution and a bubble wand
(Repeat)
 Story cards 23–30 (Rosie, please stop!) (optional)
• Play the video and allow the children to watch.If
Rosie, please stop! mini storybook (Worksheets
you don’t have access to the Helbling Media App or
18a-b)
Helbling e-zone kids, you can read the script from
the back of the story cards.

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Rosie, please stop!
Peter: Let’s play a game.
Tom: Let’s play the game ‘Simon says’.
Rosie: Yes, great idea!
Peter: Simon says, ‘Clap your hands.’
Peter: Simon says, ‘Join hands.’
Peter: Touch your nose.
Rosie: No, Tom.
Tom: Oh, no.
Peter: Simon says, ‘Turn around.’
Tom: Look at Rosie!
Peter: Rosie, Rosie, listen! Please stop!
Rosie: Oooohhhh! I can’t stop!
Peter: I’ve got Rosie.
Tom: Well done, Peter.
Rosie: Thank you, Peter.
Peter: All right.
Pencil and Paper
4 • Ask the children to tidy away the crayons and other
6. Sing the Table song.
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Circle the four differences. SB 55
Teaching Tip!
If you think the children will not be able to
see the page clearly when you are holding it, give the
children their Student’s Books open to the correct page
before starting instructions for the next activity.
• H old a copy of the page so all the children can see.
Point and say Are the pictures the same?
• Point to Peter’s nose in both pictures and each time
say Look, Peter’s nose is the same.
• Point to the ball in the first picture and say Look,
a ball. Then point to the same place in the second
picture and say Look, no ball.
• Say What else? and encourage the children to
point to other differences between the pictures.
• Say Circle the four differences. and demonstrate
by circling the place in the second picture where
the missing ball should be.
• Give the children their Student’s Books already open
to the correct page, and allow the children to look at
the two pictures and circle the differences (1 Rosie’s
ears; 2 Peter’s trousers; 3 Tom’s eyes; 4 ball).
8. Value: Helping others.
• H
 old up the page so the children can see. With
Peter‘s help, bring children‘s attention to the Values
Icon. Say Look a heart! A heart for values! Help
the children remember what this icon symbolizes by
placing a hand over your chest, or heart, and letting
them guess what the lesson is about. That‘s right.
It‘s the heart for values.
98 Hooray! Let’s play! A © Helbling Languages
• Show the children p. 55 and say Remember? In
this story Peter helped Rosie. Have Peter say
Yes! While nodding his head enthusiastically. Say
It‘s good to help and be helped. Look at the
children and have Peter look at you while you say
It‘s important to help others. Have Peter say
That‘s right!
• Have Peter address one of the children and say
(Ben) do you help others? (Yes!) When do you
help others? Give the child time to answer the
question. It is quite likely they will answer in their
own language. Have Peter repeat what they say in
English. Repeat with several children.
• Have Peter address one of the children and ask
(Emma) How do you feel when someone helps
you? If they answer in their own language, make
sure you have Peter repeat the answer in English.
Repeat with several children.
• End by saying Helping others is good!
9. Sing the Tidy up song. 5
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play Burst the bubbles.
Preparation Tip!
To play this game you will need to
have bubble solution (washing-up liquid and water) and a
bubble wand available.
• Say Look, bubbles. and blow some bubbles into
the circle. Allow the children to try and catch and
pop the bubbles.
• Then say Use your toes. Blow some more bubbles
into the circle and show the children how you can
try to pop the bubbles using your toes.
• B
 low some more bubbles into the circle and
encourage the children to pop them using their toes.
• Continue blowing bubbles into the circle and asking
the children to pop them with different body parts
(except their eyes).
• If you have a big class, you might want to split the
children into groups and allow one group at a time
to try and pop the bubbles.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 3 Move your body
Warm-up and Revision
LESSON 6 • THINKING SKILLS
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 3 Move your body Hello! and encourage the children to wave and say
Lesson 6
Thinking Skills
Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Using productive language: ‘What hurts?’

• Say What hurts? and mime that your hand hurts,
then say My hand hurts.
• Say What hurts? to a confident child in the class
and encourage them to mime which body part
hurts and say My knee/eye/nose/etc. hurts.
57
• Continue around the class asking each child What
hurts? and encourage each child to mime and tell
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9783990892718_Hooray! Let's Play! SB.indd 57 29/10/21 15:00

you which body part hurts.

Main Objective
• Drill the question using different voices, for example
To match items which are the same or similar. sing, whisper or shout it until the children seem
Key Words confident asking the question.
• Encourage each child to ask What hurts? to
eyes, ears, nose, hands, knees, toes another child in the class and encourage them to
Word Revision answer with My toe/knee/ear/etc. hurts.
panda, rabbit, turtle, crocodile
Carpet Time
Receptive Language
3. Sing the Circle song. 3
What/Who is it?
• If you want to move the children from another area
Classroom Language of the classroom to sit or stand in a circle, you can
Circle the pictures. sing or play the Circle song (See Introduction, p. 21).

Productive Language 6 49
4. Tell the Rosie, please stop! story.
What hurts?
• If you want to use a transition marker to tell the
My ear/eye/nose/hand hurts.
children that the next activity is a story, then sing or
Thinking Skills play the Story song:
Focusing attention and matching similar body Story song
parts. It’s time for a story.
Listen and look.
Activities (Repeat)
Using productive language: ‘What hurts?’ • Using the story cards, play or tell the children the
Tell the Rosie, please stop! story. Rosie, please stop! story. The script is on the back
Look and circle the correct picture. of the cards. Encourage the children to join in and
Play the Flashcard jumble. mime some of the actions.
• If there is time, hand out the cards randomly to
Materials Checklist
different children and encourage them to make a
 P eter hand puppet line in the correct order as they listen to the story.
 flashcards 22–27 (eyes, ears, nose, hands,
knees, toes)
Pencil and Paper
 Audio 2-8 (routine songs), 49
 an A4 piece of thick paper 5. Sing the Table song. 4
 Student’s Book, p. 57-58
• Ask the children to move to the tables and sit
 Story cards 23–30 (Rosie, please stop!)
down by singing or playing the Table song (See
 coloured pencils or crayons
Introduction, p. 21).

Hooray! Let’s play! A © Helbling Languages 99

 6. Introduce the icons. SB 57
• W ith the help of Peter, bring the children‘s attention
to the Thinking Skills icon on the top right corner
and say Look! A lightbulb! `Thinking Skills‘. We
are in Thinking Skills class. Point at your head
or have Peter point at his or your head and say
thinking so the children understand that they are
supposed to think.
• H ave Peter point at the Look icon. Say What‘s this?
Point at Peter‘s eye. Say We are going to look
and we are going to think (mimicking thinking by
pointing at your head or Peter‘s head again).
• P oint at the Pencil icon. Say What‘s this? Yes, it‘s
a pencil. Mimic taking a pencil and drawing an
imaginary circle. Encourage the children to do the
same. Say We‘re going to circle the right parts
of the body (while you point at the parts of the
body in the drawings or on your own body): Ear
(point at Rosie‘s ear) eyes (point at Rosie‘s eyes)
nose (point at Rosie‘s nose) and hand (point at
Rosie‘s hand).
• P oint at Rosie‘s ears and say Think. What‘s this?
Yes! Ears! Have Peter point at the first row of
pictures next to Rosie‘s ears and say Are these
ears? No! They‘re legs! Point at the second
picture say Are these ears? Yes, Peter‘s ears. Hold
a pencil in your hand and say Think. Circle. While
mimicking thinking and circling Peter‘s ears.
7. Look and circle the correct picture.
• H old up the page so the children can see. Point to
the first picture and say Who is it? What is it?
Elicit the name of the character and the name of
the body part from the children.
• Point to the other body parts on the same line and
again say Who is it? and What is it? For each
picture elicit the name of the character and the
body part.
• Point again to the first picture and say Rosie’s ears.
then point to the picture of Peter’s ears and say
Peter’s ears.
• Point to Rosie again and say Ears. and point to
Peter and say Ears. Then circle the picture of Peter’s
ears.
• Point to the first picture on the second line and
elicit the name of each character and body part
again.
• Point to the body parts which are the same (Rosie’s
eyes and Tom’s eyes) and highlight these to the
children before circling Tom’s eyes.
• On the last two lines, encourage the children to tell
you which pictures have the same body parts.
• Give the children their Student’s Books open to the
correct page and say Circle the pictures.
• Monitor the class and praise the children.
Encourage the children to name the characters and
the body parts.
100 Hooray! Let’s play! A © Helbling Languages
8. For early finishers: Trace and colour. SB 58
• Ask Have you finished? (Yes) Hold up the page,
point to the picture of the clown in the activity
box and say Look, you can trace and colour the
clown. At this stage, children would be familiar
with both Tracing and Colouring icons and can
probably figure out what the activity is about by
themselves. If they‘re struggling to understand
it, trace one of the circles in the image with your
finger and say Trace the circles. Then pretend
to pick up a crayon and colour the image and say
Colour the clown.
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
3
10. Sing the Circle song.
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play the Flashcard jumble.
• Show the children the body part flashcards and
elicit the words.
• Choose six children and ask them to stand at the
front of the class. Give each of them a flashcard
and encourage everyone to tell you which flashcard
each child has.
• Ask the children to turn over their flashcards and
hold them to their chests so no one can see the
picture.
• Put your hands gently on the heads or shoulders of
different children and direct them to change places,
as if you are mixing the children up.
• Point to each child with a flashcard in order down
the line and ask all the children to tell you the body
part on the flashcards until they have named all the
flashcards.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 3 Move your body
Warm-up and Revision
LESSON 7 • OUR WORLD
1. Sing the Hello song. 2
• Make Peter greet the children by saying Hello! and
Unit 3 Move your body encourage the children to wave and say Hello!
Lesson 7
Our World back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Say the Body chant. 41

• Show the children each of the body part flashcards
and name the body parts.
• Play the chant and make Peter point to the
appropriate body part flashcards as you say or hear
• Listen and point. 50 them in the chant.
Hooray! Let’s play! A © Helbling Languages 59
Body chant
9783990892718_Hooray! Let's Play! SB.indd 59 29/10/21 15:00 Eyes, ears, nose,
Main Objective Hands, knees, toes.
Once more!
To show real children moving their bodies in Eyes, ears, nose,
school. Hands, knees, toes.
Key Words (Repeat)
hand, knee, eye, ear, nose, mouth
Carpet Time
Receptive Language
3. Sing the Circle song. 3
Our World.
Children go to school. • If you want to move the children from another area
Move (your) body. of the classroom to sit or stand in a circle, you can
They move their bodies. sing or play the Circle song (See Introduction, p. 21).
Listen and point.
Listen and circle. 4. Play Snap! PDF
WS 15
Classroom Language • H elp the children to move so that they have a space
in front of them. Help them to choose four of their
Listen.
body part mini flashcards and put them on the floor
Point to…
with the picture facing up.
Circle.
• Hold your set of mini flashcards in a fan. Make Peter
Touch your…
select one of the cards and hold it so the children
Activities can’t see which card has been chosen.
• Encourage the children to choose one of their mini
Say the Body chant.
flashcards and hold it up in the air so you can see
Play Snap!
which card they have selected.
Play Point to…
• Make Peter show the card which he selected and
Listen and point.
name the card for the children.
Listen and circle.
• Make Peter hug, kiss or high five the children who
Play Flash the flashcard.
held up the same card and say Snap!
Materials Checklist • Put all the cards back to the starting position and
repeat the activity with Peter and the children
 P eter hand puppet
selecting a different flashcard.
 flashcards 22–27 (eyes, ears, nose, hands,
knees, toes)
5. Play Point to...
 Student’s Book, p. 59-60
 Audio 2-8 (routine songs), 41, 50-51 • P ut the body part flashcards on the floor in front of
 body part mini flashcards (Worksheet 15) the children.
• Point to each of the cards and elicit the correct words
Notes for each picture.
• Say Point to... and name one of the flashcards.
Then encourage the children to point to the correct
flashcard.
• You could also say Touch your... and let the children
touch their body part that appears on the flashcard
you have named.

Hooray! Let’s play! A © Helbling Languages 101

 Pencil and Paper
6. Sing the Table song. 4 making a circle in the air. Monitor and check the
• A
 sk the children to move to the tables and sit down
by singing the Table song (See Introduction, p. 21).
7. Introduce the icons. SB 59
• W ith Peter’s help, bring the children’s attention to
the World icon on the top right corner of the page
and say Our World.
• Then point at the Listening icon and explain to the
children that in this lesson they are going to listen
to audio in English. Say Listen. We are going
to listen to English words. (elicit listening by
touching your ear).
8. Listen and point to the body parts. 50
• H old up the page so the children can see. With
Peter’s help, bring the children’s attention to the
picture on the page and say Look, children.
Where are they? They are at school. And what
are they doing? They are running. They are
moving their bodies (elicit meaning by moving
your body or pretend Peter is moving his). What do
you do at school? Do you run too?
• Have Peter point at the Listening icon on the top
right corner and say Listen. Have Peter touch his
ear to elicit listening. Now hold up Peters hand or
hold your own finger in the air to show pointing
and say Listen and point.
• Play the recording and monitor as the children point
at the different body parts. Encourage some or all
of the children to repeat the body parts vocabulary.
Many children go to school like you do. At
playtime, they move their bodies.
Listen and point to a hand.
Point to a knee.
Point to an eye.
Point to an ear.
Point to a nose.
9. Listen and circle. SB 60 51
• H old up the page and, with Peter’s help, bring
the children’s attention to the World icon on the
top right corner of the page. Say Look! Our
World. Focus the attention of the children on
the illustrations and, while you point at your own
clothes, say Look. Children wearing school
clothes. They’re wearing a uniform. Ask Do
you wear a school uniform? (No/yes)
• Move Peter’s hand to the Listening icon and say
Look. We’re going to listen to English words.
Move Peter’s hand to the Pencil icon and say Look.
A pencil. We are going to circle the body parts
while you mimic drawing a circle with Peter’s hand.
102 Hooray! Let’s play! A © Helbling Languages
• Play the recording while still mimicking listening
and circling with Peter’s hand touching his ear and
children are circling the right items.
Hand, hand.
Knee, knee.
Nose, nose.
Mouth, mouth.
• Play the recording again to give the children
another opportunity to circle the correct body parts.
Say We are going to listen again. Listen and
circle. Encourage the children to repeat the body
parts named in the recording. Monitor the class and
make sure you give the children plenty of praise for
their work.
10. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song.
(See Introduction, p. 22).
Rounding Off
11. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
12. Play Flash the flashcard.
• Show the children the flashcards (ears, nose, hands,
knees, toes) and elicit the words. Then show the
children that you are mixing the cards so neither
you nor the children know the order of the cards.
• Make Peter hold the flashcards so you can see the
first card but the children can’t. Quickly rotate or
fan the cards so the children get a quick glimpse of
which flashcard is on top and say What is it?
• Encourage the children to name the picture they
think they can see. Gradually slow down the speed
with which you rotate or fan the card until the
children can correctly name the picture.
• Peter can reward the children who say the word the
quickest with a kiss, hug or high-five.
• Repeat this with some of the other words.
13. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 3 Move your body
Warm-up and Revision
LESSON 8 • PHONICS
Introduce the grapheme ‘A’ and revise ‘N’ 1. Sing the Hello song. 2
• Make Peter greet the children and say Hello!
Unit 3 Move your body Encourage the children to wave back and say
Lesson 8
Phonics Hello! to Peter.
• Sing or play the Hello song and make Peter look
1 2 like he is singing too (See Introduction, p. 21).

2. Say the Body chant. 41

3
• Play the chant and encourage the children to join in
pointing to the appropriate body parts as you say
APPLE them in the chant.
Introduce the /a/ sound and the letter ‘A’
• Listen and repeat. Listen and point. 52
Body chant
• Use your finger to trace the letter.
Eyes, ears, nose,
Hooray! Let’s play! A © Helbling Languages 61 Hands, knees, toes.
9783990892718_Hooray! Let's Play! SB.indd 61 29/10/21 15:01
Once more!
Main Objective Eyes, ears, nose,
To introduce the /a/ sound and grapheme ‘A‘. Hands, knees, toes.
To revise the /n/ sound. (Repeat)

Key Words Carpet Time

apple, nose
3. Sing the Circle song. 3
Receptive Language • If you want to move the children from another area
We’re in Phonics class. of the classroom to sit or stand in a circle, you can
Remember? sing or play the Circle song (See Introduction, p. 21).
Classroom Language
4. Play Read my lips.
Listen.
• P ut the body part flashcards on the floor in front of
Repeat.
the children, make Peter point to the cards and elicit
Point.
the name of each part of the body.
Trace.
• Point to your mouth and whisper one of the body
Match.
parts to the children. Then in a normal voice say
Do you remember?
What part of the body is it? and whisper the part
That‘s right.
of the body again.
We are going to (listen).
• Allow some of the children to try and guess which
Well done.
part of the body you were whispering. If one of the
Activities children guesses correctly, then say Yes, well done.
Say the Body chant. • If no children guess the body part, say No, sorry.
Play Read my lips. and whisper the body part again before allowing the
Introduce ‘A‘ grapheme. children to continue guessing.
Introduce ‘A‘ sound. • Once a child has guessed the correct body part repeat
Listen and repeat the ‘A‘ in apple. the activity whispering a different part of the body.
Listen and point to the ‘A‘ in apple.
Trace the letter ‘A‘. Pencil and Paper
Listen and point to the ‘A‘ and ‘N‘ items.
Listen and match the ‘A‘ and ‘N‘ items. 5. Sing the Table song. 4
• Ask the children to move to the tables and sit down
Materials Checklist by singing the Table song (See Introduction, p. 21).
 P eter hand puppet
 flashcards 22–27 (eyes, ears, nose, hands,
knees, toes)
 Student’s Book, p. 61-62
 Audio 2-8 (routine songs), 41, 52-53

Hooray! Let’s play! A © Helbling Languages 103

 6. Introduce the icons. SB 61
• W ith Peter’s help, bring the children’s attention
to the Phonics icon on the top right corner of the
page and say Look! Remember? Phonics. We are
in Phonics class.
• Move your finger or Peter‘s hand to the Listening
icon and say We are going to listen to English
words. (elicit listening by touching your ear)
• Then have Peter point at the Speaking icon, asking
What’s this? Yes, we are going to speak
English.
7. Introduce the ‘A’ sound.
• H old up the page, point at the apple and have Peter
say Look! An A – A – A – Apple! emphasising
the sound ‘A’. Ensure the pronunciation of ‘A’ is an
open ‘a’, not the long ‘ai’.
• With Peter’s help, bring the children’s attention to
the big capital ‘A’. Say Look! Letter A – A – A.
Encourage the children to repeat after him A – A –
A – Apple.
8. Listen and repeat the ‘A’ in apple. 52
• S ay Listen. Have Peter touch his ear so the children
remember the action. Play the recording.
A – A – A – Apple; A – A – A – Apple.
A – A – A – Apple; A – A – A – Apple.
• Then, make Peter say Now we are going to
repeat. Play the recording again and have Peter
encourage the children to repeat one by one or as a
class. Repeat A – A – A – Apple.
9. Listen and point to the ‘A’ in apple. 52
• H ave Peter touch his ear and say Listen. Next,
make Peter hold up his hand to illustrate pointing
and say Point.
• Play the recording while Peter continues to touch
his ear and hold up his hand. Say Listen. Point.
Monitor to make sure that the children point to the
apple.
10. Trace the letter ‘A’.
• C ontinue to hold up p. 61. Point at the big capital
‘A’ on the page. Say Look. Letter A – A – A.
We are going to trace letter A. Use your finger
to trace the big capital ‘A’, following the arrows
provided in the correct order or have Peter do the
action.
• Then say Now, YOU trace the letter A.
Demonstrate again how to trace the letter by
moving your finger following the arrows provided,
before you let the children try by themselves.
Monitor the children as they trace the letter A and
walk around the class repeating A – A – A – Apple.
104 Hooray! Let’s play! A © Helbling Languages
Introducing grapheme ‘A’ and revising
grapheme ‘N’
11. Listen and point to the ‘A’ and ‘N’ items.
53
SB 62
• Point at the Phonics icon on the page say Look,
what’s this? Do you remember? Yes, it’s
Phonics. We are going to listen to English
words.
• Hold up the page again. You may want to have
Peter show excitement about the items on the
page. Point at the cat and say Look, what’s this?
Yes, that’s right. It’s a cat. It’s a C A – A – A at!
Encourage the children to repeat after him It’s a
nose, N – N – N – Nose. It’s an apple, A – A – A
– Apple.
• Bring your hand to your ear while you also hold
your finger up in the air to elicit pointing and say
Listen and point. Say Point at the C A – A – A
cat. Point at the N – N – N – Nose. Point at the
A – A – A – Apple. Show the children what they
are meant to do by pointing at the corresponding
images.
• Then play the audio and walk around the classroom
to make sure the children are pointing at the right
items.
Nose, nose, nose.
Cat, cat, cat.
Apple, apple, apple.
12. Listen and match the ‘A’ and ‘N’ items.
53
• With Peter’s help, bring the children’s attention to
the Pencil icon. Say Look, a pencil. What are we
going to do? Yes, that’s right, we are going
to draw a line (mimicking drawing a line with a
pencil).
• Play the recording again and mimic the idea of
‘listen and match’ by bringing Peter’s hand to his
ear and mimicking drawing a line. Say Listen and
draw a line. Mimic drawing a line again, then play
the recording. Monitor the children to make sure
they match the items correctly.
Rounding Off
13. Sing the Bye-bye song. 8
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song
(See Introduction, p. 21).
Unit 3 Move your body Activity Book

LANGUAGE OVERVIEW • UNIT 3

Key Words Classroom Language
taste Stick in the stickers.
hear Colour the (mouth) (blue).
smell Cut out the cards.
touch Show me the card for (taste).
see Close/Open your eyes.
mouth Circle the senses/correct body part.
fingers Trace the lines.
Point to your (eyes).
Word Revision Draw a line from (Tom) to the (hands).
eyes
ears Productive Language
nose What can you see/hear?
hands I can see/hear a (baby).
knees
toes Objectives
Children learn:
Receptive Language • to develop their ability to recognise and name
(Taste) with your (mouth). the five senses and the parts of the body that are
Whose ears are these? used for each sense
Whose nose is this? • to listen to and join in with a chant
What colour are Rosie’s ears? • to focus on one sense and use it to identify
What colour is Connie’s nose? objects
No! That isn’t right! • to develop their motor skills through tracing and
Is it a (mouth)? drawing lines to join objects together
Can you (taste) with your (mouth)? • to follow more complex instructions using mime,
Can you hear it? gestures and other actions
Where was it?
Here it is. Competences
What’s missing? Children can:
Is it (taste)? • identify and name the five senses and the body
Look, a (flower). parts which are used for each sense
Can you (smell) it? / Can you (smell) a (rainbow)? • ask and answer questions about the senses
What have you got? • recognise which sense is being used for different
Can you feel it with your feet? objects
Sit down then clap your hands. • practise their co-ordination through the
Listen carefully. What’s my favourite sense? It isn’t movement and mimes that are used to show the
(smell). What is it? body parts and the actions using the different
You (taste) with your (mouth). body parts
What did you hear? • participate in games, chants and TPR-based
Who did you hear? action stories
It’s hard/soft.
Thinking Skills
Can you find something hard?
Look, what can you see? • focusing attention and matching body parts to
What are the children doing? the five senses
What body part are the children using? • identifying and recognising objects through the
The magic word is (taste). use of only one sense

Hooray! Let’s play! A © Helbling Languages 105

 Unit 3 Move your body Activity Book

Warm-up and Revision

LESSON 1 • CHANT
1. Sing the Hello song. 2

• Make Peter greet the children by saying Hello! and

Unit 3 Move your body encourage the children to say Hello! back.
Lesson 1
• Sing or play the Hello song.

2. Sing the Touch your eyes song. 43

• Show the children each of the body part flashcards
and name the body parts.
• Play the song and encourage the children to sing
along and join in with the actions.
Touch your eyes
Touch your eyes, one, two,
Touch your nose, oh yeah! …
Hooray! Let’s play! A • Activity Book © Helbling Languages 19

9783990892749_Hooray! Let's Play! AB A.indd 19 29/10/21 14:54

Touch your knees, touch your toes

Main Objective And clap your hands, oh yeah! …
(Repeat)
To introduce the senses vocabulary using a chant.
• Once the children are confident singing the song,
Key Words you can repeat the song using the karaoke track.
taste, hear, smell, touch, see, mouth, fingers 44

Word Revision
eyes, ears, nose, hands, knees, toes Carpet Time
Receptive Language 3. Sing the Circle song. 3
(Taste) with your (mouth). • If you want to move the children from another area
Whose ears are these? / Whose nose is this? of the classroom to sit or stand in a circle or at the
What colour are Rosie’s ears? / What colour is table, you can sing or play the Circle song.
Connie’s nose?
PDF
Classroom Language 4. Introduce the senses vocabulary. MF 3
Stick in the stickers. Teaching Tip!
You could use the body part flashcards for
Activities this activity instead of the sense mini flashcards.
Sing the Touch your eyes song. If you haven’t worked with Hooray! Starter level,
Introduce the senses vocabulary. introduce the word mouth to the children first.
Say the Senses chant.
Colour and stick in the body part stickers. • Show the children the mini flashcard for mouth/
Play the Miming game. taste and say Mouth. Then say Taste with your
mouth., stressing the word taste and put the mini
Materials Checklist
flashcard on the floor in front of the children.
 Peter hand puppet • Show the children the flashcard for ears and say
 A udio 2-8 (routine songs), 43, 54 Hear with your ears.
 fl
 ashcards 22–27 (body parts); flashcard 26 from
• Point to the mouth/taste mini flashcard, look at
Hooray! Starter (mouth)
Peter and say What is it, Peter? Make Peter say
 sense mini flashcards (MF 3)
Hear with your ears. Encourage the children to
 Activity Book, p. 19-20
say No! to Peter and then you say No, Peter. Taste
 s tickers from the centre of the Activity Book
with your mouth. Repeat this with the ears/hear
(mouth, hand, eyes)
mini flashcard.
 coloured pencils or crayons
• Continue to show the children the other body part/
Notes sense mini flashcards. Say Smell with your nose. /
Touch with your fingers. / See with your eyes.
as you show the respective cards.
• Point to a card and ask Peter What is it, Peter?
Make Peter say different sentences, then encourage
the children to tell Peter if he is correct or not.

106 Hooray! Let’s play! A © Helbling Languages

  ay the Senses chant. 54
PDF
5. S MF 3
• S how the children each of the sense mini flashcards
in the order from the chant and say Taste with
your mouth. / Hear with your ears. etc.
• Put the mini flashcards on the floor where the
children can easily see them in the order from the
chant. Leave a space between the cards.
• Play the Senses chant and make Peter point to each
of the senses as you say them in the chant.
Senses chant
Taste with your mouth.
Hear with your ears.
Smell with your nose.
Touch with your fingers.
See with your eyes.
How nice!
(Repeat)
• Repeat the chant and encourage the children to
join in and point to each of the senses as they hear
them in the chant.
Pencil and Paper
6. Sing the Table song. 4 look at something far away
• A
 sk the children to move to the tables and sit
down by singing the Table song.
7. C
 olour and stick in the body part stickers.
AB 19 54
• H old up your book so all the children can see.
• Point to each of the characters and elicit the names
from the children. Say Who is it?
• Play the Senses chant and point to the correct body
part card on the page as you listen to the track.
• Give the children their books open to the correct
page.
• Repeat the chant and encourage the children to
point to each of the cards on the page.
• Say Stick in the stickers. and show the children
which stickers to use in the centre of the book.
• Once the children have stuck in the three stickers,
encourage the children to colour the other two cards
to match the character the body parts belong to.
• Ask the children Whose ears are these? and
elicit the name Rosie. Then ask What colour are
Rosie’s ears? and encourage the children to colour
the nose card using this colour (pink or purple).
• Repeat for Connie’s nose.
• While the children are working, repeat parts of the
senses chant to the children and ask the children
who each body part belongs to.
5 •
8. S
 ing the Tidy up song.
• A
 sk the children to tidy away the materials by
singing the Tidy up song.
Rounding Off
3
9. Sing the Circle song.
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
10. Play the Miming game.
• P ut the sense mini flashcards on the floor in front of
the children.
• Elicit the name of the body part on each card and
then say Hear with your ears., point to the card
showing ears and mime listening, e.g. hold your
hand next to your ear to show you are listening.
• Repeat this with the other cards, naming the sense
and the body part and showing the children a mime
or action for each sense.
Suggested actions:
taste – stick out your tongue and pretend to lick
something
smell – touch your nose and make a sniffing sound
touch – wiggle your fingers and pretend to squish
some play dough
see – hold your hand over your eyes and pretend to
• Continue to say sentences about the senses and the
body parts and encourage the children to mime the
action to show the appropriate sense.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
PDF
Play Save Peter. MF 3
• Draw a tummy and a head on the board and say
Look, it’s Peter. Oh, no! No ears! No eyes! No
hands! etc. and point to the appropriate place
where the body part would be.
• Hold the sense mini flashcards so that you can see
the first card but the children can’t. Quickly rotate or
fan the cards so the children get a quick glimpse of
which mini flashcard is on top and say What is it?
• Invite one child to tell you what they saw and
encourage them to name the sense and not the body
part.
• If he or she guesses correctly, say Which body part?
and point to the board. Allow the child to tell you
which body part to add to the board picture of Peter.
If the child doesn’t guess the correct body part, ask
another child to guess.
Once the drawing of Peter has more than one body
part, you can delete a body part from the drawing if
the children do not guess correctly.
• The goal is to try and guess enough pictures correctly
to make a complete picture of Peter.
Hooray! Let’s play! A © Helbling Languages 107
 Unit 3 Move your body Activity Book

Warm-up and Revision

LESSON 2 • THINKING SKILLS
1. Sing the Hello song. 2

• Make Peter greet the children by saying Hello! and

Unit 3 Move your body encourage the children to say Hello! back.
Lesson 2
Thinking Skills
• Sing or play the Hello song.
2. Listen to and mime the Body action story.
42

• P lay the action story and act it out with the children.
Body action story
Clap your hands. Join hands.
Turn around. Sit down.

Carpet Time
Hooray! Let’s play! A • Activity Book © Helbling Languages 21
3. Sing the Circle song. 3
9783990892749_Hooray! Let's Play! AB A.indd 21 29/10/21 14:54

• If you want to move the children from another area

Main Objective
of the classroom to sit or stand in a circle, you can
To match objects with the senses you can use. sing or play the Circle song.
Key Words
PDF
taste, hear, smell, touch, see 4. Play What’s missing? MF 3

Word Revision • Show the children each of the sense mini flashcards
and ask What is it? as you show each card. Then
eyes, nose, hands, toes place the cards in the centre of the circle.
Receptive Language • Say Close your eyes. While the children are not
What is it? / What’s missing? looking, take away one of the cards and say Open
Open/Close your eyes. your eyes.
Is it (taste)? • Point to the remaining cards and ask the children
You (smell) with your... What’s missing?
Look, a (flower). • Encourage the children to name the missing card.
Can you (smell) it/a (rainbow)? They can either just name the sense or you can
What have you got? encourage them to ask Is it (taste)?
Can you feel it with your feet? • Praise the children who named the missing card
and return the card to the centre of the circle.
Classroom Language • Continue playing the game, taking a different card
Circle the senses. each time. You can also let children take turns to
Trace the lines. remove a card or move some of the cards around
while the other children have their eyes closed.
Activities
Listen to and mime the Body action story. PDF
Play What’s missing? and Cross the line. 5. Play Cross the line. MF 3
Teaching Tip!
Circle the senses and trace the lines.
Before starting, draw a line using chalk or rope, long
Play Feel it with your feet.
enough for all the children to stand one behind the other
Materials Checklist in the middle of a space in the classroom.
 Peter hand puppet Alternatively, split the class into smaller groups and let
 Audio 2-8 (routine songs), 42 one group play at a time.
 sense mini flashcards (MF 3) • Stand on one side of the line and encourage the
 chalk or rope children to stand with you. Tell the children that the
 Activity Book, p. 21-22 side you are all standing on is Yes.
 coloured pencils or crayons
• Jump over the line to the other side of the line and
 plastic shapes or numbers
encourage the children to jump with you. Tell the
 a blindfold
children that this side is No.
 If there is time: shape mini flashcards (MF 1),
pencils, pieces of paper • Say Yes. and No. repeatedly and encourage the
children to jump to the correct side of the line each
time.

108 Hooray! Let’s play! A © Helbling Languages

• T hen show the children one of the mini flashcards
and name the senses. For example, show the nose
card and say Smell.
• If the word matches the picture on the card,
encourage the children to jump to the Yes-side of
the line and if the word doesn’t match the card, the
children jump to the No-side.
• Continue showing flashcards and naming senses
to see how quickly the children can jump to the
correct side of the line.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit down
by singing the Table song.
7. C
 ircle the senses and trace the lines. AB 21
Teaching Tip!
If the children in your class are able to cope
with more English, you can also teach the children the
items flower, ice cream, rainbow, bell and teddy.
You could then use these words in your questions, for
example Can you taste a rainbow?
• G ive the children their books open to the correct page.
• Say You smell with your… and encourage the
children to point to the appropriate body part on their
page.
• P oint to the first picture and say Look, a flower.
Encourage all the children to point to the flower.
• Then point to the nose on the same line and ask Can
you smell it? and encourage the children to give a
response, e.g. Yes, (you can). or No, (you can’t).
• Continue to ask about the other senses for the flower,
then say to the children Circle the senses.
• Monitor the children while they are circling the body
parts and check they are only circling the senses/body
parts which are appropriate for the flower.
• O nce the children have circled the body parts for
the flower, ask the children about the other items
(ice cream, rainbow, bell, teddy) and encourage the
children to circle the appropriate body parts.
• While the children are working, ask them, for example,
Can you smell a rainbow? and point to the body
part and the picture of the object to help them
understand.
• Once the children have finished circling the body parts,
say Trace the lines. and demonstrate by tracing the
wavy line under the first row of pictures.
8. S
 ing the Tidy up song. 5 •
• A
 sk the children to tidy away the crayons and
other materials by singing the Tidy up song.
Rounding Off
9. Sing the Circle song. 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
10. Play Feel it with your feet.
Teaching Tip!
This game will work best if you use items
from the classroom that the children can name, for
example plastic shapes or numbers.
• Show the children each item and ask What is it?
Then put the items in the middle of the circle.
• Invite one or two confident children to stand near
you and put a blindfold over their eyes or ask them
to close their eyes.
• Give the blindfolded children one of the items from
the centre of the circle and encourage the other
children to keep quiet and not say which item you
have picked.
• Say What have you got? and encourage the
blindfolded children to guess what they are holding
in their hands. The other children should listen and
tell them if they are correct.
• Once the children have had a chance to guess an
item, ask Can you feel it with your feet?
• Repeat the activity but this time, instead of letting
the blindfolded children feel the item with their
hands, encourage them to use their feet to feel and
guess what they have got.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
Teaching Tip!
It is best to start this activity as a whole
class. Later on, the children could work in small groups
or pairs and use the mini flashcards for shapes.
Play Draw blindfolded.
PDF
MF 1
• Invite two or three confident children to stand with
you. Give each child a piece of paper and a pencil and
then put a blindfold on them.
• T ake a flashcard or mini flashcard that the children
know and show it to the other children. Encourage
the children to name the picture on the flashcard, for
example a square.
•  sk the blindfolded children Can you draw a square?
A
 elp the blindfolded children to put their pencil on the
H
paper, then encourage them to try and draw a square.
•  nce the children have finished drawing, they can take
O
their blindfolds off and see what they have drawn.
•  ontinue letting different children wear the blindfolds
C
each time and showing a different flashcard item for
the children to draw.
Hooray! Let’s play! A © Helbling Languages 109
 Unit 3 Move your body Activity Book

2. Play Who can you hear?

LESSON 3 • LISTENING ACTIVITY • Ask the children to sit in a space where all the
children can see each other.
• Say Close your eyes. While the children have their
Unit 3 Move your body eyes closed, pat one child on their shoulder and
Lesson 3
encourage that child to make a noise. They could
say a word in English, for example Hello. or they
could make a silly noise.
• Say Open your eyes. Ask Who did you hear?
and encourage the children to name or point to the
person who they thought made the noise or said
something.
• Praise the children who guessed correctly, then
repeat the activity choosing a different child to say
something or make a noise while the other children
have their eyes closed.
Hooray! Let’s play! A • Activity Book © Helbling Languages 23

Carpet Time
9783990892749_Hooray! Let's Play! AB A.indd 23 29/10/21 14:54

Main Objective
3. Sing the Circle song. 3
To complete a listening exercise.
• If you want to move the children from another area
Key Words of the classroom to sit or stand in a circle, you can
taste, hear, smell, touch, see sing or play the Circle song.
Word Revision
PDF
mouth, fingers, eyes, ears, nose, hands, knees, toes 4. Play Change places. MF 3
Preparation Tip!
Receptive Language For this game you will need to use at least
two copies of each mini flashcard. If you don‘t have
Who did you hear?
enough children to give out two of each flashcard, give
What is it? / What have you got?
some of the more confident children more than one card.
Classroom Language
• S how the children each of the sense mini flashcards
Point to the (nose). and ask the children What is it? before eliciting the
Draw a line from (Tom) to the (hands). sense.
Activities • G ive each child one card (or more) and ask some of
the children to name the picture on the card they
Play Who can you hear?
Play Change places and Over and under. have. Say What have you got?
Listen and match the characters to the body parts. • N ame one of the senses, for example Taste. and
Play Pop the flashcards. encourage the children holding the mini flashcards
for taste to stand up and swap places.
Materials Checklist • C ontinue to name different senses and encourage
 Peter hand puppet the children with those flashcards to change places
 Audio 2-8 (routine songs), 55 each time.
 sense mini flashcards (MF 3) • A fter a few turns, ask some of the children to
 Activity Book, p. 23-24 exchange their cards and then continue to name
 coloured pencils or crayons senses and encourage the children to change places.
 bubble wrap and (sticky) tape
 b
 alloons filled with e.g. sand, rice, water, lentils, PDF

beans, flour 5. Play Over and under. MF 3

• Split the class into two or three teams and ask the
children to stand in a line (one child behind the
Warm-up and Revision other).
• Stand near the children at the front of each line.
1. Sing the Hello song. 2
Show the first child in each line one of the sense
• M ake Peter greet the children by saying Hello! and mini flashcards and encourage them to name the
encourage the children to say Hello! back. picture on the card. Say What is it?
• Sing or play the Hello song. • The first child in each line should take the card they
named and then pass it to the child behind them
by holding the card over their head and saying the
name of the picture on the card.

110 Hooray! Let’s play! A © Helbling Languages

• T he second child should take the card, name it and
pass it to the third child by passing it between their
legs.
• The children should continue to pass the flashcard
over and under until it reaches the back of the line,
naming the sense on the card each time.
• Once the flashcard reaches the back of the line, the
last child can walk or run to the front of the line
and you can give the children a new mini flashcard
to pass along the line.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit
down by singing the Table song.
7. L isten and match the characters to the
body parts. AB 23 55
• H old up your book open to the correct page so the
children can see. Elicit the names of the characters.
• Give the children their books open to the correct
page and say Point to the nose. Then check the
children are pointing to the correct body part.
• You could also say to the children You (smell) with
your (nose). and check the children are pointing
to the appropriate body part on the page.
• Say Listen. and play the first sentence from the
listening activity.
• Pause the track, point to Tom on the page and then
point to the hands and say Tom can touch the
cat. Draw a line from Tom to the hands.
• Demonstrate by drawing a line from Tom to the
hands. Then give the children time to draw the line
in their books. Do the same for the other characters.
Senses listening activity
Tom can touch the cat. Purr, purr.
Rosie can hear the popcorn. Crunch, crunch.
Connie can smell the banana. Yummy!
Peter can see the numbers on the phone. One,
two, three, four.
• Alternatively, if you are not able to pause the track
after each sentence, play the whole listening twice.
The first time you listen, show the children your
book and draw the lines as you listen. Then give
the children their books open to the correct page
and encourage the children to draw the lines while
they are listening for the second time. When they
have finished, encourage the children to trace the
outlines of the body parts.
8. S
 ing the Tidy up song. 5 • Once the children have had a chance to feel each of
• A
 sk the children to tidy away the materials by
singing the Tidy up song.
Rounding Off
9. Sing the Circle song. 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
PDF
10. Play Pop the flashcards. MF 3
Preparation Tip!
Cut pieces of bubble wrap that are big
enough to hide a mini flashcard underneath. Tape the
bubble wrap to the floor with a mini flashcard underneath
it, making sure you can see the picture on the card.
• S how the children each of the sense mini flashcards
under the bubble wrap and ask What is it?
• Split the children into two teams and ask each team
to make a line or stand on opposite sides of the cards.
• Ask the first two children from each team to stand
near you and then name one of the senses.
• Encourage the two children to jump on top of the
correct flashcard to pop some of the bubble wrap.
Praise the children who stand on the correct card,
then repeat the game with the next two children.
• You could then name two or three senses for the
children to jump on in the correct order.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
Preparation Tip!
Before the lesson, fill pairs of balloons
with, for example, sand, rice, water or beans. The
filled balloons should be the same size, so the
children can only compare their texture.
Play Match the feelings.
• Show the children some of the filled balloons and say
What is it?
• Take one of the balloons and pass it around the
circle, allowing each child to feel the balloon before
passing it on to the next child. As you pass the
balloons around the circle, say Touch the balloon.
Then put it in the centre of the circle.
• Pass another balloon around the circle for the
children to feel and say Touch the balloon. Does it
feel the same? then put it in the centre.
the balloons, encourage the children to match the
balloons with another balloon which feels the same.
• Then give each child a balloon and encourage the
children to find a partner with a balloon that feels
the same.
Hooray! Let’s play! A © Helbling Languages 111
 Unit 3 Move your body Activity Book

2. Say the Senses chant. 54

PDF
MF 3
LESSON 4 • PROJECT • Play the Senses chant and encourage the children
to point to the appropriate mini flashcards as they
say them in the chant.
Unit 3 Move your body
Lesson 4
Project
Carpet Time

3. Sing the Circle/Table song. 3 4

• If you want to move the children from another area

Hooray! Let’s play! A • Activity Book © Helbling Languages
9783990892749_Hooray! Let's Play! AB A.indd 25
of the classroom to sit or stand in a circle or at the
table, you can sing or play the Circle/Table song.
Teaching Tip!
If your class are not used to working on
different tasks at the same time, you might want to do
each ‘experiment’ in a whole class group first and gradually
25
introduce others that the children can try on their own.
29/10/21 14:54

Main Objective 4. Introduce the sense experiments. AB 25

To do some sense experiments focusing on each of • Hold up your book so all the children can see.
the five senses.
• Point to the activities on the page and say Look.
Key Words and tell the children they are going to try the same
taste, hear, smell, touch, see experiments. Say Look, what can you see? What
are the children doing?
Receptive Language • Demonstrate the four activities to the children
Look, what can you see? What are the children before you let the children try the experiments.
doing? / What body part are the children using?
Also see “Useful phrases” sections. 5. Tongue tasting.
Preparation Tip!
Classroom Language Before the lesson, prepare a plate with
Circle the correct body part. samples of different foods for each child. Try to use foods
Also see “Useful phrases” sections. with different tastes, for example lemon slices, popcorn
and chocolate. Check if any of the children in your class
Activities have any food allergies.
Say the Senses chant.
Introduce the sense experiments. Pre
Uspa
efurat
l ph
ion
rasTip
es!
Tongue tasting. / Feely bag. / Sound and smell pots. / What can you taste?
Looking in the mirror. Do you like it?
Discuss the activities and circle the body parts.
• Encourage the children to work in pairs. One child
Materials Checklist should close their eyes (or wear a blindfold) and the
second child chooses one food for the child to taste
 P eter hand puppet
and guess what it is.
 Audio 2-8 (routine songs), 54
 s ense mini flashcards (MF 3) • The children then swap roles with the second child
 A ctivity Book, p. 25-26 tasting and guessing the food.
 p lates with food samples • If the children are not comfortable with their eyes
 a blindfold (optional) closed or wearing a blindfold, you can talk to them
 a bag filled with hard and soft items about the taste of each food as they are trying it.
 s ound and smell pots filled with different items
 little mirrors 6. Feely bag.
 c oloured pencils or crayons Preparation Tip!
Before the lesson, put some hard and soft
items from the classroom into a bag. Make sure the
Warm-up and Revision children can’t see the objects through the bag.

1. Sing the Hello song. 2 Pre

Uspa
efurat
l ph
ion
rasTip
es!
Can you feel anything?
• M ake Peter greet the children by saying Hello! and Is it hard or soft?
encourage the children to say Hello! back. What is it? / What colour is it?
• Sing or play the Hello song.

112 Hooray! Let’s play! A © Helbling Languages

• S how the children the bag full of items.
• Allow the children to put their hand into the bag
and try to feel and guess what is in the bag.
• If the children are in pairs, one child can put
something from the classroom into the bag for the
second child to guess.
• If it is an item the child can’t name in English, the
child could point to another item they think is the
same in the classroom.
• Once the child has felt the item in the bag, the item
can be taken out of the bag and the children can
describe the colour of the item. They can also say if
it is hard or soft.
• Then the second child can find something in the
classroom to put in the bag for the first child to
guess.
7. S
 ound and smell pots.
Preparation Tip!
The pots should not be see-through. The
smell pots, e.g. film canisters, need to have small holes in
the lids and can be filled with cinnamon, onion, banana,
coffee powder or a piece of cotton wool with vanilla or
vinegar poured on. The sound pots can contain items such
as dry beans, rice, buttons, dice or small pieces of paper.
Pre
Uspa
efurat
l ph
ion
rasTip
es!
Can you hear/smell something?
Is it loud/quiet?
Can you make the sound louder/more quiet?
How many things can you hear?
Is it a nice smell? / Can you eat it?
• S how the children the smell pots and encourage
them to smell and try to guess what’s inside.
• Ask the children if they like the smell and if they
think they could eat the thing they are smelling.
• Once all the children have had a chance to smell
each pot, take the lids off and let the children see
what they were smelling. If you are able to, also let
the children know what they were smelling in their
first language.
• Encourage the children to shake the sound pots
and to guess what they can hear inside each pot.
• Ask the children if the sound is loud or quiet and
how many things there might be inside the pot.
• Once all the children have had a chance to listen,
show the children what’s inside.
8. L ooking in the mirror.
Pre
Uspa
efuratl ph
ion
rasTip
es!
What can you see?
Can you make your face very big in the mirror/fill the
mirror? / Can you make your face very small in the mirror?
• G ive the children some mirrors to look in and
encourage the children to look at their reflection.
• The children can try breathing on the mirror to see
what happens or pulling different faces in the mirror.
• Encourage the children to hold the mirror in
different places, e.g. at arm’s length, along their
nose, against a corner of the classroom.
• Then encourage the children to find their reflection
around the classroom, for example in a window.
Pencil and Paper
9. Discuss the activities and circle the body
parts. AB 25
• Hold up your book so the children can see. Point to
each of the activities and encourage the children to
think about the sense being used in each activity
then point to different children on the page and
say, for example, Is it taste?
• Point to one of the activities and say What body
part are the children using?
• Give the children their books open to the correct
page and ask them to circle the correct body part of
one of the children doing the activity. Demonstrate
for the children by circling the tongue and mouth
of the little boy tasting the lemon.
• You might want to talk about the different
sense experiments in the children’s first language
to encourage them to think about what was
happening and why.
10. Sing the Tidy up song. 5
• Ask the children to tidy away the materials by
singing the Tidy up song.
Rounding Off
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
Play The silly sound game.
• A sk the children to sit in a circle and say Listen.
• Make a sound for the children to copy, for example
clap your hands, and say Did you hear it? Can you
make the same sound?
• Continue to make different sounds using your
voice, your body or items which are close by in the
classroom. Encourage the children to copy you and
make the same sound.
• Once the children are used to making different
sounds, start to put two sounds together. The
children should listen to both sounds before
repeating them in the same order.
• Continue to add more sounds to the sequence and
see how many sounds the children can repeat.
• You could also try making short rhythms for the
children to copy.
Hooray! Let’s play! A © Helbling Languages 113
 Unit 4 Toys
LANGUAGE OVERVIEW • UNIT 4
Key Words Roll the dice.
car Match the toys.
teddy Draw a line.
plane Pass the (scooter).
doll Productive Language
scooter
Do you like (plane)s?
train
Yes, I like (plane)s.
bike
umbrella Objectives
cat
Children learn:
Receptive Language • to recognise and name some toys using English
• to listen to, act out an action story, and order the
What is it?
pictures which tell the action story
Look, it’s (me)!
• to listen to and join in with a song and a chant
Is it the teddy?
• to watch and listen to a story
Shh!
• to follow slightly more complex instructions using
Snap!
mime, gesture and other actions
Fly your plane.
• to play some simple games using English in small
Drive your car.
groups without the teacher leading
Hug your teddy.
Kiss your doll. Competences
Simon says.
Children can:
I’m on my little bike/train.
• name and identify different toys using movement,
I’m in my little car/plane.
pointing, gestures, etc.
What’s my favourite picture?
• point to the appropriate toy when asked
Let’s play with the (plane).
• understand and follow simple instructions given
Let’s build a tower.
in English during the lesson
A big tower.
• participate in games, songs, chants, and TPR
Oh, no! Sorry.
based action stories
Are the pictures the same?
• ask in English if someone likes a toy and answer
What’s in the bag?
the same question
Where’s the other (scooter)?
• describe some actions that children do with toys,
Classroom Language for example kiss, hug, drive, etc.
Stick in the plane/train. Values
Draw yourself.
• to develop appreciation for apologising and
(Can you) Point to the (plane).
forgiving
Colour the toys/pictures.
Cut out the cards. Thinking Skills
Show me (doll). • paying attention to details and recognising toys
Listen. from different angles
How many dots?
Draw the dots. Phonics
Fold it in half. • to learn the sound /u/ as well as letter U, and
Stick it together. practise recognising and saying words that begin
Draw a line (to the airport). with /u/
Touch the (plane) with your (nose). • to revise sound /c/ and letter C
Stand up. / Sit down.

114 Hooray! Let’s play! A © Helbling Languages

Unit 4 Toys
Warm-up and Revision
LESSON 1 • CHANT
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 4 Toys Hello! and encourage the children to wave and say
Lesson 1
Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Sing the Touch your eyes song. 43

• Play the song and encourage the children to sing
along and join in with the actions.
Touch your eyes
Touch your eyes, one, two,
Touch your nose, oh yeah!
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9783990892718_Hooray! Let's Play! SB.indd 63 29/10/21 15:01
Touch your nose, oh yeah!
Main Objective Touch your knees, touch your toes
To introduce the toys using a chant. And clap your hands, oh yeah!
Touch your knees, touch your toes
Key Words And clap your hands, oh yeah!
car, teddy, plane, doll, scooter, train (Repeat)
Receptive Language • If there is time, repeat the song using the karaoke
What is it? version. 44
Look, it’s (me).
Classroom Language Carpet Time
Stick in the plane/train. 3. Sing the Circle song. 3
Draw yourself.
• If you want to move the children from another area
Point to the (scooter).
of the classroom to sit or stand in a circle, you can
Activities sing or play the Circle song (See Introduction, p. 21).
Sing the Touch your eyes song.
Introduce the toys. 4. Introduce the toys.
Teaching Tip!
Say the Toys chant.
If you have a real toy car, plane, train, scooter,
Stick in and draw.
doll and teddy, you could introduce the vocabulary using
Play Point to...
these instead of the flashcards.
Materials Checklist
• Show the children the flashcard for car and say Car.
 P eter hand puppet
Mime driving a car and put the flashcard on the
 flashcards 28–33 (car, teddy, plane, doll, scooter,
floor.
train)
• Show the children the flashcard for teddy and
 Audio 2-8 (routine songs), 43-44, 56
say Teddy. Mime hugging a teddy and put the
 stickers from the appendix of the Student’s
flashcard on the floor.
Book (plane, train)
• Point to the flashcard for car, look at Peter and
 Student’s Book, p. 63-64
say What is it, Peter? Make Peter say Teddy.
 coloured pencils or crayons
Encourage the children to say No! to Peter and
 toy train, plane, car, scooter, doll and teddy
then you say No, Peter! Car. and mime driving a
(optional)
car.
toy mini flashcards (Worksheet 19) • Continue to show the children the other toy
Notes flashcards. Say the toy and show the children an
action as you name each toy.

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 Suggested actions: 8. For early finishers: Draw your favourite
plane – hold your arms out to the side and mime toy. SB 64
flying through the air
• The objective of this activity is for early finishers to
doll – mime holding a baby lying in your arms and
engage in an extension activity independently. You
rock the baby
might want to give this explanation individually
scooter – mime holding scooter handles and mime
so the children who are not finished do not get
riding along the pavement
confused and start this activity rather than finish
train – making movements with your arms
the one they were working on. By now the children
accompanied by saying choo-choo
are probably learning to move on to this section
• P oint to a flashcard and ask Peter What is it,
independently, once they have finished with the
Peter? Make Peter say different toys, then
main activity.
encourage the children to tell Peter if he is correct
• Say Have you finished? (Yes.) Hold up the page,
or not. Encourage the children to join in doing the
point to the empty activity box and ask What‘s
action for the correct toy and saying the name of
your favourite toy? Wait for the child‘s response
the toy.
and then say Very good. Can you draw it here?
Can you draw your favourite toy? Please draw
5. Say the Toys chant. 56 and colour your favourite toy.
• S how the children each of the toy flashcards in the
order from the chant and name the toys. 9. Sing the Tidy up song. 5
• Put the flashcards on the floor where the children
can easily see them. • Ask the children to tidy away the crayons and other
• Play the chant and point to the appropriate toys as materials by singing or playing the Tidy up song
you say or hear them in the chant. (See Introduction, p. 22).
Toys chant
My car, my teddy, my plane, OK. Rounding Off
My doll, my scooter, my train. Hooray! 3
10. Sing the Circle song.
(Repeat)
• When moving the children from the table to sit in
• Repeat the chant and encourage the children to
a circle, you can sing or play the Circle song again
join in doing the action for each toy.
(See Introduction, p. 21).

Pencil and Paper 11. Play Point to...

6. Sing the Table song. 4 • Put the six toy flashcards on the floor in front of the
• A
 sk the children to move to the tables and sit children. Say Point to the scooter. Mime holding
down by singing or playing the Table song (See scooter handles, and make Peter point to the
Introduction, p. 21). scooter flashcard.
• Encourage the children to do the action and point
to the flashcard with Peter.
7. Stick in and draw. SB 63 56
• Repeat with the other toys, encouraging the
• H old up your Student’s Book so the children can see children to do the action for the toy and point at
the page. Play the Toys chant and point to each of the correct flashcard.
the toys in the picture as you hear them.
• Give the children their Student’s Books open to the 12. Sing the Bye-bye song. 8
correct page. Repeat the chant and encourage the
children to point to each of the toys on the page. • Look at Peter and say It’s time to go, Peter.
• Say Stick in the plane. and demonstrate by • Make Peter wave and say Bye-bye! and encourage
showing the children the sticker of the plane and the children to wave and say Bye-bye! back to
where to stick the sticker on the page. Then help Peter.
the children put their sticker on their own page. • Signal to the children that it is the end of the
• Repeat to get the children to stick in the train. English lesson by singing or playing the Bye-bye
• Say Draw yourself. and demonstrate by drawing song (See Introduction, p. 21).
a face in the picture and say Look, it’s me. then
point to the face on one of the children’s page and
say Look, it’s (Lucy).
• Monitor the class and praise the children for neat
work. You can also point to and name different toys
and colours on the page.

116 Hooray! Let’s play! A © Helbling Languages

Unit 4 Toys
Warm-up and Revision
LESSON 2 • ACTION STORY
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 4 Toys Hello! and encourage the children to wave and say
Lesson 2
Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).
PDF
2. Play Simon says. WS 16
• Tell the children that you are going to give them
some instructions. The children should only carry
out the instructions if you say Simon says... at the
beginning of the instruction.
• Give the instructions from below or using the action
65
spinner (Worksheet 16).
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9783990892718_Hooray! Let's Play! SB.indd 65 29/10/21 15:01 Clap your hands. Sit down.
Main Objective Turn around. Touch your...
Join hands. Fly.
To listen to and join in with an action story.
Stand up. Hop.
Key Words • Give the instructions in a random order, e.g. say
car, teddy, plane, doll, scooter, train Simon says turn around. Turn around and
encourage the children to turn around too.
Word Revision • After a few turns just give the instruction. Say
stand up, sit down, touch your (nose), clap your Simon says clap your hands. and only show the
hands, turn around, join hands, fly, hop action if the children don’t do it on their own.
• Once the children are confident with the game,
Receptive Language give some instructions without saying Simon
Fly your plane. says... first and stand very still to show the children
Drive your car. that they shouldn’t do an action if Simon doesn’t
Hug your teddy. tell them to.
Kiss your doll. • Praise the children who are listening carefully and
Simon says. only do the action when you say Simon says...
• If the children are good at this game, you might
Classroom Language want to try and trick them by doing a different
Listen. action to the one you are saying. The children
How many dots? should do what you say and not copy what you are
Draw the dots. doing.

Activities
Carpet Time
Play Simon says.
Listen to and mime the Toys action story. 3. Sing the Circle song. 3
Listen and draw the dots/numbers. • If you want to move the children from another area
Play Uncover the flashcard. of the classroom to sit or stand in a circle, you can
Materials Checklist sing or play the Circle song (See Introduction, p. 21).
 P eter hand puppet
4. Listen to the Toys action story.
 flashcards 28–33 (car, teddy, plane, doll,
Teaching Tip!
scooter, train) To make these actions different from the
 Audio 2-8 (routine song), 57 vocabulary mimes, do these actions standing up.
 Student’s Book, p. 65-66
 coloured pencils or crayons
 a piece of paper or card (big enough to cover a • Say the action story in the correct order and act it
flashcard) out. As you hear each line mime doing each action.
 action spinner (Worksheet 16) (optional) Toys action story
hanging mobile (Worksheet 20) Fly your plane. – With arms out at the side like
wings, run in a small circle.
Drive your car. – Mime driving a car turning the
steering wheel.

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 Hug your teddy. – Mime hugging a big teddy.
Kiss your doll. – Mime rocking a baby in your
arms and then kiss the baby.
5. Mime the Toys action story.
• E ncourage the children to join in with the actions
as you say them. The children should copy your
actions as much as they can.
• After a few turns just give the instructions from
the action story and only show the actions if the
children don’t do them on their own.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Listen and draw the dots/numbers.
SB 65 57
• P lay the action story and do the actions as you hear
them on the audio.
• Hold up your Student’s Book so the children can
see. Play the action story again and point at the
correct picture on the page as you listen.
• Give the children their Student’s Books open to the
correct page.
• Play or tell the action story pausing after each line
and encouraging the children to point at the correct
picture on their page.
• Point to the dice at the top of the page and
encourage the children to help you count the dots
on the dice.
• Play or tell the action story again. After the first
line encourage the children to point to the correct
picture. Say How many dots? and elicit the word
One. from the children. Then say Draw the dot(s).
and demonstrate by drawing one dot in the square
in the top left corner of the picture, or the number
one if the children are able to write numbers.
• Monitor the class and praise the children for
drawing the correct number of dots or the correct
number.
• Repeat for the rest of the action story so that the
squares next to each picture show the correct
number.
8. For early finishers: Join the dots.
Colour. SB 66
• T he objective of this activity is for early finishers to
engage in an extension activity independently. You
might want to give this explanation individually
so the children who are not finished do not get
confused and start this activity rather than finish
the one they were working on. By now the children
are probably learning to move on to this section
independently, once they have finished with the
main activity.
118 Hooray! Let’s play! A © Helbling Languages
• Say Have you finished? (Yes.) Hold up the page,
point to the activity and ask What‘s this? Is it a
plane? Is it a doll? Is it a car? I don‘t know!
Help the child understand the task, eg. Look,
one. Where‘s two? Can you find two? Wait
for the child to respond and then mimic drawing
a line between the two numbers. Monitor as they
continue to complete the activity independently.
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 22).
11. Play Uncover the flashcard.
• Show the children the toy flashcards and elicit the
names for each of the toys.
• Hold the cards so the pictures are all face down and
show the children that you are mixing the cards so
you and the children don’t know the order.
• Take a piece of paper or card and cover the toy
picture of one of the cards and hold the card so the
children can see it.
• Gradually move the paper or card up or down the
flashcard to reveal the picture of the toy.
• Encourage the children to guess which toy is hidden
as the toy is being revealed. Peter can reward the
children who guess correctly first by giving them a
kiss, hug or high-five.
• Repeat the activity, covering a different flashcard
with the piece of paper or card for the children to
guess.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 4 Toys
Warm-up and Revision
LESSON 3 • SONG
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 4 Toys Hello! and encourage the children to wave and say
Lesson 3
Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Listen and mime the Toys action story. 57

Teaching Tip!
To make the actions different from the
vocabulary mimes, do the actions standing up.

• Play the action story and act it out with the

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9783990892718_Hooray! Let's Play! SB.indd 67

67

29/10/21 15:01
children.
Toys action story
Main Objective Fly your plane.
To listen to and sing a song about toys. Drive your car.
Hug your teddy.
Key Words
Kiss your doll.
car, teddy, plane, doll, scooter, train, bike
• If you have time, you could invite confident children
Receptive Language to perform the action story for the rest of the class
I’m on my little bike/train. to watch.
I’m in my little car/plane.
Carpet Time
Classroom Language
3. Sing the Circle song. 3
Draw a line to the airport.
Touch the (teddy) with your (toes). • If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
Activities sing or play the Circle song (See Introduction, p. 21).
Listen and mime the Toys action story.
Play What is it? 4. Play What is it?
Listen to the I’m on my little bike song. • Show the children the toy flashcards. Elicit the
Draw a line along the path to the airport. toy on each flashcard and show the children the
Play Touch the teddy with your toes. appropriate actions.
Materials Checklist • Introduce the word bike. Show the children the
bike flashcard and say Look, a bike! Do a cycling
 P eter hand puppet
action and say Bike. again.
 flashcards 22–34 (eyes, ears, nose, hands,
• Encourage the children to join in doing the actions
knees, toes, car, teddy, plane, doll, scooter,
for each of the toys.
train, bike)
• Shuffle the cards and put them in a pile on the floor
 Audio 2-8 (routine songs), 57-58
in the middle of the circle with the pictures facing
 Student’s Book, p. 67-68
down.
 coloured pencils or crayons
• Invite one confident child to take the top card
 toy mini flashcards (Worksheet 19) (optional)
without showing it to the others and encourage the
 If there is time: soft ball or bean bag
child to mime the toy on the flashcard.
train (Worksheets 21a-b) • Ask What is it? and encourage the other children
Notes to tell you what toy the child is miming.
• Continue the game, allowing different children
to come to the centre of the circle and take a
flashcard.

5. Listen to the I’m on my little bike song.

58
• Play the song. Let the children listen to the song
and watch you doing the actions.

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 I’m on my little bike
I’m on my little bike, ting, ting, ting.
I’m on my little bike, ting, ting, ting.
I’m on my little bike, I’m on my little bike.
I’m on my little bike, ting, ting, ting.
I’m in my little car, vroom, toot, toot.
...
I’m on my little train, choo, choo, choo.
...
I’m in my little plane, whoo, whoo, whoo.
...
• Repeat the song and this time encourage the
children to join in with the actions.
Pencil and Paper
6. Sing the Table song. 4 • Continue the game inviting different children to
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Draw a line along the path to the airport.
SB 67 58
• H old up the page so the children can see. Play the
song and follow the path. Point to each of the toys
as you hear them in the song.
• Give the children their Student’s Books open to the
correct page.
• Play the song again and encourage the children to
follow the path and point to each of the toys as
they hear them in the song.
• Point to the airport on the page and say Look, it’s
an airport. (If you feel it is necessary, you could
also give the word for airport in the children’s L1.)
• Point to the path and say Draw a line to the
airport. Hold a pencil and draw a line, following
Rosie on her way to the airport.
• Monitor the class and praise the children for good
work. Ask the children about the pictures in English.
8. Sing the Tidy up song. 5
• A
 sk the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
9. Sing the Circle song. 3 • Y ou should stand in the middle of the circle and say
• W
 hen moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
120 Hooray! Let’s play! A © Helbling Languages
10. Play Touch the teddy with your toes.
PDF
WS 19
• Show the children the toy flashcards and the body
part flashcards and elicit the name of the item on
each flashcard.
• Spread the toy flashcards out on the floor and keep
the body part flashcards in your hand to prompt the
children if necessary.
• Use Peter to nominate a confident child and
encourage the child to stand in the middle of the
toy flashcards.
• Make Peter say Touch the teddy with your toes.
and encourage the child to follow the instructions.
(You can show the child what to do if they need it).
• Once the child has touched the teddy flashcard
with his or her toes, make Peter kiss, hug or high
five with the child.
touch the flashcards, naming a different toy or
body part each time.
• If you have a large class, you might want to split
the class into two or three groups and use copies
of the toy mini flashcards (Worksheet 19) instead of
the normal toy flashcards.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
If there is time…
PDF
Play Bean bag toss. WS 19
Preparation Tip!
You will need enough toy mini
flashcards to be able to give one to each child.
If you have a large class, you might want only half
the children to play. The other children can stand
behind a friend and swap places after a short time.
You also need a soft ball or a bean bag.
• A sk the children to sit in a circle and put a mini
flashcard on the floor in front of each child (or if the
children are sat on chairs in the circle, you can put the
mini flashcard under each chair).
one of the toys, then pass the bean bag to a child
with a mini flashcard with a picture of that toy.
• S ay another toy and encourage the child to pass the
bean bag to a child with the toy mini flashcard.
• If the children seem confident with the game, one
child can stand in the middle of the circle and name
the toys for the others to pass the bean bag to.
Unit 4 Toys
LESSON 4 • LISTENING ACTIVITY
Unit 4 Toys
Lesson 4
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9783990892718_Hooray! Let's Play! SB.indd 69
Main Objective
To complete a listening exercise.
Key Words
car, teddy, plane, doll, scooter, train, bike
Receptive Language
I’m on my little bike/train.
I’m in my little car/plane.
Classroom Language
Stand up. / Sit down.
Colour (Rosie’s) (car) (orange).
Pass the (scooter).
Activities
Sing the I’m on my little bike song.
Play the Flashcard jumble and Stand up and sit
down.
Listen and colour Rosie’s and Peter’s toys.
Play Give Peter the scooter.
Materials Checklist
 P eter hand puppet
 flashcards 28–34 (car, teddy, plane, doll, scooter,
train, bike)
 Audio 2-8 (routine songs), 58–61
 Student’s Book, p. 69-70
 coloured pencils or crayons
 toy mini flashcards (Worksheet 19)
 colour and number mini flashcards
(Worksheets 5, 10a-b) (optional)
toys extra listening activity (Worksheet 22)
Notes
Warm-up and Revision
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Hello! and encourage the children to wave and say
Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).
2. Sing the I’m on my little bike song. 58
• Play the I’m on my little bike song and encourage
the children to sing along and join in with the
actions from Lesson 3.
I’m on my little bike
I’m on my little bike, ting, ting, ting.
69 ...
29/10/21 15:01
I’m in my little car, vroom, toot, toot.
…
I’m on my little train, choo, choo, choo.
…
I’m in my little plane, whoo, whoo, whoo.
…
• Once the children are confident singing the song,
you can also use the karaoke version. 59
Carpet Time
3
3. Sing the Circle song.
• If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
sing or play the Circle song (See Introduction, p. 21).
4. Play the Flashcard jumble.
• Show the children the toy flashcards and elicit the
toys.
• Choose six children and ask them to stand at the
front of the class. Give each of them a toy flashcard
and encourage everyone to tell you which toy each
child has.
• Ask the children to turn over their flashcards and
hold them to their chests so no one can see the
toys.
• Put your hands gently on the heads or shoulders of
different children and direct them to change places
(as if you are mixing the children up).
• Point to each child with a flashcard and ask all the
children to tell you the toy on the flashcard.
• If there is time, collect the flashcards, and let
different children hold them to repeat the activity.
5. Play Stand up and sit down.
PDF
WS 19 (5, 10)
• G ive each child a mini flashcard and elicit the toy on
each card as you give them out.
• Say Doll, stand up. Then indicate to any children
who have a doll mini flashcard that they should
stand up.
Hooray! Let’s play! A © Helbling Languages 121
 • S ay Teddy, stand up. and Doll, sit down. and
indicate to the children with the doll mini flashcards
to sit down and those with the teddy mini flashcards
to stand up.
• Continue saying a different toy each time and, as
the children become more confident, say the toys
faster, or say more than one toy at a time.
• If the children are confident with toy vocabulary,
you could give some children colour and/or number
mini flashcards (Worksheets 5, 10a-b) and say
for example Green scooter, stand up. and the
children with green or scooter should stand up.
• If the children are already excited before the activity,
you might want them to just hold up the flashcard
in the air rather than standing up and sitting down.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song
(See Introduction, p. 21).
7. Listen and colour Rosie’s and Peter’s toys.
SB 69 60
• H old up the page so the children can see. Point
to each of the toys and elicit the words from the
children.
• Give the children their Student’s Books open to the
correct page. Provide the children with pencils of
the right colours. If possible, each child should have
his or her own set.
• Say Listen. and play the audio. If possible, pause
the audio after each line to give the children time to
point to the correct toy, select the correct picture,
and colour the picture.
Toys listening activity
Colour Peter’s teddy yellow.
Colour Rosie’s doll pink.
Colour Peter’s scooter blue.
Colour Rosie’s scooter green.
Colour Peter’s plane red.
Colour Rosie’s car orange.
• Alternatively, if you are not able to pause the audio
between each sentence, you may need to play the
whole listening twice. The first time, encourage the
children to focus on Peter’s toys, and the second
time, focus on Rosie’s toys.
• The children may take longer than the listening to
colour but don’t let this worry them. Allow them
to colour at an appropriate speed and repeat the
information to the children as they need it.
• Monitor the class and praise the children’s work.
122 Hooray! Let’s play! A © Helbling Languages
8. For early finishers: Draw. Colour. SB 70
• Say Have you finished? (Yes!) Hold up the page,
point to the black and white outline of the teddy
and say Look, teddy has one (leg)! Where is
the other (leg)? Can you draw it? Please, finish
the teddy. Now point at the teddy and, mimic
colouring by holding a crayon and pretending to
colour the teddy. Say Colour the teddy.
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play Give Peter the scooter.
• Show the children the toy flashcards and elicit the
names of the toys.
• Hide Peter behind your back and choose one of the
toy flashcards, for example the scooter.
• Choose one child to start the activity and say to the
child Pass the scooter. and then give this child the
scooter flashcard.
• Encourage the children to pass the sentence and
the scooter flashcard around the circle until all the
children have said the sentence.
• The last child should give the scooter flashcard to
Peter. Stand next to the last child in the circle. Show
Peter to the children and whisper to the child next
to you Here you are, Peter. Encourage the child to
repeat your sentence.
• Repeat the activity, choosing a different child to
give the sentence to and using a different toy each
time.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 4 Toys
Warm-up and Revision
LESSON 5 • STORY
1. Sing the Hello song. 2
• Make Peter greet the children. Make him say Hello!
Unit 4 Toys and encourage the children to say Hello! back.
Lesson 5
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Sing the I’m on my little bike song. 58

• Play the I’m on my little bike song and encourage
the children to sing along and join in with the
actions from Lesson 3.
• If the children are confident singing the song, you
can use the karaoke version. 59

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3. Sing the Circle song. 3

Main Objective
To follow a story. • If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
Key Words sing or play the Circle song (See Introduction, p. 21).
car, teddy, plane, doll, scooter, train, bike
4. Play Simon says.
Receptive Language • G ive the instructions from the action story and extra
Let’s play with the (plane). lines for scooter, train and bike in a random order:
Let’s build a tower. Fly your plane. / Drive your car. / Hug your teddy. /
A big tower. Kiss your doll. / Ride your scooter. / Drive your train. /
Oh, no! Sorry. Ride your bike.
Are the pictures the same?
• Start some instructions with Simon says... which
Classroom Language the children should do, and some instructions
Simon says. without Simon says... (the children shouldn’t do
Point to your (eyes). these actions).
• Praise the children who are listening carefully and
Values only do the action when Simon says to.
To develop appreciation for apologising and • If the children seem confident with the actions from
forgiving. the action story, you can add instructions from the
Body action story:
Activities Clap your hands.
Sing the I’m on my little bike song. Turn around.
Play Simon says. Join hands.
Watch The tower story. Sit down.
Look and colour the tower in picture two. • Or you can ask the children to Point to your eyes/
Play Quick draw. ears/nose/hands/knees/toes.
Materials Checklist • Once the children are good at the game, you might
want to try and trick them by doing a different
 P eter hand puppet action to the one you are saying. The children
 flashcards 28–34 (car, teddy, plane, doll, scooter, should do what you say and not copy what you are
train, bike) doing.
 Audio 2-8 (routine songs), 58-59, 62
 The tower video
5. Watch The tower video. 6 62
 Student’s Book, p. 71-72
 coloured pencils or crayons • If you want to use a transition marker to tell the
 Story cards 31–38 (The tower) (optional) children that the next activity is a story, then sing or
The tower mini storybook (Worksheets 23a-b) play the Story song (See Introduction, p. 22).
• Play the video and allow the children to watch. If
you don‘t have access to the App, you can read the
story to the children using the story cards.

Hooray! Let’s play! A © Helbling Languages 123


The tower
Rosie: Hello, Connie.
Connie: Hello, Rosie.
Rosie: Come in.
Connie: Thank you.
Rosie: Let’s play.
Connie: OK.
Rosie: Let’s build a tower.
Connie: Great. A big tower.
Rosie: What a big tower! I love it!
Rosie: Let’s play with the car.
Connie: Yes, great idea! Vroom!
Connie: Let’s play with the doll.
Rosie: Yes, great idea!
Rosie: Let’s play with the plane.
Connie: Yes, great idea! Woosh!
Connie: Let’s play with the ball.
Rosie: Yes, great idea!
Connie: Oh, no! Sorry, Rosie.
Rosie: It’s OK, Connie.
• If there is time and the children are still interested,
then let the children watch or listen to the story
more than once.
Pencil and Paper
6. Sing the Table song. 4 (See Introduction, p. 21).
• A
 sk the children to move to the tables and sit
down by singing and playing the Table song (See
Introduction, p. 21).
7. Look and colour the tower in picture two.
SB 71
• H old up the page so all the children can see. Point
to the pictures and say Are the pictures the same?
• Point to a part that is not coloured in the second
picture and say Look. Point to the same part in the
first picture and ask What colour is it? then elicit
the colour from the children.
• Colour one or two parts in the second picture to
match the first picture and name the colours.
• Give the children their Student’s Books already open
to the correct page and allow the children to colour
the second picture using information from the first.
• Monitor the class and praise the children.
8. Value: Apologising and forgiving.
• H old up the page so the children can see. With
Peter‘s help, bring children‘s attention to the Values
Icon. At this stage, children will be familiar with this
icon and remember that it means they‘re going to
work with the value in the unit‘s story.
• Show the children p. 71 and say Remember? Have
Peter pretend to fall as he says Rosie‘s tower fell.
Connie knocked the tower down. With the
ball!
124 Hooray! Let’s play! A © Helbling Languages
• S ay to Peter and the children Was Rosie angry?
(No!) Have Peter say No! and encourage the
children to say it too.
• Ask What did Connie say? Have Peter say, while
encouraging the children to say it with him Oh no,
sorry, Rosie! Then ask What did Rosie say? Elicit
answer from Peter and the children It‘s OK, Connie.
• Have Peter ask the children When did you do
something wrong? How did you feel? Did you
say sorry? Do you forgive your friends? Give the
children time to answer the question. It is quite likely
they will answer in their own language. Have Peter
repeat what they say in English. Repeat with several
children.
• End by saying Apologising is good. Forgiving is
good!
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
11. Play Quick draw.
• Make sure the children can see the board in the
classroom, or if there is no board use a piece of
paper that all the children can see.
• Hold the toy flashcards in a fan with the pictures
face down and make Peter choose one card, but
don’t show it to the children.
• Draw the toy from the card on the board, one line
at a time. Encourage the children to try and guess
what you are drawing after each line you draw.
• Once the children guess the toy correctly, show
them the picture on the flashcard to confirm that
they are correct.
• If you have time, repeat the activity with a different
toy flashcard.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song
(See Introduction, p. 21).
Unit 4 Toys
Warm-up and Revision
LESSON 6 • THINKING SKILLS
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 4 Toys Hello! and encourage the children to wave and say
Lesson 6
Thinking Skills
Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Using productive language: ‘Do you like

(planes)?’
• Say for example, Do you like planes? and show
the action for plane or point to the plane flashcard.
Then say Yes, I like planes.
• Say Do you like planes? to a confident child in the
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class and encourage them to say Yes. or No., and
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if they say Yes., then help them to say Yes, I like
Main Objective planes.
• Continue around the class asking each child Do
To match items which are the same or similar. you like planes? and encourage each child to
Key Words give their answer, then help children to give a full
answer if they like planes.
car, teddy, plane, doll, scooter, train
• Drill the question using different voices, for example
Receptive Language sing, whisper or shout it until the children seem
What’s in the bag? confident asking the question.
What is it? • Encourage each child to ask another child in the
class Do you like planes? and encourage them to
Classroom Language answer with Yes. or No.
Match the toys. • If you have time, you could then encourage the
Draw a line. children to try asking about some of the other toys.

Productive Language Carpet Time

Do you like (planes)?
Yes, I like (planes). 3. Sing the Circle song. 3
• If you want to move the children from another area
Thinking Skills of the classroom to sit or stand in a circle, you can
Paying attention to details and recognising toys sing or play the Circle song (See Introduction, p. 21).
from different angles.
Activities 4. Tell The tower story. 6 62

Using productive language: ‘Do you like (planes)?’ • If you want to use a transition marker to tell the
Tell The tower story. children that the next activity is a story, then sing or
Play What’s in the bag? play:
Look and match the toys. Story song
Play What number? It’s time for a story.
Listen and look.
Materials Checklist (Repeat)
 P eter hand puppet • Using the story cards, play or tell The tower story
 flashcards 14–19, 28–34 (one, two, three, four, (the script is on the back of the cards). Encourage
five, six, car, teddy, plane, doll, scooter, train) the children to join in and name the characters or
 Audio 2-8 (routine songs), 62 describe the actions they are doing.
 a bag that you can’t see through • If there is time, hand out the cards randomly to
 children’s toys to put in the bag (car, teddy, different children and encourage the children to
plane, doll, scooter, train) make a line the correct order as they listen to the
 Student’s Book, p. 73-74 story.
 Story cards 31–38 (The tower)
 pencils or crayons

Hooray! Let’s play! A © Helbling Languages 125

 5. Play What’s in the bag?
• P ut one toy in a bag that the children can’t see
through.
• Invite the children in turns to feel in the bag and
guess which toy they can feel. Say What’s in the
bag?
• Once all the children have had a chance to feel the
toy in the bag and have guessed, allow one child to
take the toy out of the bag and show it to the class.
• Secretly put a new toy in the bag and repeat the
activity with this new toy.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Introduce the icons. SB 73
• W ith the help of Peter, bring the children‘s
attention to the Thinking Skills icon on the top right
corner and say Look! `Thinking Skills‘. We are in
Thinking Skills class. Point at your head or have
Peter point at his or your head and say thinking so
the children understand that they are supposed to
think.
• Have Peter point at the Look icon. Say What‘s
this? Point at Peter‘s eye. Say We are going to
look and we are going to think (mimicking
thinking by pointing at your head or Peter‘s head
again)
• Point at the Pencil icon. Say What‘s this? Yes, it‘s
a pencil. Mimic taking a pencil and drawing an
imaginary line. Encourage the children to do the
same. Say We‘re going to find the other toys
and draw a line. Point at the coloured toys in the
drawings and say Scooter (point at the scooter),
Car (point at the car), Train (point at the train) and
Teddy (point at teddy).
• Now point at the black and white drawings of the
toys and encourage the children to name them.
Say Think! What‘s this? Yes! A car! Have Peter
point at the teddy and say Is this a car? No! It‘s a
teddy. Point at the scooter and say What‘s this?
That‘s right, it‘s a scooter. Do the same with the
doll and the train.
• Point at the Colouring icon or hold a colouring
pencil in your hand and say Look! We are
going to colour the toys! while mimicking and
colouring.
8. Look and match the toys.
• H old up the page so the children can see. Point to
the first picture and say What is it? Elicit the name
of the toy from the children.
• Point to the other toys on the same line and again
say What is it? and elicit the toy.
126 Hooray! Let’s play! A © Helbling Languages
• Point again to the first picture and elicit the name
of the toy again, then say Where’s the other
scooter? and point to the line of toys shown from
a different angle.
• Encourage the children to help you find the second
picture of a scooter and then draw a line joining
the two pictures.
• Give the children their Student’s Books open to the
correct page and say Match the toys. Draw a line.
• Monitor the class. Praise the children for neat work
and encourage the children to name the toys.
9. For early finishers: Circle the 6 differences.
SB 74
• Say Have you finished? (Yes!) Hold up the page,
point to the two teddies in the activity box and say
Look, the teddies are different. Can you circle
the differences? Make a circle with you finger in
the air to mimic circling.
10. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
11. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
12. Play What number?
• Attach the six number flashcards to the board in
order from one to six. Point to each of the cards
and elicit the numbers.
• Attach the toy flashcards to the board, directly
below the number flashcards, point to each toy and
elicit the word.
• Say What is three? Clap three times and point to
the flashcard for number three. Then point to the
toy flashcard that is below number three and elicit
the word.
• Continue to say numbers and encourage the
children to tell you the toy that is below that
number.
• You can also play the game the other way. You
say a toy and the children have to clap or stamp the
correct number of times to tell you the number above
the toy.
• Once the children seem confident with the game,
try turning over the toy flashcards so the children
have to remember where they are.
8
13. Sing the Bye-bye song.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit  44
Unit Toys
Toys
Warm-up and Revision
LESSON 7 • OUR WORLD
1. Sing the Hello song. 2
• Make Peter greet the children and say Hello!
Unit 4 Toys Encourage the children to wave back and say
Lesson 7
Our World Hello! to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Say the Toys chant. 56

• Show the children each of the toy flashcards and
name the toys.
• Put the flashcards on the floor where the children
can easily see them.
• Listen and number. 63
• Play the chant and point to the appropriate toys as
Hooray! Let’s play! A © Helbling Languages 75 you say or hear them in the chant.
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Toys chant
Main Objective My car, my teddy, my plane, OK.
To show real children with their favourite toys My doll, my scooter, my train. Hooray!
(Repeat)
Key Words
• Repeat the chant and encourage the children to
teddy, plane, scooter
join in doing the action for each toy.
Word Revision
ball Carpet Time
Receptive Language 3. Sing the Circle song. 3
Our World. • W
 hen moving the children from the table to sit in
Here we have children and their toys. a circle, you can sing or play the Circle song
What’s your favourite toy? (See Introduction, p. 21).
My favourite toy is…
Can you help Ella? 4. Play Move to the flashcard.
Classroom Language • If there is a board in the classroom, attach the toy
flashcards so that half the cards are on the left of the
Listen.
board and half are on the right. If there is no board,
Write.
put the flashcards to the left and right of a space on
Help.
the floor.
Activities • Make Peter point to each of the flashcards and elicit
Say the Toys chant. the toys from the children.
Play Move to the flashcard. • Use Peter to nominate a few of the children (up to
Play What number? four depending on the space and the number of
Listen and number. children in the class). These children should stand
Help Ella find her teddy. in front of the board (or in the space between the
flashcards if they are on the floor).
Materials Checklist • Make Peter say Teddy and then encourage the
 P eter hand puppet children who are stood up to move to the left or right
 flashcards 14–19, 28–34 (one, two, three, four, towards the teddy flashcard.
five, six, car, teddy, plane, doll, scooter, train) • Make Peter praise the children who moved to the
 Student’s Book, p. 75-76 correct flashcard by kissing, hugging or giving
 Audio 2-8 (routine songs), 56, 63 highfive, then ask these children to sit down in the
circle.
Notes

Hooray! Let’s play! A © Helbling Languages 127

 5. Play What number?
• A ttach the six number flashcards to the board in
order from one to six. Point to each of the cards and
elicit the numbers.
• Attach the toy flashcards to the board, directly below
the number flashcards, point to each toy and elicit
the word.
• Say What is three? Clap three times and point to
the flashcard for number three. Then point to the toy
flashcard that is below number three and elicit the
word.
• Continue to say numbers and encourage the children
to tell you the toy that is below that number.
• You can also play the game the other way. You say a
toy and the children have to clap or stamp the correct
number of times to tell you the number above the
toy.
• Once the children seem confident with the game, try
turning over the toy flashcards so the children have to
remember where they are.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit down
by singing the Table song (See Introduction, p. 21).
7. Introduce the icons. SB 75
• W ith Peter’s help, bring the children’s attention to
the World icon on the top right corner of the page
and say Our World.
• Then point at the Listening icon and explain to the
children that in this lesson they are going to listen
to audio in English. Say Listen. We are going
to listen to English words. (elicit listening by
touching your ear)
• Move Peter’s hand to the Pencil icon and say Look.
We are also going to write numbers. (mimic
drawing an imaginary number with Peter’s hand)
8. Listen and number. 63
• H old up the page so the children can see. With
Peter’s help, bring the children’s attention to the
pictures on the page and say Look. Here we have
children and their toys.
• Have Peter point to the page in general and say
Look, children. Children and toys. Children and
their favourite toys! Have his hand move to the
first picture of the girl holding the teddy and say
What is it? What is the girl holding? Elicit the
name from the children. Say Yes. It’s a teddy! You
can ask a child you think will know this or you can
have Peter say it.
• Continue moving your hand or Peter’s over the rest
of the items, eliciting the name of the item form
the children and helping them along the way by
saying Yes. It’s a scooter. It’s a plane. It’s a ball.
128 Hooray! Let’s play! A © Helbling Languages
• Have Peter point at the Listening icon on the top
right corner and say Listen. Have Peter touch his
ear to elicit listening. Now have Peter point at the
boxes next to the pictures and say Listen and
write the number while he pretends to write a
number in one of the boxes.
• Play the recording while still mimicking listening
and writing with Peter’s hand. Monitor and check
the children are writing the right numbers.
1. My favourite toy is my ball.
2. My favourite toy is my teddy.
3. My favourite toy is my plane.
4. My favourite toy is my scooter.
• Play the recording again so all the children have
time to complete the activity. Walk around and
praise the children for their good work.
• Alternatively, you can ask the children about their
favourite toys. Say (Ben), what’s your favourite
toy? Repeat with several or all children.
• You can end the class by praising the children, You
know about toys. You are good!
9. Help Ella find her teddy. SB 76
• Hold up the page and, with Peter’s help, bring the
children’s attention to the World icon on the top
right corner of the page. Say Look. Our World.
• Point at the Pencil icon while you hold an imaginary
pencil in the air (mimic drawing a line) and say
Where’s Ella? And where’s her teddy? Let’s
draw a line.
• Focus the attention of the children on Ella by having
Peter point at her and say Look. Ella can’t find
her teddy. Can you help her? Can you draw
the line? (Mimic drawing a path on the labyrinth
as you say this) Now, YOU draw the line. Help
Ella find her teddy.
• Walk around the classroom monitoring the children.
Praise them for their good work. Say That’s great!
You helped Ella find her teddy.
10. Sing the Tidy up song. 5
• Ask the children to tidy up by closing and taking
their books back to their desks while singing the
Tidy up song (See Introduction, p. 22).
Rounding Off
11. Sing the Bye-bye song. 8
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit  44
Unit Toys
Toys
Warm-up and Revision
LESSON 8 • PHONICS
Introduce the grapheme ‘U’ and revise ‘C‘ 1. Sing the Hello song. 2
• Make Peter greet the children and say Hello!
Unit 4 Toys Encourage the children to wave back and say
Lesson 8
Phonics Hello! to Peter.
• Sing or play the Hello song and make Peter look
1
like he is singing too (See Introduction, p. 21).

2. Say the Toys chant. 56

UMBRELLA
Introduce the /u/ sound and the letter ‘U’
• Listen and repeat. Listen and point.
• Use your finger to trace the letter.
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9783990892718_Hooray! Let's Play! SB.indd 77
• Show the children each of the toy flashcards in the
same order as in the chant and name the toys.
• Put the flashcards on the floor where the children
64
can easily see them.
• Play the chant and point to the appropriate toys as
77 you say or hear them in the chant.
Toys chant
29/10/21 15:01

Main Objective My car, my teddy, my plane, OK.

To introduce the /u/ sound and grapheme ‘U‘. My doll, my scooter, my train. Hooray!
To revise the sound /k/. (Repeat)
Key Words • Repeat the chant and encourage the children to
join in doing the action for each toy.
umbrella, cat
Receptive Language Carpet Time
We’re in Phonics class.
3. Sing the Circle song. 3
What’s this?
Remember? • W
 hen moving the children from the table to sit in a
circle, you can sing or play the Circle song
Classroom Language (See Introduction, p. 21).
Listen.
Repeat. 4. Play Roll the dice.
Point.
• H ave the toy flashcards ready for this game. Attach
Trace.
the toy flashcards to the board (or put them on the
Do you remember?
floor) in a line with the pictures facing down.
That‘s right.
• Ask a child to roll the dice, say Roll the dice. and
We are going to (speak).
count the dots on the dice.
Activities • Start with the first flashcard and encourage the
children to count along the cards with you until you
Play Roll the dice.
reach the number on the dice.
Introduce ‘U‘ grapheme.
• Turn that flashcard over and encourage the children
Introduce ‘U‘ sound.
to tell you the name of the toy on the card. If the
Listen and repeat the ‘U’ in umbrella.
children can tell you the name of the toy, the card
Listen and point to the ‘U’ in umbrella.
stays face up – if not, say the correct word and turn it
Trace the letter ‘U’.
back face down.
Listen and point to the ‘U’ and ‘C’ items.
• Continue throwing the dice and counting along the
Listen and match the ‘U’ and ‘C’ items.
flashcards which are face down until all the flashcards
Materials Checklist are showing a picture of a toy.
 P eter hand puppet
 flashcards 28–34 (car, teddy, plane, doll, scooter,
train)
 Student’s Book, p. 77-78
 Audio 2-8 (routine songs), 56, 64-65

Hooray! Let’s play! A © Helbling Languages 129


Pencil and Paper
5. Sing the Table song. 4 Introducing the grapheme ‘U’ and
• A
 sk the children to move to the tables and sit down
by the Table song (See Introduction, p. 21).
6. Introduce the icons. SB 77
• W ith Peter’s help, bring the children’s attention
to the Phonics icon on the top right corner of the
page and say Look. Remember? Phonics. We are
in Phonics class!
• Move your finger or Peter‘s hand to the Listening
icon and say We are going to listen to English
words (elicit listening by touching your ear).
• Then have Peter point at the Speaking icon, asking
What’s this? Yes, we are going to speak
English.
Introducing the grapheme ‘U’
7. Introduce the ‘U’ sound.
• H old up the page so the children can see, point at
the umbrella and have Peter say Look. An U – U –
U – Umbrella emphasising the sound ‘U’.
• With Peter’s help, bring the children’s attention
to the big capital U. Say Look. Letter U – U – U.
Ensure the pronunciation of ‘U’ is open ‘u’, as in
umbrella or cut, not the long ‘oooo’.
8. Listen and repeat the ‘U’ in umbrella. 64
• S ay Listen. Have Peter touch his ear so the children
remember the action and play the recording.
U – U – U – Umbrella; U – U – U – Umbrella.
U – U – U – Umbrella; U – U – U – Umbrella.
• Play the recording again and have Peter encourage
the children to repeat one by one or as a class.
Repeat U – U – U – Umbrella.
9. Listen and point. 64
• H ave Peter touch his ear and say Listen. Next, make
Peter hold up his hand to illustrate pointing and say
Point.
• Play the recording while Peter continues to touch
his ear and hold up his hand. Say Listen. Point.
Monitor as the children point to the umbrella.
10. Trace the letter ‘U’.
• C ontinue to hold up the page. Point at the big
capital ‘U’ on the page. Say Look. Letter U – U
– U. Let’s trace letter U. Use your finger to trace
the big capital ‘U’, following the arrow provided or
have Peter do the action.
• Say Now, YOU trace the letter U. Demonstrate
again how to trace the letter by moving your finger
following the arrow provided. Then, monitor the
children as they trace the letter U, walk around the
class repeating U – U – U – Umbrella, U – U – U –
130 Hooray! Let’s play! A © Helbling Languages
Umbrella, U – U – U – Umbrella.
revising the grapheme ‘C’
11. Listen and point to the ‘U’ and ‘C’ items.
SB 78 65
• Point at the Phonics icon on the page and say
Look, what’s this? Remember? Yes, it’s Phonics.
We’re still in Phonics class. We are going to
listen to English words.
• Hold up the page so the children can see. You may
want to have Peter show excitement about the
items on the page, point at the car and say Look,
what’s this? Yes, that’s right. It’s a car. It’s a C –
C – C – Car. Encourage the children to repeat after
Peter It’s an U – U – U – Umbrella. It’s a C – C –
C – Cat.
• Point at the Listening icon and say Look, we are
going to listen to English words. Bring your
hand to your ear while you also hold your finger
up in the air to elicit pointing and say Listen and
point! Say Point at the S U – U – U Sun. Point
at the C – C – C – Car! Point at the U – U – U –
Umbrella! Point at the C – C – C – Cat! Show the
children what they are meant to do by pointing at
the corresponding images with them.
• Then play the audio and walk around the classroom
to make sure the children are pointing at the right
items.
Sun, u-u-u, sun.
Car, car, car.
Umbrella, umbrella, umbrella.
Cat, cat, cat.
12. Listen and match the ‘U’ and ‘C’ items.
65
• With Peter’s help, bring the children’s attention to
the Pencil icon. Say Look, a pencil. What are we
going to do? Yes. That’s right, we are going to
draw a line (mimicking drawing a line with a
pencil).
• Play the recording again and mimic the idea of
‘listen and match’ by bringing Peter’s hand to his
ear. Mimic drawing a line and say Listen and draw
a line. Mimic drawing a line again and then play
the recording once more. Monitor the children to
make sure they match the items correctly.
Rounding Off
13. Sing the Bye-bye song. 8
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song
(See Introduction, p. 21).
Unit  44 Toys
Unit Toys Activity Book

LANGUAGE OVERVIEW • UNIT 4

Key Words Classroom Language
boat Colour the (boat) (green).
car Trace the lines.
bus Cut out the cards.
train Show me the (bus).
plane Point to the (helicopter).
bike Draw a line to match the two pictures.
helicopter Pass the bike.
land Draw a line from the (boat) to the (water).
water Circle the things which sink/float with red/blue.
air
Productive Language
Word Revision How do you get to school?
numbers 1–6 I get to school by (car).
teddy
doll Objectives
scooter Children learn:
• to develop their ability to recognise and name
Receptive Language some different forms of transport
Who is it? • to listen to and join in with a chant
What is it? • to develop their gross motor skills and practise
Is it a (plane)? control of their speed and movement through
What colour is the (car)? moving like the different vehicles
What is (green)? • to discover what happens to different objects
Where’s the (plane)? when they are placed in water, and to think
What’s in the bag? about what makes an object sink or float
Is it the same vehicle?
Which is fastest/slowest? Competences
Look. This is the (land). Children can:
Is this the (land)? • identify and name some different forms of
Is the (bike) (on) the (water)? transport and describe where they move, in the
The (green) (boat) is (in) the (water). air, on the land or on the water
Is this right? • indicate the appropriate form of transport when
Look at this! asked
Which vehicle did this? • participate in games, listening activities and
Bingo! project activities individually and in groups
Look, what can you see? • understand which objects sink and float and how
What are the children doing? to make a boat float
It’s a (helicopter).
Thinking Skills
Does it float or sink?
It sinks/floats. • observation skills to match halves of the same
object
• scientific skills: questioning, investigating and
explaining which items float and sink

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 Unit 4 Toys Activity Book

2. Sing the I’m on my little bike song. 58

LESSON 1 • CHANT • Play the song and encourage the children to sing
along and join in with the actions.
I’m on my little bike
Unit 4 Toys I’m on my little bike, ting, ting, ting.
Lesson 1
…
I’m in my little car, vroom, toot, toot.
…
I’m on my little train, choo, choo, choo.
…
I’m in my little plane, whoo, whoo, whoo.
…

Carpet Time
Hooray! Let’s play! A • Activity Book © Helbling Languages 27 3. Sing the Circle song. 3

• If you want to move the children from another area

9783990892749_Hooray! Let's Play! AB A.indd 27 29/10/21 14:54

Main Objective of the classroom to sit or stand in a circle, you can

To introduce the vehicle vocabulary using a chant. sing or play the Circle song.

Key Words
4. Introduce the vehicle vocabulary.
boat, car, bus, train, plane, bike, helicopter PDF
MF 2, 4
Receptive Language • Show the children the mini flashcards for car and
Who/What is it? bike (MF 2) and plane and train (MF 4) and ask the
Is it a (plane)? children What is it?
What colour is the (car)? / What is (green)? • Encourage the children to say It’s a car/bike/train/
plane. and show you the action for these vehicles,
Classroom Language
e.g.
Colour the (boat) (green). car – mime driving a car
Trace the lines. bike – mime pedalling the bike with your legs and
Activities ringing the bell with your fingers
train – making movements with your arms
Sing the I’m on my little bike song. accompanied by saying choo-choo
Introduce the vehicle vocabulary. plane – hold your arms out to the side and mime
Say the Vehicles chant. flying through the air
Colour the vehicles and trace the lines.
• Show the children the mini flashcards for the new
Sing a new version of the I’m on my little bike
vehicles in this unit. As you show each card, say
song.
the name of the vehicle and show the children an
Materials Checklist appropriate action for that vehicle.
 P eter hand puppet boat – mime holding oars and rowing backwards
 A udio 2-8 (routine songs), 58-59, 66 and forwards
 c ar and bike mini flashcards (MF 2), bus – mime waving some passengers onto your bus
vehicle mini flashcards (MF 4) and then holding a big steering wheel and turning
 A ctivity Book, p. 27-28 it a few times
 c oloured pencils or crayons helicopter – holding your arms out to the side
straight and turn around like the blades on a
helicopter
• Put all the mini flashcards on the floor where the
Warm-up and Revision children can see them. Point to the helicopter and
say Is it a plane? and show the children the action
1. Sing the Hello song. 3
for plane.
• M ake Peter greet the children by saying Hello! and • Continue to ask the children questions about the
encourage the children to say Hello! back. vehicles and encourage the children to say Yes, it
• Sing or play the Hello song. is. or No, it isn’t. as appropriate for each question.

132 Hooray! Let’s play! A © Helbling Languages

5. Say the Vehicles chant. 66
• S how the children each of the vehicle mini
flashcards in the order from the chant and
encourage the children to help you name the
vehicles.
• Put the mini flashcards on the floor where the
children can easily see them in the order from the
chant.
• Play the Vehicles chant and make Peter point to
each of the vehicles as you hear them in the chant.
Vehicles chant
A boat, a car,
A bus and a train.
Look! A plane!
Whoooo!
(Repeat)
• Repeat the chant and encourage the children to
join in and point to each of the mini flashcards as
they hear them in the chant.
• Alternatively, the children can say the chant and
show the action for each vehicle as they say them.
Pencil and Paper
6. Sing the Table song. 4 • Encourage the children to join in with the actions
• A
 sk the children to move to the tables and sit down
by singing the Table song.
7. C
 olour the vehicles and trace the lines.
AB 27 66
• H old up your book so all the children can see.
• Point to the characters and vehicles and elicit the
names from the children. Say Who/What is it?
• Play the track and point to each vehicle in the
picture as you listen.
• Give the children their books open to the correct
page.
• Repeat the chant and encourage the children to
point with you.
• Say Colour the boat green. and encourage the
children to use the colour you have named or allow
the children to choose which colour they would like
to use.
• Continue to ask the children to colour the other
vehicles on the page.
• Then point to the movement lines near each
vehicle, encourage the children to trace the lines
with their fingers and then ask the children to trace
the lines using a coloured pencil. Say Trace the
lines.
• While the children are working, talk to them about
the vehicles on the page. Ask them What colour is
the car? or What is green? and praise them for
neat and careful colouring.
8. Sing the Tidy up song. 5
• Ask the children to tidy away the materials by
singing the Tidy up song.
Rounding Off
9. Sing the Circle song. 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
10. Sing a new version of the I’m on my little
bike song. 59
PDF
MF 4
• Show the children each of the vehicle mini
flashcards and elicit the words.
• Put the flashcards in the order you are going to use
for the song and place the cards where the children
can easily see them.
• Using the karaoke version of the song I’m on my
little bike, create new verses of the song about
different vehicles, for example:
I’m in my helicopter, whir, whir, whir. /
I’m in my little boat, splash, splash, splash. /
I’m in my little bus, vroom, ding, ding. …
and sing as soon as they feel able to.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
Play Catch the magic word. PDF
MF 2, 4
• Ask the children to sit in a circle. Show the children
each of the vehicle mini flashcards, elicit the name of
the picture on each card and then place the cards in
the centre of the circle where all the children can see
them.
• Select one of the cards and point to it so all the
children can see which card has been chosen. Say
e.g. The magic word is helicopter.
• Walk around the outside of the circle. As you pass
each child, gently tap them on the head and say a
different vehicle.
• When you say the magic word (Helicopter.), the
child whose head is touched at the same time must
stand up and follow you around the circle. Both
people moving around the circle should move like the
vehicle which was named.
• The first one of you to sit in the empty space in the
circle stays sat down, and the other person chooses a
new magic word from the flashcards in the centre of
the circle.
Hooray! Let’s play! A © Helbling Languages 133
 Unit 4 Toys Activity Book

2. Say the Vehicles chant. 66

LESSON 2 • THINKING SKILLS • Show the children each of the vehicle mini
flashcards and name the vehicles.
• Put the mini flashcards on the floor where the
Unit 4 Toys children can easily see them.
Lesson 2
Thinking Skills • Play the Vehicles chant and point to each of the
vehicles as you hear them in the chant.
Vehicles chant
A boat, a car,
A bus and a train.
Look! A plane!
Whoooo!
(Repeat)
• Repeat the chant and encourage the children to
join in.
29

Carpet Time
Hooray! Let’s play! A • Activity Book © Helbling Languages

9783990892749_Hooray! Let's Play! AB A.indd 29 29/10/21 14:54

Preparation Tip!
Main Objective
Before the lesson, put a selection of toy
To match vehicle halves to make a whole vehicle. vehicles into a bag. The bag needs to be made of a
Key Words material which the children are not able to see through.

boat, car, bus, train, plane, bike, helicopter Also prepare some vehicle mini flashcards and cut each
card in half. You might want to colour the vehicles one
Word Revision colour and each vehicle a different colour to make the
numbers 1-6 matching activity easier for the children.

Receptive Language 3. Sing the Circle song. 3

What’s in the bag?
• If you want to move the children from another area
What is it? Is it the same vehicle?
of the classroom to sit or stand in a circle, you can
What colour is this/the (bike)?
sing or play the Circle song.
Classroom Language
Point to the (helicopter). 4. Play What’s in the bag? PDF
MF 2, 4
Draw a line to match the two pictures. • Show the children the bag full of items.
Colour the bus and the boat. • Invite the children to put their hand into the bag
and try to feel and guess what is in the bag. Say
Activities
What’s in the bag?
Say the Vehicles chant.
• You can have the mini flashcards available so the
Play What’s in the bag?
children can point to a mini flashcard or show the
Play Match the halves.
action for that vehicle instead if they are not able to
Match the halves and colour.
name the vehicle.
Play Vehicle stepping stones.
• Once all the children have had a chance to feel
Materials Checklist the vehicles in the bag and have guessed, an item
 P eter hand puppet can be taken out of the bag and the children can
 A udio 2-8 (routine songs), 66 describe the colour.
 b ag filled with toy vehicles • Once all the vehicles are out of the bag, you can
 c ar and bike mini flashcards (MF 2), help the children count the number of cars, buses,
vehicle mini flashcards (MF 4) etc. or they can count how many wheels each
 A ctivity Book, p. 29-30 vehicle has.
 c oloured pencils or crayons
5. Play Match the halves. PDF
MF 2, 4
Warm-up and Revision • M ix up the half vehicles mini flashcards and put
them on the floor so that the pictures can’t be seen.
1. Sing the Hello song. 2
• Invite one child to turn over a card and ask What is
• M ake Peter greet the children by saying Hello! and it? and encourage the child to try and guess which
encourage the children to say Hello! back. vehicle they have half of.
• Sing or play the Hello song.

134 Hooray! Let’s play! A © Helbling Languages

• K eep this half with the picture showing, and ask
another child to turn over a second card to try and
find the other half of the same vehicle.
• When the child turns over the card, ask again What
is it? and Is it the same vehicle?
• If the two cards make a whole vehicle, then say Yes,
it is a (car). Well done! Otherwise, say No, sorry.
They aren’t the same. and turn the cards over so
the pictures can’t be seen.
• Continue to invite pairs of children to turn over
cards until all the cards have been matched with
their other half.
Pencil and Paper
6. Sing the Table song. 4 vehicle as they step on or over the card.
• A
 sk the children to move to the tables and sit down
by singing the Table song.
7. M
 atch the halves and colour. AB 29
• H old up your book open to the correct page.
• Point to the first half picture and ask the children
What is it? and elicit the name of the vehicle.
• Continue to point to all the coloured halves and ask
the children what each one is.
• Then point to the first half picture at the bottom
of the page and ask the children Is it a car? Is it a
bike? Is it a helicopter? etc.
• Give the children their books open to the correct
page and say Point to the helicopter. and check
they are pointing at either one or both parts of the
helicopter.
• Continue to ask the children to point to different
vehicles on the page to check the children are
confident identifying what each picture is.
• Once the children correctly identify the matching
halves, say Draw a line to match the two
pictures. and demonstrate by drawing a line to join
two pictures which make a complete vehicle.
• Monitor the children while they are working, praise
them for correctly matching the vehicles and point
to the colours on the page and ask What colour is
this? or What colour is the bike?
• When the children have matched all the pictures,
say What colour is the bus? and What colour is
the boat? and check the children name the correct
colours (orange; yellow and red).
• Then say Colour the bus and the boat. and give
the children time to colour the black and white
halves of these pictures.
8. S
 ing the Tidy up song. 5
• A
 sk the children to tidy away the materials by
singing the Tidy up song.
Rounding Off
9. Sing the Circle song. 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
10. Play Vehicle stepping stones. PDF
MF 2, 4
• Show the children the vehicle mini flashcards and
elicit the names of the vehicles from the children.
• Put the vehicle mini flashcards on the floor in a
line like stepping stones across one area of the
classroom.
• In turns, allow each child to walk over the
flashcards like stepping stones and name each
• If the children are unsure, prompt them by saying
What is it? and encourage more confident children
to say It’s a (bike).
• If you have a larger class, you might want to use
more than one set of the mini flashcards and have
two or three lines crossing part of the classroom.
• To add more interest, you could include a simple
obstacle course for the children to complete when
they walk back to the line (for example, crawl
under a chair or walk around a table.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
Play Let’s move like a… PDF
MF 2, 4
• Show the children the vehicle mini flashcards and
elicit the names of the vehicles from the children.
• Pick up the bus card, say Look, it’s a bus. Can you
drive a bus? and encourage the children to move
around the classroom pretending to drive a bus.
• Then select another mini flashcard, show it to the
children and ask What is it? When the children have
named the vehicle, encourage them to move around
the classroom as if they are in that vehicle.
• Continue letting the children name vehicles and
allowing the children to mime riding or driving each
vehicle as they name them.
Hooray! Let’s play! A © Helbling Languages 135
 Unit 4 Toys Activity Book

2. Play Which vehicle can you hear?

LESSON 3 • LISTENING ACTIVITY PDF
MF 2, 4
• Put the vehicle mini flashcards on the floor in front
of the children.
Unit 4 Toys • Elicit the name of the vehicle on each card and
Lesson 3
encourage the children to show you the actions.
• Say Listen. and then make the noise of one of the
vehicles. You can either use the following noises or
you can use more realistic vehicle noises if you are
able to make them, e.g.
car – vroom, toot, toot
bike – ting, ting, ting
train – choo, choo, choo
plane – whoo, whoo, whoo
bus – vroom, ding, ding
helicopter – whir, whir, whir
31

boat – splash, splash, splash

Hooray! Let’s play! A • Activity Book © Helbling Languages

9783990892749_Hooray! Let's Play! AB A.indd 31 29/10/21 14:54

• Invite the children to guess the vehicle.

Main Objective
• Continue to make vehicle noises and encourage
To complete a listening exercise.
the children to guess, or invite children to make the
Key Words sound of a vehicle for the rest of the class to guess.
boat, car, bus, train, plane, bike, helicopter, land,
water, air Carpet Time
Receptive Language 3. Sing the Circle song. 3

Look. This is the (land). / Is this the (water)? • If you want to move the children from another area
Is the (bike) (on) the (water)? of the classroom to sit or stand in a circle, you can
Where is the (train)? sing or play the Circle song.
The (green) (boat) is (in) the (water).
Classroom Language 4. Introduce land, water and air. AB 31
Point to the (bus). • Show the children the picture in the book. Point
Draw a line from the (boat) to the (water) and to the land and say Look. This is the (land). then
colour the (boat) (green). point to the ground or touch to the floor.
• Point to the water in the book and say This is the
Activities (water). and make wave-like movements with your
Play Which vehicle can you hear? hand for this word.
Introduce land, water and air. • Finally point to the air in the book and say This is
Sort the vehicles. the (air). and point to the air.
Listen and colour, then match and stick in. • Either point to one of the places in the picture
Play the Land, water and air game. or point to the floor, the air or make wave-like
Materials Checklist movements with your hand and say Is this the
(water)? Encourage the children to say Yes, it is.
 P eter hand puppet
or No, it isn’t. and praise the children who give the
 A udio 2-8 (routine songs), 68
correct response.
 c ar and bike mini flashcards (MF 2),
vehicle mini flashcards (MF 4) • Continue to ask the children about the different
 A ctivity Book, p. 31-32 areas, either pointing at the floor, the air or making
 s tickers from the centre of the Activity Book wave-like movements.
(three vehicles)
 c oloured pencils or crayons 5. Sort the vehicles. PDF
MF 2, 4
 c halk, masking tape or a piece of string • S how the children the vehicle mini flashcards and
elicit the words.
Warm-up and Revision • T hen hold up one of the vehicle cards, e.g. bike,
2 and ask Is the bike on the water? Encourage the
1. Sing the Hello song. children to say No, it isn’t.
• M ake Peter greet the children by saying Hello! and • S ay Is the bike in the air? and encourage the
encourage the children to say Hello! back. children to say No, it isn’t.
• Sing or play the Hello song.

136 Hooray! Let’s play! A © Helbling Languages

• T hen say The bike is on the land. and encourage
the children to say Yes, it is. and put the bike card
on the floor or attach it to the board.
• Continue to show each of the vehicle flashcards and
elicit where the vehicle belongs. Group the vehicles
either on the floor or board.
• If the children are confident with the words land,
water and air, you can also ask Where is the train?
Pencil and Paper
4
6. Sing the Table song.
• A
 sk the children to move to the tables and sit down
by singing the Table song.
7. L isten and colour, then match and stick in.
AB 31 67
• H old up the page so the children can see.
• Point to each of the vehicles on the page and elicit the
names from the children.
• Give the children their books open to the correct page
and say Point to the (boat). Then check the children
are pointing to the correct vehicle.
• Say Listen. and play the first sentence from the
listening activity.
• Pause the track, point to the boat on the page and
then point to the dot in the water and say The green
boat is in the water. Draw a line from the boat to
the water and colour the boat green.
• Demonstrate by drawing a line from the boat to the
dot in the water and start colouring the boat green.
Then give the children time to draw the line and
colour the boat in their books. Do the same for the
other vehicles.
Vehicles listening activity
The green boat is in the water.
The red helicopter is in the air.
The orange bus is on the road.
• Alternatively, if you are not able to pause the track
between each sentence, play the whole listening
twice. The first time you listen, show the children your
book and draw the lines and colour as you listen.
Before you listen for a second time, give the children
their books open to the correct page. Then encourage
the children to draw the lines and colour the vehicles
while they are listening for the second time.
8. S
 ing the Tidy up song. 5 or her around the line. If the vehicle is moving too
• A
 sk the children to tidy away the crayons and other
materials by singing the Tidy up song.
Rounding Off
9. Sing the Circle song. 3
• W
 hen moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
10. Play the Land, water and air game.
• Make a line on the floor using chalk, masking tape
or a piece of string.
• Encourage the children to stand along the line, with
the line just in front of their toes.
• Say On the land. and point to the side of the line
that you are standing.
• Say In the water. and jump over the line so the
line is just behind your feet. Encourage the children
to jump to the water side of the line with you.
• Say On the land. and jump backwards so you are
back in the starting position with the line just in
front of your toes. Encourage the children to jump
back as well.
• Continue to say either On the land. or In the
water. and check the children jump to the correct
side of the line each time.
• Then say In the air. and jump without moving
either forward or backwards. Encourage the
children to jump with you.
• Repeat saying On the land., In the water. and In
the air. in a different order each time and check
the children are jumping to the correct place.
8
11. Sing the Bye-bye song.
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
Play Find your passengers (colours).
PDF
MF 2, 4
• C hoose a confident child from the class and ask them
to choose a vehicle mini flashcard. Ask What is it?
and elicit the word from the child.
• A sk the rest of the children in the class to line up
next to each other and say Today’s passengers are
wearing (red).
• T he child with the vehicle flashcard should travel
around the line as if she or he is driving the vehicle.
• E ach time the child with the vehicle flashcard is in
front of the line of children, he or she can pick up one
passenger (a child who is wearing red).
• O nce a passenger has been picked up, they can hold
on to the driver’s waist or shoulders and follow him
quickly to hold on to the waist or shoulders, then the
passengers can follow doing the same movement or
actions.
• W hen all the passengers have been collected from the
line, the vehicle can be asked to stop, a new vehicle
and child to drive the vehicle can be chosen and a
new colour should be announced for the passengers.
• Y ou could give each child a colour mini flashcard to
show which colour they are wearing instead.
Hooray! Let’s play! A © Helbling Languages 137
 Unit 4 Toys Activity Book

2. Play Mix up the action story. 57

LESSON 4 • PROJECT • Play the Toys action story and act it out with the
children.
Toys action story
Unit 4 Toys Fly your plane.
Lesson 4
Project Drive your car.
Hug your teddy.
Kiss your doll.
• Give the instructions from the action story in a
random order and encourage the children to show
you the correct action.
• If the children are confident with the vehicle
vocabulary and the toys action story, you could add
some new actions, e.g.
Ride your scooter. Fly your helicopter.
Drive your train/bus. Row your boat.
Hooray! Let’s play! A • Activity Book © Helbling Languages 33

9783990892749_Hooray! Let's Play! AB A.indd 33 29/10/21 14:54

Main Objective
To experiment with items in the classroom to find
out which ones sink and which ones float.
Word Revision
plane, car, teddy, doll, scooter, train, bus,
helicopter, boat
Receptive Language
Look, what can you see?
What are the children doing?
Also see “Useful phrases” sections.
Classroom Language
Circle the things which sink/float with red/blue.
Also see “Useful phrases” sections.
Activities
Play Mix up the action story.
Introduce the water experiments.
Float or sink. / Making boats. / Sail away.
Discuss the activities and circle the items with red
or blue.
Materials Checklist
 P eter hand puppet
 A udio 2-8 (routine songs), 57
 A ctivity Book, p. 33-34
 t anks or bowls of water
 d ifferent items that sink or float
 d ifferent materials, glue
 t oy figurines (optional)
 c oloured pencils or crayons
 If there is time: car and bike mini flashcards (MF 2),
vehicle mini flashcards (MF 4)
Warm-up and Revision
1. Sing the Hello song.
• M ake Peter greet the children by saying Hello! and
encourage the children to say Hello! back.
• Sing or play the Hello song.
Carpet Time
3. Sing the Circle/Table song. 3 4
• If you want to move the children from another area
of the classroom to stand or sit in a circle or at the
table, you can sing or play the Circle/Table song.
Teaching Tip!
If your class are not used to working on
different tasks at the same time, you might want to
do each ‘experiment’ in a whole class group first and
gradually introduce other tasks the children can do on
their own.
4. Introduce the water experiments. AB 33
• Hold up your book so all the children can see.
• Point to some of the things on the page and say to
the children What is this? Then tell the children
they are going to try the same experiments as the
children on the page. Say Look, what can you
see? What are the children doing?
• Demonstrate the three activities to the children
before you let the children try the experiments on
their own.
Preparation Tip!
If possible, provide more than one tank or
bowl of water so that the children can be in smaller
groups. This will help to reduce water splash and give all
the children a chance to see what is happening.
Before the lesson, prepare items from the classroom
similar to those shown in the book, for example: cotton
wool, paper (flat or crushed into a ball), a crayon and/or
pencil, plasticine (in a ball shape and/or a boat shape), etc.
5. Float or sink.
Pre
Uspa
efurat
l ph
ion
rasTip
es!
Does it float or sink?
It looks like a boat/ball.
2 Look, it floats/sinks.
• Hold up each item you have collected and ask the
children What is it? and elicit the words.

138 Hooray! Let’s play! A © Helbling Languages

• P ick up one item, e.g. the plasticine ball, and ask
Does it float or sink? Make a boat shape with the
plasticine and say Look, it floats. then make a ball
shape and say Look, it sinks.
• Pick up the other items on the table and ask the
children Does it float or sink? for each item.
• Encourage the children to put each item into the
water and find out which items float and which
items sink.
6. Making boats.
Preparation Tip!
Provide the children with different
materials which they could use to make a boat, e.g.
aluminium foil, paper, cardboard boxes, plasticine,
yoghurt pots etc. Also provide toy figurines which the
children can use as passengers for their boats.
Pre
Uspa
efurat
l ph
ion
rasTip
es!
What colour is your boat?
Is it big/small?
Does it float/sink?
Can you put people in your boat / make the water move?
How many people can you put in your boat?
• A llow the children to stick materials together to
make boats and decorate them.
• They should think about the size of the boat, if it
will have a mast and/or sails.
• Encourage them to try floating their boat in the
tank/bowl of water to see if it floats.
• The children could also make small waves in the
water with their hands and see how many toy
passengers they can put in their boat before it sinks.
7. S
 ail away.
Pre
Uspa
efurat
l ph
ion
rasTip
es!
Can you make your boat move / make it
move fast/slowly?
Does it move when you blow the boat/water?
Does it move when you splash the water?
• E ither use the boats that the children have made or
use other toy boats. Encourage the children to put
the boats in the tank/bowl of water and say Can
you make the boat move?
• The children should try to make the boat move
without touching it with their hands. They can try
blowing on the water or on the boat, moving their
hand through the water in different patterns, etc.
• If you have a big enough area of water, you can ask
two or three children to put a boat in at the same
time and have races to see which boat can get to
the other side of the water tank first.
• The children could also put toy people in the boat
and see if the extra weight changes the speed of
the movement.
Pencil and Paper
8. Discuss the activities and circle the items
with red or blue. AB 33
• H old up your book so the children can see.
• Point to some of the things on the page and say to
the children What is this?
• Point to each item on the page and say e.g. Look,
a crayon. Does a crayon float or sink? and
encourage the children to tell you what happened to
the crayon when they put it in the water.
• When you have checked that the children understand
which items float and which items sink, say Circle
the things which sink with red.
• Monitor the children and check they are circling the
correct items. If necessary, you can let them put items
back into the water to find out if they sink or float.
• Encourage the children to circle the items which float
blue. Say Circle the things which float with blue.
• While the children are circling the items, monitor the
class. Talk to the children about the items they can
see on the page. Ask What is it? What colour is it?
Does it sink or float?
9. Sing the Tidy up song. 5
• Ask the children to tidy away the materials by
singing the Tidy up song.
Rounding Off
10. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
Play Keep the cards in order. PDF
MF 2, 4
• G ive each child, or pair, a set of vehicle mini
flashcards. The children need to sit in a space and put
their mini flashcards on the floor in front of them.
• S ay Listen. and then say each of the vehicles, e.g.
Plane, car, bus, helicopter, boat, train, bike.
• E ncourage the children to listen and put their mini
flashcards in the order you say the words.
• S ay the words again, but change the position of two
of the mini flashcards and ask the children to change
the order of their cards to match the new order.
• C ontinue to say the vehicles in a different order each
time. If the children are comfortable changing the
position of two cards, try changing the position of
more cards each time.
Hooray! Let’s play! A © Helbling Languages 139
 Review 2
Warm-up and Revision
REVIEW 2 • UNITS 3 & 4
1. Sing the Hello song. 2
• Sing or play the Hello song and make Peter look
Review 2 Units 3 & 4 like he is singing too (See Introduction, p. 21).
I can…

2. Sing the Touch your eyes song. 43

• Play the song and encourage the children to sing
along and join in with the actions.
Touch your eyes
Touch your eyes, one, two,
Touch your nose, oh yeah!
Touch your ears, one, two,
Touch your nose, oh yeah!
• Listen and colour. 68 • Say. Colour.
Touch your knees, touch your toes
Hooray! Let’s play! A © Helbling Languages 79
And clap your hands, oh yeah!
9783990892718_Hooray! Let's Play! SB.indd 79 29/10/21 15:01 Touch your knees, touch your toes
Main Objective And clap your hands, oh yeah!
(Repeat)
To review Units 3 and 4 content: body parts and toys.
• If there is time, repeat the song using the karaoke
Word Revision version 44
hands, eyes, nose, ears
scooter, train, doll, plane Carpet Time
Receptive Language 3. Sing the Circle song. 3
I know the body parts. • If you want to move the children from another area
Look at the ears! Are they coloured? of the classroom to sit or stand in a circle, you can
I know the toys. sing or play the Circle song (See Introduction, p. 21).
What do you like?
Are you ready?
4. Play What number?
Classroom Language • A
 ttach the six number flashcards to the board in
Listen. order from one to six. Point to each of the cards and
Circle. elicit the numbers.
Colour. • Attach the toy flashcards to the board, directly below
the number flashcards, point to each toy and elicit
Activities the word. Say What is three? Clap three times and
Sing the Touch your eyes song. point to the flashcard for number three. Then point
Play What number? to the toy flashcard that is below number three and
Listen and colour the body parts. elicit the word.
Say the names of the toys. • Continue to say numbers and encourage the children
Colour the faces. to tell you the toy that is below that number.
Listen and circle. • You can also play the game the other way. You say
a toy and the children have to clap or stamp the
Materials Checklist correct number of times to tell you the number
 P eter hand puppet above the toy.
 flashcards 14–19, 28–34 (one, two, three, four, • Once the children seem confident with the game, try
five, six, car, teddy, plane, doll, scooter, train) turning over the toy flashcards so the children have
 Student’s Book, p. 79-80 to remember where they are.
 Audio 2-8 (routine songs), 43-44, 68-69
 Rosie, please stop! video Pencil and Paper
 coloured pencils or crayons
5. Sing the Table song. 4
Optional: Review Lessons are a perfect
opportunity to have fun with the posters for these • Ask the children to move to the tables and sit down
two units. (See Introduction, p. 9). by singing the Table song (See Introduction, p. 21).

140 Hooray! Let’s play! A © Helbling Languages

6. Introduce the icons. SB 79
• U se Peter to show the children that we are going to
revise the names of toys and the body parts. Hold
up the page so all the children can see what page
we are going to work on. Say Peter, look! Point at
the numbers and colours on the page. In this class
we are going to remember the body parts and
the names of toys. Are you ready? Have Peter
show excitement, look at the children and ask Do
you remember the body parts? And the toys?
• Bring the children’s attention to the icons at the
bottom of the page and say We are going to
listen. Now, move Peter’s hand to the Colouring
icon and say And we are going to colour. Bring
you hand to your ear to elicit listening and hold an
imaginary crayon to elicit colouring. Say We are
going to listen and we are going to colour. Are
you ready?
7. L isten and colour the missing body parts.
68
• B ring the children’s attention to the teddy on
the page by holding it up and having Peter show
excitement and say Look! The hands are not
coloured. The ears are not coloured. The nose
is not coloured. The eyes are not coloured.
Move Peter’s hand to the Listening icon and say We
are going to listen.
• Make sure the children are ready to colour and
have blue, green, pink and orange crayons ready to
be used. Say or have Peter say Have you got your
crayons on your desk? Yes. That’s good. We
are ready to listen and colour.
• Play the recording and monitor as the children
colour the missing parts. Play the recording again
to make sure all the children have time to colour all
the body parts.
Colour the hands blue.
Colour the eyes green.
Colour the nose pink.
Colour the ears orange.
8. S
 ay the body parts and toys. Colour the
faces.
• W ith Peter‘s help, bring the children’s attention to
the I can self-assessment box. Have Peter point at
the arrows to the different parts of the body and
say Look. What is this? Point at the three body
parts as the children say the words (eyes, ears,
nose). Walk around the classroom asking some
or all the children. Point at the eyes and ask What
is this? Yes, that’s right, eyes! Repeat with the
other two body parts.
• Bring the children’s attention to the emojis
underneath the illustration. Have Peter point at the
body parts in the illustration and the emojis and say
Look. Do you know the body parts? Yes? Very
good! while pointing at the happy emoji. Smile
openly when you say this, so the child understands
that he needs to colour the happy emoji. If a child is
unsure or not confident about the vocabulary, you
can do a so-so gesture with your hand, to imply
that there’s still work to do, and point at the neutral
face for them to colour.
• Repeat the process with the emojis underneath the
toys.
9. Listen and circle. SB 80 69
• Hold up the page for all the children to see. Point at
the Listening icon and say or have Peter say Look.
We are going to listen. Have Peter touch his ear
to elicit listening and say (or have him say) Listen
to the numbers.
• To make the children aware that they are going to
circle, bring their attention to the Pencil icon by
having Peter point at it and say Look, a pencil.
We’re going to listen and circle! Mimic circling in
the air.
• Play the recording as you continue to hold the
pencil up in the air and pretending to draw a circle
and say Listen and circle!
1. I like my scooter.
2. I like my car.
3. I like my train.
• Walk around the classroom to monitor and help the
children to make sure they are circling the right
items.
10. Retell the story Rosie, please stop! at
home.
• Continue to hold up p. 80. Make Peter point at the
Home icon and say Look. This is home. Model
putting the book in a backpack or folder and say
Home.
• Say You watch at home. You tell the story at
home. Touch your eyes to show watch, then touch
your mouth to indicate speak, and finally point
back at the Home icon again.
Rounding Off
11. Sing the Bye-bye song. 8
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song
(See Introduction, p. 21).
Hooray! Let’s play! A © Helbling Languages 141
 Unit 5 Clothes
LANGUAGE OVERVIEW • UNIT 5
Key Words What’s missing?
T-shirt Colour (Tom)’s (cap) (yellow).
jeans Where’s the (cap)?
shoes Stick in (Tom)’s (shoes).
socks Colour the picture.
jacket What’s (three)?
cap What number is (jeans)?
pyjamas Circle the odd one out.
hot Productive Language
cold
Are you wearing (jeans)?
skirt
Yes, I am. / No, I’m not.
orange
Receptive Language Objectives
Children learn:
What is it?
• to recognise and name some different clothes in
Let’s rap!
English
Is it the (jacket)?
• to listen to and act out an action story and order
Shh!
the pictures which tell the action story
Bingo!
• to listen to and join in with a song and a chant
Simon says.
• to watch and listen to a story
Take off your T-shirt/shoes/jeans/socks.
• to play some games in English
Put on your pyjamas.
Go to bed. Competences
It’s cold/hot.
Children can:
What colour is your (T-shirt)?
• name and identify some clothes and use
(Red) shoes tap, tap, tap.
movement, pointing and gestures to show their
Shoes for you and me.
understanding
Put on your (jacket).
• respond appropriately to the instructions and
Let’s go.
language which is used in the classroom
No, I can’t find my shoes/jacket/cap.
• participate in games, songs, chants and TPR
Look, it’s / they’re (over) there.
based action stories
Thank you, Rosie.
• follow a story on Helbling e-zone kids or using
It’s too high.
the story cards
(OK.) Get on my back.
• name some of the clothes which they are wearing
Hooray, here’s the cap.
in English class
Help!
What are you wearing? Value
Which is the odd one out? • to develop appreciation for the importance of
What’s my favourite picture? cooperation
Classroom Language Thinking Skills
Trace the (jacket). • focusing on details and comparing pictures to
Colour the clothes/(jacket)/Peter. find the odd one out
Point to the (jacket).
Cut out the cards/clothes. Phonics
Show me the (jacket). • to learn the sound /j/ as well as letter J, and
Listen. practise recognising and saying words that begin
How many dots? with /j/
Draw the dots. • to learn the sound /o/ as well as letter O, and
Draw a line from the (jacket). practise recognising and saying words that begin
Touch the (T-shirt) with your (toes). with /o/
Put on / Take off your (T-shirt).

142 Hooray! Let’s play! A © Helbling Languages

Unit 5 Clothes
• Sing or play the Hello song and make Peter look
LESSON 1 • CHANT like he is singing too (See Introduction, p. 21).

2. Sing the I’m on my little bike song. 58

Unit 5 Clothes • Play the I’m on my little bike song and encourage
Lesson 1
the children to sing along and join in with the
actions (See Unit 4, Lesson 3).
I’m on my little bike
I’m on my little bike, ting, ting, ting.
...
I’m in my little car, vroom, toot, toot.
…
I’m on my little train, choo, choo, choo.
...
I’m in my little plane, whoo, whoo, whoo.
...
Hooray! Let’s play! A © Helbling Languages 81

9783990892718_Hooray! Let's Play! SB.indd 81 29/10/21 15:01

• If the children are confident singing the song, they
Main Objective can sing it using the karaoke track. 59
To introduce the clothes using a chant. • Or you could sing the song without music and even
change the order by using the toy flashcards to
Key Words show the children which toy to sing about next.
T-shirt, jeans, shoes, socks, jacket, cap
Receptive Language Carpet Time
What is it?
3. Sing the Circle song. 3
Let’s rap!
• If you want to move the children from another area
Classroom Language of the classroom to sit or stand in a circle, you can
Trace the (jacket). sing or play the Circle song (See Introduction, p. 21).
Colour the (cap).
Point to the (jacket). 4. Introduce the clothes.
Teaching Tip!
Activities You could use real items of clothing or
Sing the I’m on my little bike song. doll’s clothing to introduce the vocabulary, instead of
Introduce the clothes. using the flashcards.
Say the Clothes chant.
Trace and colour. • Show the children the flashcard for T-shirt and say
Play Point to... T-shirt. Point to T-shirts the children are wearing
and show the children an action for T-shirt. For
Materials Checklist
example, pretend to put a T-shirt on and show
 P eter hand puppet the class the picture on the front of your pretend
 flashcards 35–40 (T-shirt, jeans, shoes, socks, T-shirt.
jacket, cap) • Show the children the flashcard for jeans and say
 flashcards 28, 30, 33, 34 (car, plane, train, bike) Jeans. Point to jeans if any children are wearing
(optional) them, and show the children an action for jeans.
 Audio 2-8 (routine songs), 58-59, 70 For example, pretend to pull your jeans up and
 Student’s Book, p. 81-82 fasten the belt.
 coloured pencils or crayons • Point to the flashcard for T-shirt, look at Peter and
 real or doll’s clothes to match the vocabulary say What is it, Peter? Make Peter say Jeans.
items (optional) Encourage the children to say No! to Peter and
clothes mini flashcards (Worksheet 24) then you say No, Peter. T-shirt. and show the
action for T-shirt.
• Continue to show the children the other clothes
Warm-up and Revision flashcards. Say the name and show the children
2 an action as you name each item of clothing.
1. S
 ing the Hello song.
Suggested actions:
• M
 ake Peter greet the children. Make the puppet say shoes – pretend to tie your shoes
Hello! and encourage the children to wave and say socks – pretend to pull on some socks
Hello! back. jacket – pretend to put on a jacket and zip it up
cap – pretend to put a cap on your head

Hooray! Let’s play! A © Helbling Languages 143

 • P oint to a flashcard and ask Peter What is it,
Peter? Make Peter say different items of clothing,
then encourage the children to tell Peter if he is
correct or not. Encourage the children to join in.
5. Say the Clothes chant. 70
• S how the children each of the clothes flashcards
and name them.
• Play the chant and make Peter point to the
appropriate item of clothing as you say or hear
them in the chant.
Clothes chant
T-shirt, jeans and shoes.
Socks and jacket, cap.
Let’s rap!
(Repeat)
• Repeat the chant and encourage the children to join
in doing the action for each item of clothing.
Pencil and Paper
4 • Make Peter wave and say Bye-bye! and encourage
6. Sing the Table song.
• A
 sk the children to move to the tables and sit down
by singing the Table song (See Introduction, p. 21).
7. Trace and colour. SB 81 70
• H old up your Student’s Book so the children can see
the page. Play the Clothes chant and point to each
of the clothes in the picture as you hear them.
• Give the children their Student’s Books open to the
correct page, then repeat the chant and encourage
the children to point to each of the clothes.
• Say Trace the T-shirt. and demonstrate by tracing
the T-shirt. Then say Colour the T-shirt. and colour
the T-shirt.
• Continue asking the children to trace and then
colour the other items of clothing in the picture.
8. For early finishers: Join the dots. Colour.
SB 82
• S ay Have you finished? (Yes.) Hold up the
page, point to the activity and ask What‘s this?
Is it a shoe? I don‘t know… Is it a sock? Is it a
jacket? I don‘t know! Then point at the number
1 in the activity and pretend to draw a line from
1 to number 2, to demonstrate what the children
need to do to discover what it is. When they have
finished joining the dots, say Well done! What is
it? That‘s right, it‘s a T-shirt. Let‘s colour the
T-shirt!
9. Sing the Tidy up song. 5 child by giving a kiss, hug or high-five. If the card is
• A
 sk the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
144 Hooray! Let’s play! A © Helbling Languages
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play Point to...
• Put the six clothes flashcards on the floor in front
of the children. Say Point to the jacket. Do the
action for jacket and then make Peter point to the
jacket flashcard.
• Encourage the children to do the action and point
to the flashcard with Peter.
• Repeat with the other clothes, encouraging the
children to do the action for each item of clothing
and point at the correct flashcard.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song (See
Introduction, p. 21).
If there is time…
Play Where’s the cap?
Teaching Tip!
Jeans, shoes and socks are plural, so
remember to model the sentence correctly for the
children: Where is the T-shirt/jacket/cap? and
Where are the jeans/shoes/socks? But don’t
worry if the children don’t remember which items of
clothing need is or are – if they are ready to use these
words, they will learn from your model. Alternatively,
say Find the T-shirt/shoes/jeans. etc.
• S how the children each of the clothes flashcards.
Name the item of clothing as you show each card
and then place the card face down on the floor.
• M ix the cards up by sliding them around the floor.
Then look at Peter and say Which one, Peter? Make
Peter say Cap, please. and show the children the
action for cap, or if any children are wearing a cap,
point to these.
• C hoose one of the children and say Where’s the
cap? Encourage the child to turn over a card.
• If the child turns over the card with the cap, then say
Yes. and allow the child to give the card to Peter.
Peter should say Thank you. and can reward the
not the cap, then say No, sorry. and choose a new
child to turn over a card.
• R epeat the activity asking different children to find
different items of clothing each time and pointing to
the clothing the children are wearing, or showing the
children the action if no one is wearing that item.
Unit 5 Clothes
Warm-up and Revision
LESSON 2 • ACTION STORY
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 5 Clothes Hello! and encourage the children to wave and say
Lesson 2
Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Play Simon says.

• Give the children instructions from the Toys action
story or, if they are confident with these, you can
also use other instructions from previous units.
Fly your plane.
Drive your car.
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Hug your teddy.
9783990892718_Hooray! Let's Play! SB.indd 83 29/10/21 15:01 Kiss your doll.
Main Objective Ride your scooter.
Ride your bike.
To listen to and join in with an action story.
• Start some instructions with Simon says... which
Key Words the children should do, and some instructions
without Simon says... which the children
T-shirt, jeans, shoes, socks, jacket, cap, pyjamas
shouldn’t do.
Word Revision • Make Peter praise the children who are listening
Fly your plane. carefully and only do the action when Simon says
Drive your car. to.
Hug your teddy. • If the children are good at this game, you might
Kiss your doll. want to try and trick them by showing them a
Ride your scooter/bike. different action to the one you are saying. The
children should do what you say and not copy what
Receptive Language you are doing.
Simon says.
Take off your T-shirt/shoes/jeans/socks. Carpet Time
Put on your pyjamas.
3. Sing the Circle song. 3
Classroom Language • If you want to move the children from another area
Listen. of the classroom to sit or stand in a circle, you can
How many dots? sing or play the Circle song (See Introduction, p. 21).
Draw the dots.
Activities 4. Listen to the Clothes action story.
Play Simon says. Teaching Tip!
Listen to and mime the Clothes action story. To make the actions for the action story
Listen and draw the dots/numbers. different from the vocabulary mimes, do them standing up.
Play What is it?
Materials Checklist • Say the action story in the correct order and act
 P eter hand puppet it out for the children. As you say each line mime
 flashcards 35–41 (T-shirt, jeans, shoes, socks, doing each action.
jacket, cap, pyjamas) Clothes action story
 Audio 2-8 (routine songs), 71 Take off your T-shirt.
 Student’s Book, p. 83-84 Take off your shoes.
 pencils or crayons Take off your jeans.
 If there is time: a bag that you can’t see Take off your socks.
through, real items of clothing Put on your pyjamas.
Go to bed.
Peter doll with clothes (Worksheets 25a-c)

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 5. Mime the Clothes action story.
• E ncourage the children to join in with the actions
as you say them. The children should copy your
actions as much as they can.
• After a few turns just give the instructions from
the action story and only show the actions if the
children don’t do them on their own.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit down
by singing the Table song (See Introduction, p. 21).
7. Listen and draw the dots/numbers.
SB 83 71
• P lay the action story and do the actions as you hear
them.
• Hold up your Student’s Book so the children can
see. Play the action story again and point at the
correct picture on the page as you listen.
• Give the children their Student’s Books open to the
correct page.
• Play or tell the action story pausing after each line
and encouraging the children to point at the correct
picture on their page.
• Point to the dice at the top of the page and
encourage the children to help you count the dots
on the dice.
• Play or tell the action story again. After the first
line, encourage the children to point to the correct
picture. Say How many dots? and elicit the word
One. from the children. Then say Draw the dot(s).
and demonstrate by drawing one dot in the square
in the top left corner of the picture, or the number
one if the children are able to write numbers.
• The pictures are not in order, so the children need
to listen and draw the correct number of dots or
write the correct number in the appropriate picture.
• Monitor the children and praise them for drawing
the correct number of dots or the correct number.
• Repeat for the rest of the action story so that the
squares next to each picture show the correct
number.
8. For early finishers: Match. Colour. SB 84
• S ay Have you finished? (Yes!) Hold up the
page, point to the activity box and explain that the
children are meant to match the pairs by drawing a
line between each correct right and left pair. When
they have finished matching, point to the Colouring
icon and the different patterns on the items and say
Now, let‘s colour!
146 Hooray! Let’s play! A © Helbling Languages
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
9. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
10. Play What is it?
• Show the children the clothes flashcards and elicit
the item of clothing on each flashcard.
• Shuffle the cards and put them face down in a pile
on the floor in the middle of the circle.
• Invite one confident child to take the top card
without showing it to the others and encourage the
child to pretend to put on the item of clothing on
the card.
• Encourage the other children to tell you what item
of clothing the child is putting on.
• Continue the game, allowing a different child
to come to the centre of the circle and take a
flashcard.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song
(See Introduction, p. 21).
If there is time…
Play What’s in the bag?
• W ithout the children seeing, put a real item of
clothing into a bag.
• P ass the bag around the circle and say What’s in
the bag? Allow the children to put their hand in the
bag and feel the item of clothing which is inside. You
might need to hold the top of the bag so there is only
a small space for the children to put their hand in,
otherwise they will be tempted to look in the bag.
• W hen all the children have had a chance to feel in
the bag, encourage them to tell you which item of
clothing it is. Then take the item of clothing out of
the bag, show it to the children and elicit the name.
Unit 5 Clothes
• Sing or play the Hello song and make Peter look
LESSON 3 • SONG like he is singing too (See Introduction, p. 21).

2. Listen to and mime the Clothes action

Unit 5 Clothes
Lesson 3
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9783990892718_Hooray! Let's Play! SB.indd 85
Main Objective
To listen to and sing a song about clothes.
Key Words
T-shirt, jeans, shoes, socks, jacket, cap, pyjamas,
hot, cold
Receptive Language
It’s cold/hot.
Put on / Take off your (jeans).
Classroom Language
Colour the T-shirt/socks.
Draw a line from the (T-shirt).
Touch the (T-shirt) with your (toes).
Activities
Listen to and mime the Clothes action story.
Play It’s cold/hot.
Listen to the Put on your jeans song.
Colour the T-shirt and socks. Draw lines.
Play Touch the T-shirt with your toes.
Materials Checklist
 P eter hand puppet
 flashcards 22–27, 35–41 (eyes, ears, nose,
hands, knees, toes, T-shirt, jeans, shoes, socks,
jacket, cap, pyjamas)
 Audio 2-8 (routine songs), 71-72, 74
 Student’s Book, p. 85-86
 coloured pencils or crayons
 If there is time: set of real clothes for the
children to dress up in, flashcards 14–19 (one,
two, three, four, five, six) (optional), (big) dice
design a T-shirt (Worksheet 26)
story. 71
• Play the action story and act it out with the
children.
Clothes action story
Take off your T-shirt.
Take off your shoes.
Take off your jeans.
Take off your socks.
Put on your pyjamas.
Go to bed.
• If you have time, you could invite confident children
85
to perform the action story for the rest of the class
29/10/21 15:01 to watch.
Carpet Time
3. Sing the Circle song. 3
• If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
sing or play the Circle song (See Introduction, p. 21).
4. Play It’s cold/hot.
• Introduce the words cold and hot to the children.
Say It’s cold. and mime being cold. Then say It’s
hot. and mime being really hot.
• Say It’s cold, put on your T-shirt. and mime being
cold then putting on your T-shirt. Encourage the
children to join in and copy your actions.
• Say It’s hot, take off your T-shirt. and mime
being hot then taking off your T-shirt. Encourage
the children to join in and copy your actions.
• Continue telling the children it’s cold and name an
item of clothing to put on, or it’s hot and name an
item of clothing to take off. Each time mime being
either hot or cold and then mime taking off or
putting on the named item of clothing.
• Once the children seem confident, allow them to
show you the mimes and only show them if they
need help.
5. Listen to the Put on your jeans song. 72
• Play the song. Let the children listen to the song
and watch you doing the actions.
Put on your jeans
It’s cold, it’s cold.
Put on your jeans.
It’s cold, it’s cold.
Put on your jeans.

Warm-up and Revision It’s cold, it’s cold,

Put on your T-shirt.
1. S
 ing the Hello song. 2
It’s cold, it’s cold.
• M
 ake Peter greet the children. Make the puppet say Oh yeah, it’s cold.
Hello! and encourage the children to say Hello! back. It’s cold, it’s cold.
Oh yeah, it’s cold.

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 … Put on your socks …
… Put on your shoes …
… Put on your jacket …
… Put on your cap …
• Repeat the song and this time encourage the
children to join in with the actions.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit down
by singing the Table song (See Introduction, p. 21).
7. Colour the T-shirt and socks. Draw lines
from the clothes to the body part they
belong to. SB 85 72 74
• H old up the page so the children can see. Play the
song and point to the correct item of clothing for
each verse. If the weather is hot outside, sing the
Take off your jeans version of the song instead.
• Give the children their Student’s Books open to the
correct page and hold a copy of the page so the
children can see.
• Play the song again and encourage the children to
point to the correct item of clothing for each verse.
• Say Colour the T-shirt. and demonstrate by
colouring the T-shirt. Then repeat for the socks.
• Allow the children time to colour the T-shirt and the
socks. Then say Draw a line from the jacket. and
demonstrate by drawing a line from the jacket to
Peter’s shoulder.
• Once the children have drawn the line, encourage
them to draw lines from the other clothes to the
appropriate part of Peter’s body.
8. Sing the Tidy up song. 5 is no board in the classroom, you can put the clothes
• A
 sk the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
9. Sing the Circle song. 3 number you have thrown on the board and elicit the
• W
 hen moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
10. Play Touch the T-shirt with your toes.
• S how the children the clothes flashcards and the
body part flashcards and elicit the name of the item
on each flashcard.
• Spread the clothes flashcards out on the floor and
keep the body part flashcards in your hand to
prompt the children if necessary.
148 Hooray! Let’s play! A © Helbling Languages
• Use Peter to nominate a confident child and
encourage the child to stand in the middle of the
clothes flashcards.
• Make Peter say Touch the T-shirt with your toes.
and encourage the child to follow the instructions.
You can show the child what to do if they need it.
• Once the child has touched the T-shirt flashcard
with his or her toes, make Peter kiss, hug or high-
five with the child.
• Continue the game inviting different children to
touch the flashcards, naming a different item of
clothing or body part each time.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song (See
Introduction, p. 21).
If there is time…
Play Dressing up with the dice.
Teaching Tip!
If you have a big class, you might want
to have more than one set of clothes to put in the
centre of the circle. Then when the children are used
to the game, use two dice and start them at opposite
sides of the circle.
• P ut the real clothes in the centre of the circle where
all the children can get to them.
• A ttach the clothes flashcards to the board and write
the numbers one to six above each flashcard. If there
flashcards in a space on the floor and the number
flashcards above them.
• P oint to each number and the clothes flashcard
below and ask the children What number is it?
What is this?
• S how the children the dice. Roll the dice, point to the
item of clothing for that number from the children.
Then take that item from the centre of the circle and
(pretend to) put it on.
• G ive the dice to one of the children. The child should
throw the dice, name the item of clothing and then
(pretend to) put that item of clothing on.
• K eep passing the dice around the circle, encouraging
each child to name the item of clothing before they
(pretend to) put it on. If one child is already wearing
the item of clothing, they should take it off and give
it to the child who has just thrown the dice.
Unit 5 Clothes
Warm-up and Revision
LESSON 4 • LISTENING ACTIVITY
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 5 Clothes Hello! and encourage the children to wave and say
Lesson 4
Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Sing the Put on your jeans song. 72

Hooray! Let’s play! A © Helbling Languages
• Play the Put on your jeans song and encourage the
children to sing along and join in with the actions
from Lesson 3.
• Or if the weather is hot outside, sing the Take off
your jeans version of the song. 74
87

Carpet Time
9783990892718_Hooray! Let's Play! SB.indd 87 29/10/21 15:01

Main Objective
To complete a listening exercise. 3. Sing the Circle song. 3
• If you want to move the children from another area
Key Words
of the classroom to sit or stand in a circle, you can
T-shirt, jeans, shoes, socks, jacket, cap, pyjamas sing or play the Circle song (See Introduction, p. 21).
Receptive Language
4. Play What’s missing?
(Red) shoes, tap, tap, tap.
Shoes for me and you. • Put all the clothes flashcards on the floor so the
Put on the (jacket). children can see them. Point to each card and
elicit the name of each item of clothing from the
Classroom Language children.
What’s missing? • Turn the cards over so the picture can’t be seen and
Listen. mix the cards up. Make Peter take one flashcard
Colour (Tom)’s (cap) (yellow). without the children seeing what the picture is.
• Turn the other flashcards over and encourage the
Activities children to tell you what clothes they see.
Sing the Put on your jeans song. • Say What’s missing? and encourage the children
Play What’s missing? to try and tell you which flashcard Peter took away.
Sing the Red shoes song. • Make Peter praise children that say the correct
Listen and colour Connie’s and Tom’s clothes. flashcard by giving them a hug, kiss or high-five.
Play Silent postman. • Put all the clothes flashcards in the centre of the
circle again and repeat the activity.
Materials Checklist • Instead of Peter taking a card, different children can
 P eter hand puppet take it in turns to take away a card without looking
 flashcards 5–7, 35–41 (red, green, blue, T-shirt, at the picture and sit on it. When the children think
jeans, shoes, socks, jacket, cap, pyjamas) they know which card has been taken, the picture
 Audio 2-8 (routine songs), 72, 74, 76–78 can be shown to check if they were correct.
 Student’s Book, p. 87-88
 coloured pencils or crayons 5. Sing the Red shoes song. 78
 set of real clothes for the children to dress
• Put the red, green and blue colour flashcards in the
up in (T-shirt, jeans, shoes, socks, jacket, cap,
centre of the circle so the children can see them.
pyjamas)
• Play the song. Let the children listen to the song
 If there is time: soft ball or bean bag, clothes
and watch you doing the actions.
mini flashcards (Worksheet 24)
clothes extra listening activity (Worksheet 27)

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 Red shoes
Rounding Off
Red shoes, tap, tap, tap.
(point to your shoes and tap your feet) 9. Sing the Circle song. 3
Green shoes, tap, tap, tap. • When moving the children from the table to sit in
Blue shoes, tap, tap, tap, tap, tap, tap, tap, tap, a circle, you can sing or play the Circle song again
tap. Hey! (See Introduction, p. 21).
(on Hey! put your arms in the air)
Red, green and blue 10. Play Silent postman.
(point to the colour flashcards as you say each • Put a set of real clothes in the centre of the circle.
colour) • Choose one child to start the activity and whisper
Shoes for me and you. to the child Put on the cap. This child should then
(point to your shoes, yourself and the children) whisper the instruction to the next child in the
(Repeat) circle.
• Repeat the song and this time encourage the • When all the children have heard the instruction,
children to join in with the actions. the last child should come into the circle and put on
the cap.
Pencil and Paper • Encourage the rest of the class to help the last child
if they don’t know what instruction was passed
6. Sing the Table song. 4 around.
• A
 sk the children to move to the tables and sit down • Make Peter praise the child for putting on the
by singing the Table song (See Introduction, p. 21). cap and then repeat the activity, starting with a
different child and giving a different instruction to
7. Listen and colour Connie’s and Tom’s be passed around the circle.
clothes. SB 87 76
11. Sing the Bye-bye song. 8
• H old up the page so the children can see. Point
to Connie’s and Tom’s clothes and elicit the words • Look at Peter and say It’s time to go, Peter.
from the children. • Make Peter wave and say Bye-bye! and encourage
• Give the children their Student’s Books open to the the children to wave and say Bye-bye! back.
correct page. Provide the children with pencils of • Signal to the children that it is the end of the
the right colours. If possible each child should have English lesson by singing the Bye-bye song (See
his or her own set. Introduction, p. 21).
• Say Listen. and play the Clothes listening activity.
If necessary, pause the audio after each line to give If there is time…
the children time to point to the correct item of
PDF
clothing, select the correct colour, and colour the Play Bean bag toss. WS 24
picture.
Clothes listening activity Preparation Tip!
You will need enough clothes mini
Colour Tom’s cap yellow.
flashcards to be able to give one mini flashcard to
Colour Tom’s T-shirt green.
each child.
Colour Tom’s jeans blue.
Colour Tom’s socks orange. If you have a large class, you might want only half
Colour Tom’s shoes red. the children to play. The other children can stand
behind a friend and swap places after a short time.
Colour Connie’s cap pink.
You also need a soft ball or a bean bag.
Colour Connie’s jacket yellow.
Colour Connie’s jeans red.
• A sk the children to sit in a circle and put a mini
Colour Connie’s socks blue.
flashcard on the floor in front of each child. If the
Colour Connie’s shoes orange.
children are sat on chairs in the circle, you can put the
• The children may take longer than the listening to mini flashcards under each chair.
colour but don’t let this worry them. Allow them • Y ou should stand in the middle of the circle and say
to colour at an appropriate speed and repeat the one of the clothes, then pass the bean bag to a child
information as they need it. with a mini flashcard showing that item of clothing.
• S ay another item of clothing and encourage the
8. Sing the Tidy up song. 5 child to pass the bean bag to a child with that mini
• A
 sk the children to tidy away the crayons and other flashcard.
materials by singing or playing the Tidy up song • If the children seem confident with the game, a child
(See Introduction, p. 22). can stand in the middle of the circle and name the
clothes for the others to pass the bean bag to.

150 Hooray! Let’s play! A © Helbling Languages

Unit 5 Clothes
Warm-up and Revision
LESSON 5 • STORY
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 5 Clothes Hello! and encourage the children to wave and say
Lesson 5
Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Sing the Put on your jeans song. 72

• Play the Put on your jeans song and encourage the
children to sing along and join in with the actions
from Lesson 3.
• Or if the weather is hot outside, sing the Take off
your jeans version of the song. 74
Hooray! Let’s play! A © Helbling Languages

9783990892718_Hooray! Let's Play! SB.indd 89

89

29/10/21 15:01
• If the children seem confident singing the song, you
can also use the karaoke versions. 73 75
Main Objective
To follow a story.
Carpet Time
Key Words 3
3. Sing the Circle song.
T-shirt, jeans, shoes, socks, jacket, cap, pyjamas
• If you want to move the children from another area
Receptive Language of the classroom to sit or stand in a circle, you can
Take off / Put on your (jacket). sing or play the Circle song (See Introduction, p. 21).
Let’s go. No, I can’t find my shoes/jacket/cap.
Look, it’s / they’re (over) there. Thank you, Rosie. 4. Play Uncover the flashcard.
It’s too high. (OK.) Get on my back. • Show the children the clothes flashcards and elicit
Hooray, here’s the cap. the names for each of the items of clothing.
Help! • Hold the cards so the pictures are all face down.
Show the children that you are mixing the cards so
Classroom Language neither you nor the children know the order of the
Simon says. cards.
Where’s the (cap)? • Take a piece of paper or card and cover the clothes
Stick in (Tom)’s (shoes). picture of one of the cards and hold the card so the
children can see it.
Value • Gradually move the paper or card up or down the
To develop appreciation for cooperating. flashcard to reveal the picture of the item of clothing.
• Encourage the children to guess which item of
Activities
clothing is hidden as the picture is being revealed.
Sing the Put on your jeans song. Peter can reward the children who guess correctly
Play Uncover the flashcard. first by giving them a kiss, hug or high-five.
Watch the Where’s the cap? story. • Repeat the activity, covering a different flashcard with
Stick in the shoes and jacket. Draw the cap. the piece of paper or card for the children to guess.
Play Move towards the flashcard.
Materials Checklist 5. Watch the Where’s the cap? video.
 P eter hand puppet 6 80
 flashcards 35–41 (T-shirt, jeans, shoes, socks, • If you want to use a transition marker to tell the
jacket, cap, pyjamas) children that the next activity is a story, then sing or
 Audio 2-8 (routine songs), 72–74, 80 play:
 stickers from the appendix of the Student’s Story song
Book (red shoes, yellow jacket) It’s time for a story.
 Where’s the cap? video Listen and look.
 Student’s Book, p. 89-90 (Repeat)
 coloured pencils or crayons
• Play the video and allow the children to watch.
 Story cards 39–47 (Where’s the cap?) (optional)
• If you don’t have access to the Helbling Media App
Where‘s the cap? mini storybook or Helbling e-zone kids, you can read the script
(Worksheets 28a-b) from the back of the story cards.

Hooray! Let’s play! A © Helbling Languages 151


Where’s the cap?
Rosie: Let’s go.
Tom: No, I can’t find my shoes.
Rosie: Look, they’re over there.
Tom: Thank you, Rosie.
Rosie: Let’s go.
Connie: No, I can’t find my jacket.
Rosie: Look, it’s over there.
Connie: Thank you, Rosie.
Rosie: Let’s go.
Peter: No, I can’t find my cap.
Rosie: Look, it’s there.
Peter: It’s too high.
Connie: Peter, get on my back.
Peter: OK. Tom, get on my back.
Tom: OK. Rosie, get on my back.
Rosie: OK.
Hooray, here’s the cap!
All: Heeelp!
Rosie: And now let’s go!
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit down
by singing the Table song (See Introduction, p. 21).
7. Stick in the shoes and jacket. Draw the
cap. SB 89
• H old up the page so all the children can see it. Say
Where’s Connie? and invite one child to point to
Connie on the page.
• Give the children their Student’s Books open to the
correct page. Say Where’s Rosie? and check all the
children are pointing at Rosie on their page.
• Say Where are Tom’s shoes? and encourage the
children to find Tom’s shoes in the picture. Then say
Stick in Tom’s shoes.
• Demonstrate by taking the shoes sticker from the
sticker page and sticking it in the correct place.
• Ask the children Where’s Connie’s jacket? and
encourage them to find Connie’s jacket in the
picture. Then say Stick in Connie’s jacket.
• Ask the children Where’s Peter’s cap? Ask them
to remember what happened in the story. Have
them draw the cap on the top of the wardrobe in
the picture.
• Monitor and talk to the children about other items
in the picture.
8. Value: Cooperation.
• H
 old up the page so the children can see. With
Peter‘s help, bring children‘s attention to the Values
Icon. Say Look! A heart for values!
152 Hooray! Let’s play! A © Helbling Languages
• Have Peter look at you and you say Working
together is important! Remember the story?
Peter couldn‘t find his hat. His friends Rosie,
Tom and Connie helped him! They worked
together. Was this good, Peter? Have Peter
answer Yes!
• Now have Peter ask the children if they remember
working together to solve a problem. Give children
time to answer the questions. It is quite likely they
will answer in their own language. Have Peter
repeat what they say in English. Continue asking
them Was it good? How did you feel?
• End by saying Working together as a group is
important! Encourage the children to repeat this
with you and Peter Working together is good!
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play Move towards the flashcard.
• If there is a board in the classroom, attach the
clothes flashcards so that half the cards are on the
left of the board and half are on the right. If there is
no board, put the flashcards to the left and right of
a space on the floor.
• Make Peter point to each of the flashcards and elicit
the clothes from the children.
• Use Peter to nominate up to four children,
depending on the space and the number of
children in the class. These children should stand
in front of the board or in the space between the
flashcards if they are on the floor.
• Make Peter say Shoes. and then encourage the
children who are stood up to move to the left or
right towards the shoes flashcard.
• Make Peter praise the children who moved towards
the correct flashcard, then ask these children to sit
down in the circle.
• Repeat the activity with different children and a
different item of clothing each time.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song
(See Introduction, p. 21).
Unit 5 Clothes
Warm-up and Revision
LESSON 6 • THINKING SKILLS
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 5 Clothes Hello! and encourage the children to wave and say
Lesson 6
Thinking Skills
Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Using productive language: ‘What are you

wearing?’
• Make Peter say Are you wearing jeans? and
pretend to put on some jeans or point to the jeans
flashcard. Say Yes, I am. Then make Peter ask Are
you wearing a cap? Point to your head and say
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No, I’m not.
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• Say Are you wearing jeans? to a confident child
Main Objective in the class and encourage them to say Yes. or No.
Help the children to say Yes, I am. for Yes. and No,
To find the odd one out. I’m not. for No.
Key Words • Continue around the class asking each child Are
you wearing jeans? and encourage each child to
T-shirt, jeans, shoes, socks, jacket, cap, pyjamas
give their answer, then help children to give a full
Receptive Language answer.
What are you wearing? • Drill the question using different voices, for example
Which is the odd one out? sing, whisper or shout it until the children seem
What’s my favourite picture? confident asking the question.
• Encourage each child to ask another child in the
Classroom Language class Are you wearing jeans? and encourage
What is it? them to answer with Yes, I am. or No, I’m not.
Circle the odd one out. • If you have time, you could encourage the children
to try asking about some of the other clothes.
Productive Language
Are you wearing (jeans)? Carpet Time
Yes, I am. / No, I’m not.
3. Sing the Circle song. 3
Thinking Skills • If you want to move the children from another area
Focusing on details and comparing pictures to find of the classroom to sit or stand in a circle, you can
the odd one out. sing or play the Circle song (See Introduction, p. 21).
Activities
4. Tell the Where’s the cap? story. 6 80
Using productive language: ‘What are you
wearing?’ • If you want to use a transition marker to tell the
Tell the Where’s the cap? story. children that the next activity is a story, then sing or
Play Odd one out. play the Story song (See Introduction, p. 22).
Find and circle the odd one out. • Using the story cards, tell the story. The script is
Play What’s my favourite picture? on the back of the cards. Encourage the children
to join in and name the characters or describe the
Materials Checklist clothes they are looking for.
 P eter hand puppet • Hand out the story cards in a random order
 flashcards 35–41 (T-shirt, jeans, shoes, socks, to different children. Play or tell the story and
jacket, cap, pyjamas) encourage the children with story cards to make
 any flashcards from previous units a line so they are in the correct order. Say, for
 Audio 2-8 (routine songs), 80 example Now let’s put the story together. Here
 Student’s Book, p. 91-92 you are, (Carla). This is your story card, (Silvio).
 Story cards 39–47 (Where’s the cap?) Listen to the story.
 coloured pencils or crayons

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 5. Play Odd one out.
• T ake three clothes flashcards and a flashcard from
another unit, for example, a colour flashcard.
• Show the children the four flashcards one at a time
and elicit the word for each card. Then put the
flashcards in a line on the floor where the children
can see them.
• Point to the three clothes flashcards and say the
words, then point to the colour and say the word.
Say No, sorry. It’s the odd one out. and point to
the colour flashcard again. Then collect up the four
flashcards.
• Choose three flashcards from the same unit and
put one flashcard from a different unit in between
the three cards.
• Line the cards up on the floor, point to each card
and elicit the words from the children.
• Say Which is the odd one out? and, if the
children need help, say the names of the cards for
them. Point to the odd one out and say the word
shaking your head to indicate that it shouldn’t be
there.
Pencil and Paper
4 materials by singing or playing the Tidy up song
6. Sing the Table song.
• A
 sk the children to move to the tables and sit down
by singing the Table song (See Introduction, p. 21).
7. Introduce the icons. SB 91
• W ith the help of Peter, bring the children‘s
attention to the Thinking Skills icon on the top right
corner of the page and say while Peter points at his
head Look! ‘Thinking Skills‘. We are in Thinking
Skills class. Point at your head or have Peter point
at his or your head and say Think.
• Point at the Pencil icon or hold a pencil in your
hand and ask What‘s this? By now children will
be familiar with this icon and understand that the
activity will require using a pencil.
• Mimic drawing a circle in the air and ask What are
we going to do? Allow some time for the children
to reply. It‘s OK if they reply in their own language,
simply translate (or have Peter translate) their
responses into English. That‘s right, very good!
We are going to circle. We are going to think
and circle what‘s different! while mimicking
thinking and circling.
8. Find and circle the odd one out.
• H old up the page so the children can see. Point to
the first picture and say What is it? Elicit the name
of the item from the children.
• Point to the other items on the same line and again
say What is it? and elicit the name of the items.
• Give the children their Student’s Books open to the
correct page.
154 Hooray! Let’s play! A © Helbling Languages
• Say Three, socks, one, five. and then ask the
children Which is the odd one out? and elicit the
word socks from the children.
• Say Circle the odd one out. and demonstrate by
circling the socks.
• Point to the pictures on the second line and say
Circle the odd one out.
• Allow the children to work independently and circle
the odd one out in each line.
• Monitor the class, praise neat work and encourage
the children to tell you some of the pictures on the
page in English.
9. For early finishers: Draw your clothes.
Colour. SB 92
• Say Have you finished? (Yes!) Hold up the page,
point to the activity box and say Look, where
are the clothes? Let‘s draw the clothes. Draw
YOUR clothes! By now the children will be
familiar with the icons and can probably deduce by
themselves that they have to draw and colour.
10. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
(See Introduction, p. 22).
Rounding Off
11. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
12. Play What’s my favourite picture?
• Put the clothes flashcards in the centre of the circle
where all the children can see clearly and say the
names of each of the items of clothing.
• Choose one of the cards for the children to guess
and say for example Listen carefully. What’s my
favourite picture? It isn’t socks. It isn’t shoes.
It isn’t jacket. It isn’t T-shirt. It isn’t cap. It isn’t
jeans. What is it?
• Then encourage the children to name the picture
they think is your favourite.
• If the children are finding it hard, you can point to
each flashcard as you say it and shake your head.
Then point to the last flashcard, nod your head
and encourage the children to name the item of
clothing on the flashcard.
13. Sing the Bye-bye song. 8
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 5 Clothes
Warm-up and Revision
LESSON 7 • OUR WORLD
1. Sing the Hello song. 2
• Make Peter greet the children and say Hello!
Unit 5 Clothes Encourage the children to wave back and say
Lesson 7
Our World Hello! to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Say the Clothes chant. 70

• Show the children each of the clothes flashcards
and name them.
• Play the chant and make Peter point to the
appropriate item of clothing as you say or hear
• Listen and point. 81
them in the chant.
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9783990892718_Hooray! Let's Play! SB.indd 93 29/10/21 15:01

T-shirt, jeans and shoes.

Main Objective Socks and jacket, cap.
To show real children wearing school uniforms Let’s rap!
Key Words (Repeat)
• Repeat the chant and encourage the children to
T-shirt, trousers, shoes, socks, skirt, jacket
join in doing the action for each item of clothing.
Word Revision
Blue, yellow, orange, red, green Carpet Time
Receptive Language 3. Sing the Circle song. 3
Our World. • W
 hen moving the children from the table to sit in
Different types of uniforms. a circle, you can sing or play the Circle song
What’s (s)he wearing? (See Introduction, p. 21).
(S)He’s wearing…
Have you got your crayons on your desk? 4. Play What’s missing?
Classroom Language • H ave the clothes flashcards ready for this game.
Listen. • Elicit the vocabulary for the flashcards you are using
Point. so the children know we are talking about clothes.
Colour. • Put all the cards on the floor face down so the picture
can’t be seen.
Activities • Mix the cards up and then take one away without
Say the Clothes chant. letting the children see the picture on the card that
Play What‘s missing? has been taken away.
Listen and point. • Turn the remaining flashcards over and elicit the
Listen and colour. vocabulary for each card. Say What’s missing?
Encourage the children to try and tell you which
Materials Checklist flashcard was taken away.
 P eter hand puppet • Repeat several times until all children have a chance
 flashcards 35–41 (T-shirt, jeans, shoes, socks to say the name of the clothes on the missing card.
jacket, cap, pyjamas) • You may want to have one child choose the flashcard
to be hidden and then show it to the rest of the class.
 Student’s Book, p. 93-94
 Audio 2-8 (routine songs), 70, 81-82
 coloured pencils or crayons Pencil and Paper
Notes 5. Sing the Table song. 4
• Ask the children to move to the tables and sit down
by singing the Table song (See Introduction, p. 21).

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 6. Introduce the icons. SB 93
• W ith Peter’s help, bring the children’s attention
to the World icon on the top right corner of the
page and say Our World. We are going to learn
about real children and school clothes.
• Then point at the Listening icon and explain to the
children that in this lesson they are going to listen
to audio in English. Say Listen. We are going
to listen to English words. (elicit listening by
touching your ear)
• Put Peter’s hand or your own up in the air to elicit
pointing and say Look. We are also going to
point.
7. L isten and point to items of clothing. 81
• H old up the page. With Peter’s help, bring the
children’s attention to the pictures on the page
and say Look, children. These children speak
English. Do WE speak English? (Yes) Let’s say
hello to the children. Hello! And what’s this?
What clothes are they wearing? Yes, that’s
right, they’re wearing uniforms! Ask Do you
wear a uniform? (Yes/No).
• Have Peter point to the page in general and say
There are many different types of uniforms.
Have his hand move to the picture with number
1 and say What’s she wearing? Elicit the names
of the clothing from the children. Say Yes. She’s
wearing a skirt and a T-shirt! Is she wearing
socks? (Yes) That’s right, she’s wearing socks.
You can ask a child you are certain will know the
answer or you can have Peter say it.
• Continue moving your hand or Peter’s to the next
picture and ask What’s she wearing? Elicit answer
from the children and respond if they struggle. Say
She’s wearing a skirt and a jacket!
• Continue with the rest of the pictures, asking
What’s (s)he wearing? and encouraging the
children to answer using the clothes vocabulary
from the unit.
• Have Peter point at the Listening icon on the top
right corner and say Listen. Have Peter touch his
ear to elicit listening. Now hold up Peter’s hand or
hold your own finger in the air to show pointing
and say Listen and point.
• Play the recording while still mimicking listening
and pointing with Peter’s hand. Monitor and
check the children are pointing at the right items.
Encourage some or all the children to repeat the
names of the items.
T-shirt. Skirt. Trousers.
Shoes. Socks. Jacket.
8. Listen and colour. SB 94 82
• H
 old up the page and, with Peter’s help, bring the
children’s attention to the World icon on the top
right corner of the page. Say Look. Our World.
Yes. Many children around the world wear
school uniforms!
156 Hooray! Let’s play! A © Helbling Languages
• Point at the Listening icon while you bring your
hand to your ear to elicit listening and say We’re
going to listen to English words about school
clothes.
• Now focus the attention of the children on the
Colouring icon and say We are going to listen
and colour the school uniforms. Bring your hand
down to the paint blobs and say Look. Colours.
What colours can you see here? Encourage the
children to chant the colours as you move your
hand from one to the next until they have said all
of the colours.
• Now point at the illustrations and elicit the name of
the items of clothing from the children. Say What’s
this? That’s right, it’s a skirt. Have the children
repeat the word a few times, either individually or
as a class. Repeat with the other four items: Shoes,
jacket, trousers and T-shirt.
• Make sure the children are ready to colour and
have blue, green, yellow, red and orange crayons
ready to be used. Say or have Peter say Have you
got your crayons on your desk? Yes. That’s
good! We are ready to listen and colour. Play
the recording and monitor as the children colour
the clothes. Play the recording again to make sure
all the children have plenty of time to colour the
clothes. Encourage them to colour inside the lines
and praise them for their good work.
The T-shirt is red.
The skirt is orange.
The shoes are blue.
The jacket is green.
The trousers are yellow.
• Once all the children have finished colouring,
encourage them to say the name of the clothes
out loud. Say (Bob) What colour is the skirt?
(Orange) That’s right, the skirt is orange. Good
job. Give some or all of the children a chance to say
the items of clothing and the colours.
• Walk around the classroom monitoring the children.
Praise them for their good work. Say That’s great!
You know about clothes and you know about
uniforms. You are good!
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 21).
Rounding Off
10. Sing the Bye-bye song. 8
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song
(See Introduction, p. 21).
Unit 5 Clothes
Warm-up and Revision
LESSON 8 • PHONICS
To introduce the grapheme ‘J’ and revise ‘O’ 1. Sing the Hello song. 2
• Make Peter greet the children and say Hello!
Unit 5 Clothes Encourage the children to wave back and say
Lesson 8
Phonics Hello! to Peter.
1 1
• Sing or play the Hello song and make Peter look
2 like he is singing too (See Introduction, p. 21).

2. Say the Clothes chant. 70

JACKET
Introduce the /j/ and /o/ sounds and the letters ‘J’ and ‘O’
• Listen and repeat. Listen and point.
• Show the children each of the clothes flashcards
and name them.
ORANGE • Play the chant and make Peter point to the
appropriate item of clothing as you say or hear

them in the chant.

83
• Use your finger to trace the letter.

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T-shirt, jeans and shoes.
9783990892718_Hooray! Let's Play! SB.indd 95 29/10/21 15:01

Main Objective Socks and jacket, cap.

To introduce the /j/ sound and grapheme ‘J‘. Let’s rap!
To revise the sound /o/. (Repeat)
Key Words • Repeat the chant and encourage the children to
join in doing the action for each item of clothing.
jacket, orange, jeans
Receptive Language Carpet Time
We are in Phonics class!
3. Sing the Circle song. 3
What’s this?
Do you remember? • W
 hen moving the children from the table to sit in
That‘s right. a circle, you can sing or play the Circle song (See
We are going to (point). Introduction, p. 21).

Classroom Language 4. Play It’s cold/hot.

Listen. • Introduce the words cold and hot to the children.
Repeat. Say It’s cold, and mime being cold and putting on a
Point. jumper or coat. Then say It’s hot, and mime being
Trace. really hot.
Match. • Say It’s cold, put on your T-shirt! and mime being
Activities cold then putting on your T-shirt. Encourage the
children to join in and copy your actions.
Say the Clothes chant.
• Say It’s hot, take off your T-shirt! and mime
Play It‘s cold/hot.
being hot then taking off your T-shirt. Encourage the
Introduce ‘O‘ grapheme.
children to join in and copy your actions.
Introduce ‘O‘ sound.
• Continue telling the children it’s cold and name an
Listen and repeat the ‘J’ in jacket and the ‘O’
item of clothing to put on, or it’s hot and name an
in orange.
item of clothing to take off. Each time mime being
Listen and point to the ‘J’ in jacket and the ‘O’
either hot or cold and then mime taking off or
in orange.
putting on the named item of clothing. Once the
Trace the letters ‘J’ and ‘O’.
children seem confident, allow them to show you the
Listen and match the ‘J’ and ‘O’ items.
mimes and only show them if they need help.
Materials Checklist
 P eter hand puppet Pencil and Paper
 flashcards 35–41 (T-shirt, jeans, shoes, socks, 4
5. Sing the Table song.
jacket, cap, pyjamas)
• Ask the children to move to the tables and sit down
 Student’s Book, p. 95-96
by singing the Table song (See Introduction, p. 21).
 Audio 2-8 (routine songs), 70, 83-84
 clothing items (e.g. T-shirt, jacket, cap, socks)

Hooray! Let’s play! A © Helbling Languages 157

 6. Introduce the icons. SB 95
• W ith Peter’s help, bring the children’s attention to
the Phonics icon on the top right corner of p. 95
and say Look. Remember? Phonics. We are in
Phonics class.
• Move your or Peter’s hand to the Listening and the
Speaking icons and say We are going to listen
to English words. And we are going to speak
English!
Introducing the graphemes ‘J’ and ‘O’
7. Introduce the ‘J’ sound.
• H old up the page so all the children can see. Point
at the jacket and have Peter say Look. What‘s
this? It‘s a J – J – J – Jacket, emphasising the
sound ‘J’.
• With Peter’s help, bring the children’s attention
to the big capital ‘J’. Say Look. Letter J – J – J.
Encourage the children to repeat after you/Peter.
8. Introduce the ‘O’ sound.
• C ontinue to hold up the page. Now point at the
orange and have Peter say Look. What‘s this? It‘s
an O – O – O – Orange. Emphasize the sound ‘O’.
• With Peter‘s help, bring the children’s attention
to the big capital O. Say Look. Letter O – O – O.
Encourage the children to repeat after you/Peter
and then ask What colour is letter O – O – O?
Very good, it‘s orange!
9. Listen and repeat the ‘J’ in jacket and the
‘O’ in orange. 83
• S ay Listen. Have Peter touch his ear so the children
remember the action. Play the recording.
J – J – J – Jacket; J – J – J – Jacket.
O – O – O – Orange; O – O – O – Orange.
• Then, make Peter say We are going to repeat.
Play the recording again and have Peter encourage
the children to repeat one by one or as a class:
J – J – J – Jacket! O – O – O – Orange!
10. Listen and point to the ‘J’ in Jacket and
the ‘O’ in Orange. 83
• H ave Peter touch his ear and say Listen. Next,
make Peter hold up his hand to illustrate pointing
and say Point.
• Play the recording and say again Listen. Point.
Monitor as the children point to the jacket and the
orange, making sure they get the right answer.
11. Trace the letters ‘J’ and ‘O’.
• C
 ontinue to hold up the page. Point at the big
capital ‘J’ on the page. Say Look. Letter J – J – J.
Use your finger to trace the big capital ‘J’, following
the arrows provided or have Peter do the action.
Let’s trace letter J.
158 Hooray! Let’s play! A © Helbling Languages
• Say Now, YOU trace letter J. Continue to move
your finger following the arrows provided. Monitor
the children as they trace letter J, walk around the
class repeating J – J – J – Jacket.
• Repeat the same steps with letter O.
Introducing the graphemes ‘J’ and ‘O’
12. Listen and point to the ‘J’ and ‘O’ items.
84
SB 96
• P oint at the Phonics icon on the page and say Look,
what’s this? Do you remember? Yes, it’s Phonics.
We’re still in Phonics class. We are going to listen
to English words.
• Hold up the page again so all the children can
see. Have Peter point at the item on the page and
show excitement. Point at the jacket and say Look,
what’s this? (Jacket). Very good! It’s a jacket.
It’s a J – J – J – Jacket. Encourage the children to
repeat by having Peter say What’s this? again
• Repeat these steps with orange and jeans.
• Point at the Listening icon and say Look, we are
going to listen to English words. Bring your
hand to your ear while you also hold your finger
up in the air to elicit pointing and say Listen and
point. Play the audio and monitor to make sure the
children are pointing at the right items.
Jacket, jacket, jacket.
Orange, orange, orange.
Jeans, jeans, jeans.
• Hold your finger up or have Peter hold up his
hand and mimic ‘point at’. Say (Tim), point at
the jacket. (Mary), point at the orange. (Bob),
point at the jeans. Do this a few times to ensure
the children can identify the sound of letter ‘J’ and
remember the sound of letter ‘O’.
13. Listen and match the ‘J’ and ‘O’ items. 84
• With Peter’s help, bring the children’s attention to
the Pencil icon. Say Look, a pencil. What are we
going to do? Yes. That’s right, we are going to
draw a line (mimicking drawing a line with a
pencil).
• Play the recording again and mimic the idea of
‘listen and match’ by bringing Peter’s hand to his
ear and mimicking drawing a line. Say Listen and
draw a line. Mimic drawing a line again, then play
the recording. Monitor the children to make sure
they match the items correctly.
Rounding Off
14. Sing the Bye-bye song. 8
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song
(See Introduction, p. 21).
Unit 5 Clothes Activity Book

LANGUAGE OVERVIEW • UNIT 5

Key Words Classroom Language
toothbrush Trace the (toothbrush).
toothpaste Colour the (toothbrush) (blue).
soap Point to the (toothpaste).
water Cut out the cards.
towel Show me the (water).
How many dots?
Word Revision Draw the dot(s).
T-shirt Cut out the pictures and glue them on the plate.
jeans Draw a line.
shoes How many smiles have you stuck on your picture?
socks Can you find some more germs?
pyjamas Can I shake/hold your hand, please?
jacket
cap Productive Language
hot What time is it?
cold It’s time to (get out of bed).

Receptive Language Objectives

It’s a (toothbrush). Children learn:
Who is it? • to develop their ability to recognise and name the
What is it? items which are used when washing your hands
What colour is the (towel)? and brushing your teeth
What’s missing? • to listen to and join in with a chant
Which card is it? • to listen to, act out and put an action story in
Get out of bed. order
Have a shower. • why it is important to wash your hands and brush
Brush your teeth. your teeth, and how germs are spread
Eat your breakfast. • to play some games in English
Wash your hands.
Competences
Go to school.
Simon says. Children can:
Take off/Put on your (T-shirt). • identify and name the items which they use when
What’s in the bag? washing their hands and brushing their teeth
I brush my teeth with soap/a toothbrush. • name, describe and order the daily routines
Which one? I brush my teeth or I wash my hands? related to getting up in the morning
What should you do? • identify when they should wash their hands and/
Where’s the (toothbrush)? or brush their teeth
Look, what can you see? • effectively use a toothbrush to clean objects in
What are the children doing? the classroom, for example egg shells and giant
Look, a germ. teeth
Look, I’ve got germs on my hand. Thinking Skills
What do you need to do now?
Look at your hands. Are they dirty or clean? • observation skills to find and count objects in a
picture
• ordering and describing what actions they do
each morning when they get up
• scientific skills: questioning and investigating how
germs spread

Hooray! Let’s play! A © Helbling Languages 159

 Unit 5 Clothes Activity Book

Warm-up and Revision

LESSON 1 • CHANT
1. Sing the Hello song. 2

• Make Peter greet the children and say Hello! and

Unit 5 Clothes encourage the children to say Hello! back.
Lesson 1
• Sing or play the Hello song.

2. Mime or mix up the Clothes action story.

71

• Play or say the Clothes action story. For each line,

mime taking off or putting on an item of clothing.
Clothes action story
Take off your T-shirt.
Take off your shoes.
Take off your jeans.
Hooray! Let’s play! A • Activity Book © Helbling Languages 35
Take off your socks.
9783990892749_Hooray! Let's Play! AB A.indd 35 29/10/21 14:54

Put on your pyjamas.

Main Objective Go to bed.
To introduce the washing vocabulary using a chant. • Repeat the action story, encouraging the children
to join in with the actions or say the lines from the
Key Words action story in a different order and encourage the
toothbrush, toothpaste, soap, water, towel children to show you the correct action for the line
you said.
Word Revision
T-shirt, jeans, shoes, socks, pyjamas Carpet Time
Receptive Language 3. Sing the Circle song. 3
It’s a (toothbrush).
• If you want to move the children from another area
Who/What is it?
of the classroom to sit or stand in a circle, you can
What colour is the (towel)?
sing or play the Circle song.
Classroom Language
Trace the (toothbrush). 4. Introduce the washing vocabulary.
Colour the (toothbrush). PDF
MF 5a
Point to the (toothpaste).
• Show the children the mini flashcard for toothbrush
Activities and say Toothbrush. and put the mini flashcard on
Mime or mix up the Clothes action story. the floor in front of the children.
Introduce the washing vocabulary. • Show the children an action for toothbrush, e.g.
Say the Washing chant. pretend to pick up a toothbrush and brush your
Trace the lines and colour the washing items. teeth. Say again It’s a toothbrush. and point to
Play Point to… the mini flashcard again.
• Show the children the mini flashcards for the other
Materials Checklist items for washing and show the children an action
 P eter hand puppet for each item.
 A udio 2-8 (routine songs), 71, 85 toothpaste – pretend to squeeze toothpaste
 w ashing mini flashcards (MF 5a) from a tube onto a pretend toothbrush
 A ctivity Book, p. 35-36 soap – pretend to pick up a slippy soap and rub
 c oloured pencils or crayons it in your hands
Notes water – pretend to turn the tap on, mime the
water coming out of the tap and put your hands
in the water
towel – pretend to pick up a towel and dry your
hands, face, tummy, back etc.
• Put all the cards on the floor where the children
can see them. Point to the towel and say Is it a
toothbrush? and show the action for toothbrush.

160 Hooray! Let’s play! A © Helbling Languages

• C
 ontinue to ask the children questions about the
washing items and encourage the children to say
Yes, it is. or No, it isn’t. as appropriate for each
question. Always say the correct word as well.
 ay the Washing chant. 85
5. S PDF
MF 5a
• S how the children each of the washing mini
flashcards in the order from the chant and name
the objects.
• Put the mini flashcards on the floor where the
children can easily see.
• Play the chant and make Peter point to each of
the mini flashcards as you say or hear them in the
chant.
Washing chant
Toothbrush, toothbrush.
Toothpaste, toothpaste.
Soap and water.
Towel, towel, here it is!
(Repeat)
• Repeat the chant and encourage the children to
join in and point to each of the mini flashcards as
they hear them in the chant.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit down
by singing the Table song.
7. T
 race the lines and colour the washing
items. AB 35 85
• H old up your book so all the children can see.
• Point to the characters and washing items and elicit
the names from the children. Say Who/What is it?
• Play the Washing chant again and point to each
washing item in the picture as you hear them.
• Give the children their books open to the correct
page. Repeat the chant and encourage the children
to point to each of the objects on the page.
• Say Trace the toothbrush. and encourage
the children to trace the dotted outline for the
toothbrush.
• Then ask the children to continue tracing the
outlines for the other washing items.
• Then point to the toothbrush again and say Colour
the toothbrush. You can either tell the children
what colour to use or let the children choose which
colours they would like to use.
• While the children are working, talk to them about
the washing items on the page. Ask them What
colour is the towel? or What is green? and
praise them for neat and careful colouring.
8. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing the Tidy up song.
Rounding Off
9. Sing the Circle song. 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
10. Play Point to… PDF
MF 5a
• Put the washing mini flashcards on the floor in
front of the children.
• Say Point to the toothpaste. and make Peter
point to the toothpaste mini flashcard. Encourage
the children to point with Peter.
• Repeat with the other washing items, encouraging
the children to point at the flashcards before Peter
does.
• Praise the children who remember which flashcard
each item is, and the children who point to the
flashcard quickly.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
Play Snap! PDF
MF 5a
• Help the children to move so that they have a
space in front of them.
• Encourage each child to choose four of their
washing mini flashcards and put them on the
floor with the picture facing up.
• Hold a copy of each of the mini flashcards
in a fan. Make Peter select one of the cards,
say Peter, choose a card. and hold it so the
children can’t see which card has been chosen.
• Encourage the children to choose one of their
mini flashcards, say Choose a card. and hold
it up in the air so you can see which card they
have selected.
• Make Peter show the card which he selected
and name the card for the children.
• Then make Peter hug, kiss or high-five the
children who held up the same card and say
Snap!
• Put all the cards back to the starting position
and repeat the activity with Peter and the
children selecting a different mini flashcard.
Hooray! Let’s play! A © Helbling Languages 161
 Unit 5 Clothes Activity Book

Warm-up and Revision

LESSON 2 • ACTION STORY
1. Sing the Hello song. 2

• M ake Peter greet the children by saying Hello! and

Unit 5 Clothes encourage the children to wave and say Hello! back.
Lesson 2
• Sing or play the Hello song.

2. Say the Clothes chant. 70

• Show the children the clothes flashcards and elicit
the clothes vocabulary from the children.
• Play the Clothes chant and make Peter point to
the appropriate item of clothing as you say or hear
them in the chant.
Clothes chant
T-shirt, jeans and shoes.
Hooray! Let’s play! A • Activity Book © Helbling Languages 37 Socks and jacket, cap.
9783990892749_Hooray! Let's Play! AB A.indd 37 29/10/21 14:54
Let’s rap!
Main Objective (Repeat)
To listen to and join in with an action story. • Repeat the chant and encourage the children to
join in doing the action for each item of clothing,
Key Words or pointing to clothes the children are wearing.
toothbrush, toothpaste, soap, water, towel Suggested actions:
T-shirt – pretend to put a T-shirt on and show
Word Revision the children the picture on the front of it
T-shirt, jeans, shoes, socks, jacket, cap pyjamas jeans – pretend to pull your jeans up and fasten
Receptive Language the belt
shoes – pretend to tie your shoes
Get out of bed.
Have a shower. socks – pretend to pull on some socks
Brush your teeth. jacket – pretend to put on a jacket and zip it up
Eat your breakfast. cap – pretend to put a cap on your head
Wash your hands.
Go to school. Carpet Time
Simon says.
3. Sing the Circle song. 3
Take off/Put on your (T-shirt).
• If you want to move the children from another area
Classroom Language
of the classroom to sit or stand in a circle, you can
How many dots? sing or play the Circle song.
Draw the dot(s).
Activities 4. Listen to the Daily routines action story.
Say the Clothes chant. • Say the action story in the correct order and act it
Listen to the Daily routines action story. out for the children. As you hear each line, mime
Mime the Daily routines action story. doing each activity.
Listen and draw the dots / write the numbers. Daily routines action story
Play Simon says. Get out of bed. – Mime stretching and swinging
your legs out of bed.
Materials Checklist
Have a shower. – Mime using soap and washing
 P eter hand puppet yourself.
 A udio 2-8 (routine songs), 70, 86
Brush your teeth. – Mime brushing your teeth
 fl
 ashcards 35–41 (clothes)
and spit out the toothpaste.
 A ctivity Book, p. 37
 c oloured pencils or crayons Eat your breakfast. – Pretend sitting at the
 If there is time: daily routine mini flashcards breakfast table, eating some muesli.
(MF 5b) Wash your hands. – Pretend to wash your hands
under running water.
Go to school. – Mime picking up a schoolbag and
leaving the house.

162 Hooray! Let’s play! A © Helbling Languages

5. M
 ime the Daily routines action story.
• E ncourage the children to join in with the actions
from the action story.
• As you say each line, the children should copy your
actions.
• Praise the children who are joining in with the
actions.
• After a few turns just give the instructions from
the action story and only show the actions if the
children don’t do them on their own.
Pencil and Paper
6. Sing the Table song. 4
• A
 sk the children to move to the tables and sit down
by singing the Table song.
7. L isten and draw the dots / write the
numbers. AB 37 86
• P lay the action story and do the actions as you hear
them.
• Hold up your book so the children can see. Play the
action story again and point at the correct picture
on the page as you listen.
• Give the children their books open to the correct
page.
• Play or tell the action story pausing after each line
and encouraging the children to point at the correct
picture on their page.
• Point to the dice at the top of the page and
encourage the children to help you count the dots
on the dice.
• Play or tell the action story again. After the first
line, encourage the children to point to the correct
picture. Say How many dots? and elicit the word
One. from the children. Then say Draw the dot(s).
and demonstrate by drawing one dot in the square
in the top left corner of the picture, or the number
one if the children are able to write numbers.
• Monitor the class and praise the children for
drawing the correct number of dots or writing the
correct number.
• Repeat for the rest of the action story so that the
squares next to each picture show the correct
number.
8. S
 ing the Tidy up song. 5
• A
 sk the children to tidy away the crayons and other
materials by singing the Tidy up song.
Rounding Off
9. Sing the Circle song. 3
• W
 hen moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
10. Play Simon says.
• Give the instructions from the Daily routines action
story in a random order.
• Start some instructions with Simon says... which
the children should mime doing, and some
instructions without Simon says... which the
children shouldn’t do.
• Make Peter praise the children who are listening
carefully and who only do the action when Simon
says to.
• Once the children seem confident with the
instructions, you can also ask the children to mime
putting on / taking off items of clothing, e.g.
Take off your T-shirt/shoes/jeans/socks.
Put on your pyjamas.
Wash your hands.
Brush your teeth.
Go to bed.
• Once the children are good at the game, you might
want to try and trick them by doing a different
action to the one you are saying. The children
should do what you say and not copy what you are
doing.
8
11. Sing the Bye-bye song.
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
Play Daily routine stepping stones. PDF
MF 5b
• Show the children the daily routine mini
flashcards and elicit the names of the activities
from the children.
• Put the mini flashcards on the floor in a line
like stepping stones across one area of the
classroom.
• In turns, allow each child to walk over the
flashcards like stepping stones and name each
activity as they step on or over the card.
• If the children are unsure, prompt the children
by saying What time is it? and encourage
more confident children to say It’s time to
(have a shower).
• If you have a larger class, you might want to use
more than one set of the mini flashcards and
have two or three lines crossing (part of) the
classroom at the same time.
• To add more interest, you could include a simple
obstacle course for the children to complete
when they walk back to the line (for example,
crawl under a chair, walk around a table, jump
over a small cushion).
Hooray! Let’s play! A © Helbling Languages 163
 Unit 5 Clothes Activity Book

2. Say the Washing chant. 85 PDF

MF 5a
LESSON 3 • THINKING SKILLS • S how the children the washing mini flashcards and
elicit the vocabulary from the children.
• P lay the chant and make Peter point to the
Unit 5 Clothes appropriate picture as you say or hear them in the
Lesson 3
Thinking Skills chant.
• R epeat the chant and encourage the children to join
in doing the action for each of the washing items.

Carpet Time
Preparation Tip!
Before the lesson, put a toothbrush, a tube
of toothpaste, a bar of soap and a small hand towel into
a bag that is not see-through.

Hooray! Let’s play! A • Activity Book © Helbling Languages 39 3. Sing the Circle song. 3
9783990892749_Hooray! Let's Play! AB A.indd 39 29/10/21 14:54

• If you want to move the children from another area

Main Objective of the classroom to sit or stand in a circle, you can
To think about when you need to wash your hands sing or play the Circle song.
and brush your teeth.
Key Words 4. Play What’s in the bag?
toothbrush, toothpaste, soap, water, towel • Hold up the bag and ask the children What’s in
the bag?
Receptive Language • Invite the children to put their hands into the bag
What’s in the bag? and feel the objects. Encourage the children to
I brush my teeth with soap/a toothbrush. keep their ideas a secret until all children have had
Which one? I brush my teeth or I wash my hands? a chance to feel the items in the bag.
What should you do? • Elicit ideas from the children and as they name
objects in the bag, invite a child to try and pull that
Classroom Language named item out of the bag. Once all the items are
Draw a line. on the floor in front of the children, point to each
item and ask the children What is it?
Activities
• Say Close your eyes. Move all of the objects so
Say the Washing chant.
that the children can’t see them and put one of
Play What’s in the bag?
them in the bag.
Acting it out.
• Invite the children in turns to feel in the bag and
Stick in the stickers and draw lines to match the
guess which item they can feel. Say What’s in the
activities.
bag?
Play Brush my teeth or wash my hands?
• Once all the children have had a chance to feel in
Materials Checklist the bag and have guessed, ask one child to take
 P eter hand puppet the item out of the bag and show it to the class.
 A udio 2-8 (routine songs), 85
 w ashing mini flashcards (MF 5a) 5. Acting it out. PDF
MF 5a
 a bag that you can’t see through Teaching Tip!
 r eal items: toothbrush, toothpaste, soap, towel It is better if you can use a real toothbrush,
 A ctivity Book, p. 39-40 toothpaste, bar of soap and towel for the next activity
 s tickers from the centre of the book (brushing but you will need to remind the children that it is only
teeth, washing hands) pretend. If you do not have the real items, or you think it
 c oloured pencils or crayons isn’t safe, you can use the mini flashcards instead.
 If there is time: bean bag
• Put the toothbrush, toothpaste, bar of soap and
Warm-up and Revision towel in the middle of the circle where the children
can see them.
1. Sing the Hello song. 2
• Pick up the soap and say to the children I brush
• M ake Peter greet the children by saying Hello! and my teeth with soap. Mime using the bar of soap
encourage the children to say Hello! back. to brush your teeth and pull a face because it tastes
• Sing or play the Hello song. really bad, then say No, that’s not right.

164 Hooray! Let’s play! A © Helbling Languages

• E ncourage the children to mime using a bar of soap
to brush their teeth, repeating I brush my teeth
with soap. and No, that’s not right.
• Pick up the toothbrush and say to the children
I brush my teeth with a toothbrush.
• Mime brushing your teeth with a toothbrush, and
say Yes, I brush my teeth with a toothbrush.
• While still holding the toothbrush, pick up the bar
of soap and pretend to wipe the soap onto the
toothbrush. Say to the children I brush my teeth
with a toothbrush and soap. Mime brushing
your teeth with the toothbrush, pull a face and say
No, that’s not right.
• Repeat the actions but this time put toothpaste
on the toothbrush. Encourage the children to
say I brush my teeth with a toothbrush and
toothpaste.
• With more confident children, you can try washing
your hands using toothpaste or using a toothbrush.
Pencil and Paper
6. Sing the Table song. 4 to mime one of the actions for the other children
• A
 sk the children to move to the tables and sit down
by singing the Table song.
7. S
 tick in the stickers and draw lines to
match the activities. AB 39
• H old up your book so the children can see and
point to the two pictures on the right. Say Look!
What is this? and point to the girl brushing her
teeth. Elicit (I) brush my teeth. from the children.
Mime brushing your teeth and encourage the
children to join in.
• Repeat for the picture of the boy.
• Give the children their books open to the correct
page and help the children to stick in the stickers.
• Point to the picture of Connie stroking a cat and
say Which one? I brush my teeth or I wash my
hands? and encourage the children to point to the
appropriate sticker on the page.
• Continue to point to the different scenes on
the page and check the children point to the
appropriate sticker each time.
• If your class is confident speaking English, you
might also want to name the activities.
• Say Draw a line. and encourage the children to
match each activity to the correct sticker.
8. S
 ing the Tidy up song. 5 Wash your hands. or Brush your teeth. as quickly
• A
 sk the children to tidy away the crayons and other
materials by singing the Tidy up song.
Rounding Off
9. Sing the Circle song. 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
10. Play Brush my teeth or wash my hands?
• Mime sneezing into a tissue and blowing your nose
and say to children What should you do?
• If the children seem unsure, mime brushing
your teeth and then washing your hands before
repeating the question.
• Encourage the children to mime the appropriate
answer as well as saying Wash my hands.
• Continue to mime other activities from the previous
exercise and encourage the children to give an
appropriate answer as well as mime the action.
Depending on your class, you might want to avoid
miming going to the toilet.
• If the children are confident giving their answers,
you could invite some of the children to take turns
to respond to or, if you think the children will
recognise the activity, you could try miming other
situations when you might wash your hands or
brush your teeth, for example mime painting or
gluing a picture or mime eating some food.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
Play Germ, germ, go away.
• Show the children a bean bag and explain that they
are going to pretend this is a germ.
• Stand in the middle of the circle and pass the bean
bag to one child in the circle.
• Encourage the children to pass the bean bag around
the circle while chanting Germ, germ go away.
• After a short time, point to the child holding the
bean bag.
• Say one of the activities that you should wash your
hands or brush your teeth after and mime doing the
activity, for example say I touch my dog.
• Encourage the child you are pointing at to either say
as they can.
• Tell the children to continue passing the bean bag
around the circle, and choose a different child to
point to each time.
• Once they are familiar with the game you can invite
a confident child to take your place in the centre of
the circle.
Hooray! Let’s play! A © Helbling Languages 165
 Unit 5 Clothes Activity Book

2. Sing the Put on your jeans song. 72

LESSON 4 • PROJECT • Play the Put on your jeans song and encourage the
children to sing along and join in with the actions.
Put on your jeans
Unit 5 Clothes It’s cold, it’s cold.
Lesson 4
Project
Put on your jeans/T-shirt.
It’s cold, it’s cold.
Oh yeah, it’s cold…
… Put on your socks/shoes/jacket/cap…
• If the children seem confident with the song, you
can use the karaoke track. 73

Project Time

Hooray! Let’s play! A • Activity Book © Helbling Languages 41 Note: Some of the activities use old toothbrushes, so it
9783990892749_Hooray! Let's Play! AB A.indd 41 29/10/21 14:54

is important to remind the children not to put them in

Main Objective their mouths. The children shouldn‘t share toothbrushes
To practise brushing your teeth and understand that have been in another child‘s mouth or that have had
why it is important. paint or other liquids on them.

Word Revision 3. Sing the Circle/Table song. 3 4

toothbrush, toothpaste, soap, water, towel • If you want to move the children from another area
T-shirt, jeans, shoes, socks, jacket, cap, hot, cold of the classroom to stand or sit in a circle or at the
Receptive Language table, you can sing or play the Circle/Table song.
Look, what can you see? What are the children Teaching Tip!
doing? If you or your class are not used to children
Also see “Useful phrases” sections. working on different tasks at the same time, you might
Classroom Language want to do each ‘experiment’ in a whole class group to
begin with and gradually introduce other tasks that the
What colour is it? How many (red) toothbrushes?
children can try on their own.
Also see “Useful phrases” sections.
Activities 4. Introduce the brushing teeth experiments.
Sing the Put on your jeans song. AB 41
Introduce the brushing teeth experiments.
Cleaning giant’s teeth. / Brushing eggs clean. / • Hold up your book so all the children can see.
Painting with a toothbrush. • Point to some of the toothbrushes on the page and
Discuss the activities, count the coloured ask the children What is it? Then tell the children
toothbrushes and colour. they are going to try the same experiments as the
children on the page. Say Look, what can you
Materials Checklist see? What are the children doing?
 P eter hand puppet • Demonstrate the three activities to the children
 A udio 2-8 (routine songs), 72-73 before you let them try the experiments.
 A ctivity Book, p. 41-42
 o ld toothbrushes, toothpaste 5. Cleaning giant’s teeth.
 g lasses with different drinks Preparation Tip!
 h ard boiled eggs Cut up strips of plastic or polystyrene egg
 p lastic or polystyrene egg boxes boxes to make some giant‘s teeth. You can also put
 p ieces of paper and different coloured paints coloured paint on the teeth to make them look really dirty.
 c oloured pencils or crayons
Pre
Uspa
efurat
l ph
ion
rasTip
es!
 If there is time: different shaped containers
Are the teeth clean?
Can you clean the big teeth?
Warm-up and Revision What colour are the teeth?
2 Is water or toothpaste and water better?
1. Sing the Hello song.
• M ake Peter greet the children by saying Hello! and
encourage the children to say Hello! back.
• Sing or play the Hello song.

166 Hooray! Let’s play! A © Helbling Languages

• S how the children the big teeth and encourage the
children to name the colours they can see if you
have put paint on the teeth.
• Give each child a toothbrush to use and make sure
the children understand that the toothbrushes
should not be put in their mouth.
• Encourage the children to try cleaning the teeth,
using a small amount of water on their brush.
• Then let the children take a small amount of
toothpaste and brush the teeth again.
• Ask the children which was better for cleaning, just
water or using toothpaste and water.
6. B
 rushing eggs clean.
Preparation Tip!
Before the lesson, prepare some glasses
with different drinks. Put a hard boiled egg in each glass,
making sure that the egg is completely covered by the
liquid.
Pre
Uspa
efurat
l ph
ion
rasTip
es!
What colour is the egg? / What colour are
your teeth?
Can you brush the egg and make it clean?
Can you brush up and down / in a circle?
• E ncourage the children to look at the colour of the
egg when it is in the glass of drink.
• Provide the children with old toothbrushes and
a small amount of toothpaste, making sure the
children understand that the toothbrushes should
not be put in their mouth.
• Encourage the children to carefully brush the egg to
remove the stains from it and to think about what
happens to their own teeth when they drink similar
drinks.
7. Painting with a toothbrush.
Pre
Uspa
efurat
l ph
ion
rasTip
es!
What colours/shapes can you see?
Can you paint like this?
What pattern can you make?
• P repare pots of different coloured paints and old
toothbrushes to use for painting.
• Let the children play with the toothbrush and paint
and see what effects they can make on their paper.
You can encourage the children to flick the paint
from the toothbrush using their fingers or they can
use the toothbrush in a similar way to a paint brush.
• You could also provide the children with outlines
of toothbrushes for them to paint using their
toothbrushes.
8. D
 iscuss the activities, count the coloured
toothbrushes and colour. AB 41
• H old up your book so the children can see.
• Point to some of the toothbrushes in the picture
and say What colour is it?
• Say How many red toothbrushes? and
encourage the children to help you find and count
the red toothbrushes in the picture.
• Repeat for the other toothbrushes.
• Give the children their books open to the correct
page and allow the children to count the different
coloured toothbrushes and draw dots or write
numbers in the box below each coloured brush.
• The children can also colour the big toothbrush on
the page.
• Once the children have counted all the coloured
toothbrushes, you might want to spend some time
talking about the experiments in the children’s first
language, if you are able to, and encourage them
to think about what was happening and why.
5
9. Sing the Tidy up song.
• Ask the children to tidy away the materials by
singing the Tidy up song.
Rounding Off
8
10. Sing the Bye-bye song.
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
Preparation Tip!
Before this activity, collect containers
with different widths at the top, e.g. a plastic milk
bottle, a bucket, a plastic cup, etc.
Play Drop the toothbrush.
• Show the children the different containers and then
put them on the floor, making sure there is enough
space for the children to walk around between them.
• Encourage one child to stand next to one of the
containers holding a toothbrush.
• Ask the child What colour is your toothbrush?
• Then say Can you drop the toothbrush in the
box/bottle?
• Encourage the child to stand with their arm held out
straight in front of them with their hand holding the
toothbrush over one of the containers.
• The child should open their hand to drop the
toothbrush and see if the toothbrush lands in the
container they are standing next to.
• Once the children have watched one or two children
have a go, you can give each child a toothbrush and
encourage them to each stand next to a container to
try and drop their toothbrush into.
• Let the children move around and try to drop their
toothbrush into containers and then talk to the
children about which containers were easy to get the
toothbrush in and which were harder.
Hooray! Let’s play! A © Helbling Languages 167
 Unit 6 Party
LANGUAGE OVERVIEW • UNIT 6
Key Words Roll the dice.
doctor Colour / Cut out the doll.
robot Listen (carefully).
pirate Draw a line.
clown Colour the T-shirt / the (cowboy) (orange).
cowboy Simon says.
princess Peter is a...
insect Draw a line from (Peter) to (his) costume.
milk Colour the costumes / the picture.
What is...?
Receptive Language Circle the (clown) with the (blue) (nose).
What is it? Walk like a robot/cowboy/princess.
Now sit down!
Productive Language
Shh!
Snap! Who are you?
Look, there’s a (clown). I’m a (princess).
Hahaha. Objectives
Yippee!
Children learn:
Hello!
• to recognise and name different party costumes
One, two, three.
in English
Aaah!
• to listen to, act out an action story, and order the
Let’s run.
pictures which tell the action story
Stand up. / Sit down.
• to listen and join in with a song and a chant
I’m dancing with a (princess).
• to watch and listen to a story
Oh, what fun!
• to play some English party games
Join us, everyone.
• to mime along with the story when it is told using
Whose nose is it?
the audio or by the teacher
On (Rosie)’s T-shirt there is a (clown).
What’s my favourite picture? Competences
Let’s dress up.
Children can:
Oh, yes. Good idea.
• name and identify some party costumes and
I want to be a pirate/clown/princess (too).
use movement, pointing, gestures to show their
Here you are.
understanding
Oh, Rosie.
• respond appropriately to the instructions and
Look at me! I’m a (pirate).
language which is used in the classroom
How many clowns?
• participate in games, songs, chants and TPR
What colour is the...?
based action stories
Classroom Language • follow a story on Helbling e-zone kids or using
the story cards
Stick in the robot’s hat / cowboy’s hat.
• name the costume they are wearing to the party
Trace/Colour the pirate’s hat / doctor’s hat / clown’s
hat / princess’ crown. Value
Point to the (cowboy).
• to develop appreciation and enjoyment of
Show me the (doctor).
friendships
Colour the (clown)/costumes/party hat/doll.
Cut out the cards. Thinking Skills
Listen. • identifying similarities
How many dots?
Draw the dots. Phonics
Look, a clown’s hat. • to learn the sound /i/ as well as letter I, and
Colour / Cut out your party hat. practise recognising and saying words that begin
Is this a princess’ nose? with /i/
That’s not right. • to revise sound /p/ and letter P

168 Hooray! Let’s play! A © Helbling Languages

Unit 6 Party
Warm-up and Revision
LESSON 1 • CHANT
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 6 Party Hello! and encourage the children to wave and say
Lesson 1
Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Sing the Put on your jeans song. 72

Hooray! Let’s play! A © Helbling Languages
9783990892718_Hooray! Let's Play! SB.indd 97
• Play the Put on your jeans song from the previous
unit and encourage the children to sing along and
join in with the actions.
• Or, if the weather is hot outside, sing the Take off
your jeans version of the song. 74
97
• If the children seem comfortable with the song, you
29/10/21 15:01

can use the karaoke tracks. 73 75

Main Objective
To introduce the party vocabulary using a chant.
Carpet Time
Key Words 3
3. Sing the Circle song.
doctor, robot, pirate, clown, cowboy, princess
• If you want to move the children from another area
Receptive Language of the classroom to sit or stand in a circle, you can
What is it? sing or play the Circle song (See Introduction, p. 21).
Now sit down!
4. Introduce the party vocabulary.
Classroom Language • Show the children the flashcard for doctor, feel
Stick in the robot’s hat / cowboy’s hat. for your pulse on your wrist or your neck and say
Trace/Colour the doctor’s hat / pirate’s hat / clown’s Doctor.
hat / princess’ crown. • Show the children the flashcard for robot, move like
a robot and say Robot.
Activities • Point to the flashcard for the doctor, look at Peter
Sing the Put on your jeans song. and say What is it, Peter? Make Peter say A
Introduce the party vocabulary. robot. Encourage the children to say No! to Peter
Say the Party chant. and then you say No, Peter. A doctor. and do the
Trace and colour the hats. Stick in the robot’s and action for doctor.
cowboy’s hat. • Continue to show the children the other party
Play A party game. flashcards. Say the name and show the children an
action for each card. Suggested actions:
Materials Checklist
pirate – pretend to look through a hand-held
 P eter hand puppet telescope
 flashcards 42–47 (doctor, robot, pirate, clown, clown – pretend to squeeze your clown’s nose
cowboy, princess) cowboy – pretend to swing your lasso above your
 Audio 2-8 (routine songs), 72-74, 87 head
 Student’s Book, p. 97-98 princess – pretend to hold out your dress and
 stickers from the appendix of the Student’s curtsy or, if sitting down, bow your head like you’re
Book (robot’s hat, cowboy’s hat) meeting a princess
 coloured pencils or crayons • Point to a flashcard and ask Peter What is it, Peter?
party mini flashcards (Worksheet 29) Make Peter say different party costumes, then
encourage the children to tell Peter if he is correct
Teaching Tip! or not. Encourage the children to join in, doing the
Tell the children that Lesson 6 will be a party action for the correct item and saying the name.
lesson and they will be able to come to class dressed in a
party costume. Make sure you also contact parents/carers 5. Say the Party chant. 87
and tell them the date of the party lesson. • Show the children each of the party flashcards and
name them.

Hooray! Let’s play! A © Helbling Languages 169

 • P lay the chant and make Peter point to the
appropriate party costume as you say or hear it in
the chant.
Party chant
Doctor, robot, pirate, clown.
Cowboy, princess.
Now sit down!
(Repeat)
• Repeat the chant and, as you say it, use the actions
from introducing the vocabulary (Activity 4 in this
Lesson). Encourage the children to join in doing the
action for each party costume.
Pencil and Paper
4 the children can see them. The cards should be in
6. Sing the Table song.
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Trace and colour the hats. Stick in the
robot’s and cowboy’s hat. SB 97 87
• H old up your Student’s Book so the children can
see the page. Play the Party chant and point to
each of the children in the picture as you hear the
costumes.
• Give the children their Student’s Books open to the
correct page, then repeat the chant and encourage
the children to point to each of the children on the
page.
• Say Stick in the robot’s hat. and show the
children the sticker for the robot’s hat in the
appendix of the Student’s Book. Monitor the
children and help them peel off the sticker and stick
it in the correct place.
• Repeat for the sticker with the cowboy’s hat.
• Say Trace the doctor’s hat. and demonstrate
by tracing the doctor’s hat. Then say Colour the
doctor’s hat. and show colouring the hat.
• Continue, asking the children to trace and then
colour the other hats for the other party costumes
in the picture.
• Monitor the class. Look at the children’s work and
praise the children or point to and name different
costumes and colours on the page.
8. For early finishers: Draw a party hat.
Colour. SB 98
• S ay Have you finished? (Yes!) Hold up the page
and point to the activity box. Point to the icons and
ask the children if they understand what the activity
is about - they should by now recognise that it is
about drawing and colouring. Mimic putting on a
hat and then say Draw a party hat.
170 Hooray! Let’s play! A © Helbling Languages
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play A party game. 87
• Put the party flashcards in the centre of the circle so
the correct order for the Party chant.
• Play the Party chant and encourage the children
to join in and show you the actions for each party
costume.
• Ask the children to stand up in the circle and hold
hands.
• Choose one confident child to start the game. Point
to the first flashcard and encourage the child to
start the chant by saying Doctor.
• Encourage the next child to say Robot. and the
next to say Pirate. and continue with each child
saying one word to continue the chant.
• When a child says Princess., the rest of the
class should say to that child Now sit down! and
encourage the child to sit down.
• Repeat the activity and when a different child says
Princess. and the rest of the class says Now sit
down!, the new princess should sit down. The
‘first’ princess should stay sitting down and the
game continues until only one child is left standing.
• Alternatively, if you want to keep all the children
involved in the game, allow the ‘first’ princess to
stand up when the ‘second’ princess sits down. In
this case, end the game when most of the children
have had a turn at being the princess.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 6 Party
Warm-up and Revision
LESSON 2 • ACTION STORY
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 6 Party Hello! and encourage the children to wave and say
Lesson 2
Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Play Simon says.

• Give the children instructions from the action
stories and games of Simon says from the previous
units, for example:
Take off / Put on your T-shirt.
Take off / Put on your socks.
Hooray! Let’s play! A © Helbling Languages 99
Go to bed.
9783990892718_Hooray! Let's Play! SB.indd 99 29/10/21 15:01 Touch your toes.
Main Objective Drive your car.
To listen to and join in with an action story. • Start some instructions with Simon says... which
the children should do, and some instructions
Key Words without Simon says... which the children shouldn’t
doctor, robot, pirate, clown, cowboy, princess do.
• Praise the children who are listening carefully and
Receptive Language only do the action when Simon says to.
Look, there’s a (clown). • If the children are good at this game, you might
Hahaha. want to try and trick them by showing the children
Yippee! a different action to the one you are saying. The
Hello! children should do what you say and not copy what
One, two, three. you are doing.
Aaah!
Let’s run! Carpet Time
Stand up. / Sit down.
3. Sing the Circle song. 3
Classroom Language
• If you want to move the children from another area
Listen. of the classroom to sit or stand in a circle, you can
How many dots? sing or play the Circle song (See Introduction, p. 21).
Draw the dots.
Activities 4. Listen to the Party action story.
Teaching Tip!
Play Simon says. To make the actions for the action story
Listen to and mime the Party action story. different from the vocabulary mimes, do them
Listen and draw the dots/numbers. standing up.
Play Stand up and sit down.
Materials Checklist • Say the action story in the correct order and act it
 P eter hand puppet out for the children. As you say each line, mime
 flashcards 42–47 (doctor, robot, pirate, clown, doing each action.
cowboy, princess) Party action story
 Audio 2-8 (routine songs), 88 Look, there’s a clown. – Hahaha.
 Student’s Book, p. 99-100 Look, there’s a cowboy. – Yippee!
 pencils or crayons Look, there’s a princess. – Hello!
 party mini flashcards (Worksheet 29) Look, there’s a robot. – One, two, three.
party hats (Worksheets 30a-c) Look, there’s a doctor. – Aaah!
 (as if you are opening your mouth so that the
Notes doctor can look inside)
Look, there’s a pirate. – Let’s run!
• Start each action by pretending to point at
something in the distance and then do the action
for each of the party costumes.

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 5. Mime the Party action story.
• E ncourage the children to stand up and join in with
the actions as you say them. The children should
copy your actions as much as they can.
• After a few turns just give the instructions from
the action story and only show the actions if the
children don’t do them on their own.
• If you have time, you could invite some confident
children to perform the action story for the class
to watch, or if you have some sets of clothes, they
could use these.
Pencil and Paper
4 • Say Robot, stand up. and Princess, sit down.
6. Sing the Table song.
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Listen and draw the dots/numbers.
SB 99 88
• H old up your Student’s Book so the children can
see. Play the Party action story and point at the
correct picture on the page as you listen.
• Give the children their Student’s Books open to the
correct page.
• Play or tell the action story pausing after each line
and encouraging the children to point at the correct
picture on their page.
• Point to the dice at the top of the page and
encourage the children to help you count the dots
on the dice.
• Play or tell the action story again. After the first
line, encourage the children to point to the correct
picture. Say How many dots? and elicit the word
One. from the children. Then say Draw the dot(s).
and demonstrate by drawing one dot in the square
in the top left corner of the picture, or the number
one if the children are able to write numbers.
• Monitor the children and praise them for drawing
the correct number of dots or the correct number.
• Repeat for the rest of the action story so that the
squares show the correct number.
8. For early finishers: Trace and colour. SB 100
• S ay Have you finished? (Yes!) Hold up the page,
point to the activity box and encourage the children
to look at the icons and guess what the activity is
about. At this stage they should have no problem
interpreting the icons and inferring that they have
to trace and colour the picture.
5 • S ometimes shout It’s party time! All the children
9. Sing the Tidy up song.
• A
 sk the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
172 Hooray! Let’s play! A © Helbling Languages
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
11. Play Stand up and sit down.
PDF
WS 29
• Give each child a mini flashcard and elicit the party
costume on each card as you give them out.
• Say Princess, stand up. Then indicate to any
children who have a princess mini flashcard that
they should stand up.
Indicate to the children with the princess mini
flashcards to sit down and those with the robot
mini flashcards to stand up.
• Continue saying a different party costume each
time and, as the children become more confident,
say the items faster, or say more than one at a time.
• If the children are already excited before the activity,
you might want them to just hold up the flashcard
in the air rather than standing up and sitting down.
12. Sing the Bye-bye song. 8
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
If there is time…
PDF
Play a party game – Party time. WS 29
Teaching Tip!
Make sure there is enough room in the
classroom for children to do this activity safely, or if
the weather is nice and you have a space available,
take the children outside.
• G ive each child a mini flashcard and elicit the party
costume on each card as you give them out.
• S ay Put your card on the floor. and make sure all
the children put their flashcard on the floor in front of
them and sit down, or the children can stand if they
are outside and can’t sit on the floor.
• S ay Cowboy. and encourage all the children with a
cowboy mini flashcard to stand up, run around the
circle and sit back down in their place.
• T he last child to sit in their place becomes the teacher
and chooses which party item to call next.
• C ontinue naming the party items and encouraging
the children to run around the circle and sit back in
their place when they hear their flashcard.
should stand up, run around the circle and sit back in
their place.
• If children are getting overexcited, then you can
change how they move and tell them to hop, skip or
walk around the circle. You could even change the
instructions each time, for example, Clowns, jump
around the circle!
Unit 6 Party
Warm-up and Revision
LESSON 3 • SONG
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Unit 6 Party Hello! and encourage the children to wave and say
Lesson 3
Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Listen to and mime the Party action story.

88
• Play the action story and act it out with the children.
Party action story
Look, there’s a clown. – Hahaha.
Look, there’s a cowboy. – Yippee!
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Look, there’s a princess. – Hello!
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Look, there’s a robot. – One, two, three.

Main Objective Look, there’s a doctor. – Aaah!
To listen to and sing a song about dancing with Look, there’s a pirate. – Let’s run!
party characters. • If you have time, you could invite confident children
to perform the action story for the rest of the class.
Key Words
doctor, robot, pirate, clown, cowboy, princess Carpet Time
Receptive Language 3. Sing the Circle song. 3
I’m dancing with a (princess).
• If you want to move the children from another area
Oh, what fun!
of the classroom to sit or stand in a circle, you can
Join us, everyone.
sing or play the Circle song (See Introduction, p. 21).
Whose nose is it?
Classroom Language 4. Play the Yes or no game.
Is this a princess’ nose? • Show the children the party flashcards and elicit the
That’s not right. words.
Roll the dice. • Show the children that you are mixing the cards in
your hands so neither you nor the children know
Activities the order of the cards.
Listen to and mime the Party action story. • Take one of the flashcards and hold it above your
Play the Yes or no game. head so that the children can see which flashcard
Listen to the I’m dancing with a princess song. you are holding but you can’t.
Look and circle the six things that are wrong in the • With your free hand, point to the flashcard and say
picture. Clown? Encourage the children to say Yes. if you
Play Roll the dice. are holding up the clown flashcard and No, sorry.
if not. If the answer was No, sorry., keep guessing
Materials Checklist until the children say Yes.
 P eter hand puppet • Repeat this with some of the other flashcards.
 flashcards 42–47 (doctor, robot, pirate, clown, • If you have time, invite confident children to take
cowboy, princess) the role of the teacher and guess which flashcard is
 Audio 2-8 (routine songs), 88-89 above their head.
 Student’s Book, p. 101-102
 coloured pencils or crayons 5. Listen to the I’m dancing with a princess
 a (big) dice
song. 89
 If there is time: party mini flashcards
(Worksheet 29) • Play the song. Let the children listen to the song
and watch you dancing with each party character
party decorations (Worksheets 31a-c)
as that character would dance.
Notes I’m dancing with a princess
I’m dancing with a princess.
Oh, what fun!
I’m dancing with a princess.
Join us, everyone.

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 Chorus:
Dancing, dancing, dancing, dancing,
Dancing, dancing! Oh, what fun!
(Repeat)
I’m dancing with a pirate.
Oh, what fun!
I’m dancing with a pirate.
Join us, everyone.
Chorus
I’m dancing with a robot/cowboy/doctor/clown.
Oh, what fun!
I’m dancing with a robot/...
Join us, everyone.
Chorus
• R
 epeat the song and this time encourage the
children to join in dancing with the different
characters.
Pencil and Paper
6. Sing the Table song. 4 flashcards are showing a picture.
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Look and circle the six things that are
wrong in the picture. SB 101 89
• H old up the page so the children can see. Play the
I’m dancing with a princess song and point to the
correct party character for each verse.
• Point to each of the children on the page and elicit
the party character from the class.
• Point to the princess in the picture and say Who is
it? and elicit the correct word from the children.
• Then point to the princess’ nose and say Is this a
princess’ nose? When the children say No. ask
them Whose nose is it?
• Say A princess with a clown’s nose. That’s not
right. and circle the clown’s nose that the princess
is wearing.
• Give the children their Student’s Books open to the
correct page.
• Encourage the children to point and talk about the
other things that are wrong in the picture. Then let
the children circle the things that are wrong.
8. Sing the Tidy up song. 5 • P ut the children into small groups or pairs depending
• A
 sk the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
3 • T he first group to find all the cards can be given a
9. Sing the Circle song.
• W
 hen moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
174 Hooray! Let’s play! A © Helbling Languages
10. Play Roll the dice.
• Attach the party flashcards to the board (or put
them on the floor) with the pictures facing down.
• Show the dice, ask a child to roll the dice by saying
Roll the dice. and count the dots on the dice.
• Start with the first flashcard and encourage the
children to count along the cards with you until you
reach the number from the dice.
• Turn that flashcard over and encourage the children
to name the picture on the card. If the children can
correctly name the picture, the card stays face up, if
not, say the word and turn it back face down.
• Ask another child to roll the dice and count on from
the card which you have just looked at. Only count
the flashcards which still have their picture hidden
and once you get to the last flashcard, continue
from the first flashcard.
• Turn over the flashcard you end on and encourage
the children to tell you the party character on this
card.
• Continue throwing the dice and counting along
the flashcards which are face down until all the
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
If there is time…
Play a party game – Treasure hunt.
PDF
WS 29
Preparation Tip!
Either print the party mini flashcards
on different coloured pieces of paper, or colour sets
of the mini flashcards in one colour, for example a
red set, a green set, a blue set, etc.
Before the lesson, hide the flashcards in the
classroom. Make sure it is possible for the children to
reach them and find them. If it is nice weather and
you have a safe area to use outside, you might want
to hide the mini flashcards outside for the children to
find.
on the number of sets of mini flashcards which you
have prepared.
• T ell each group which colour they are looking for.
• G ive the children time to search for their mini
flashcards in their groups. When they have all six
cards, they can bring them to Peter to show him.
small prize and they can either help their classmates
to find the rest of their cards, or play a flashcard
game with their cards (See Introduction, p. 10ff.).
Unit 6 Party
LESSON 4 • LISTENING ACTIVITY
Unit 6 Party
Lesson 4
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9783990892718_Hooray! Let's Play! SB.indd 103
Main Objective
To complete a listening exercise.
Key Words
doctor, robot, pirate, clown, cowboy, princess
Receptive Language
On (Rosie)’s T-shirt there is a (clown).
What’s my favourite picture?
Classroom Language
Listen (carefully).
Draw a line.
Colour the T-shirt.
Activities
Sing the I’m dancing with a princess song.
Play Move towards the flashcard.
Sing the Welcome to the party song.
Listen and match then colour the T-shirts.
Play What’s my favourite picture?
Materials Checklist
 P eter hand puppet
 flashcards 42–47 (doctor, robot, pirate, clown,
cowboy, princess)
 Audio 2-8 (routine songs), 89–93
 Student’s Book, p. 103-104
 coloured pencils or crayons
party extra listening activity (Worksheet 32)
Notes
Warm-up and Revision
1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Hello! and encourage the children to wave and say
Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).
2. Sing the I’m dancing with a princess song.
89
• Play the I’m dancing with a princess song.
Encourage the children to join in dancing with each
party character as that character would dance.
• Once the children are confident singing the song,
103
you can use the karaoke version. 90
29/10/21 15:01
Carpet Time
3. Sing the Circle song. 3
• If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
sing or play the Circle song (See Introduction, p. 21).
4. Play Move towards the flashcard.
• If there is a board in the classroom, attach the party
flashcards so that half the cards are on the left of
the board and half are on the right. If there is no
board, put the flashcards to the left and right of a
space on the floor.
• Make Peter point to each of the flashcards and elicit
the party words from the children.
• Use Peter to nominate up to four children,
depending on the space and number of children
in the class. These children should stand in front of
the board or in the space between the flashcards if
they are on the floor.
• Make Peter say Cowboy. and encourage the
children who are stood up to move to the left or
right towards the cowboy flashcard.
• Make Peter praise the children who moved in the
correct direction by kissing, hugging, or giving
high-five, then ask these children to sit down in the
circle.
• Repeat the activity with different children and a
different party flashcard each time.
5. Sing the Welcome to the party song. 93
• Play the song. Let the children listen to the song
and watch you doing the actions.
Hooray! Let’s play! A © Helbling Languages 175
 Welcome to the party
Welcome to the party.
(wave your hand as if you are telling people to
come in)
Hello, hello!
(pretend to greet people and say hello)
Welcome to the party.
Hello, hello! Come on!
Clap your hands and turn around,
Clap and shout “Hooray, hooray!”
(clap hands, turn around, clap hands, and put
arms in the air to shout hooray)
Clap your hands and turn around,
Clap and shout “Hooray, hooray!”
(Repeat)
• Repeat the song and this time encourage the
children to join in with the actions.
Pencil and Paper
6. Sing the Table song. 4 Then point to the last flashcard, nod your head and
• A
 sk the children to move to the tables and sit
down by singing or playing the Table song (See
Introduction, p. 21).
7. Listen and match then colour the T-shirts.
SB 103 91
• H old up the page so the children can see. Point to
each of the Hooray! Let’s play! characters and elicit
their names from the children.
• Point to each of the T-shirts and elicit the names of
the party characters from the children.
• Give the children their Student’s Books open to the
correct page. Provide the children with pencils to
draw a line with.
• Say Listen. and play the Party listening activity. If
possible, pause the audio after each line to give the
children time to point to the correct character, the
correct T-shirt and then draw a line.
Party listening activity
On Rosie’s T-shirt there’s a clown.
On Tom’s T-shirt there’s a pirate.
On Connie’s T-shirt there’s a robot.
On Peter’s T-shirt there’s a cowboy.
• Alternatively, if you are not able to pause the audio
between each sentence, you may need to play the
whole listening twice.
• Once the children have drawn the four lines, say
Colour the T-shirts. and allow the children to
choose the colours they want to use.
• Monitor the children’s work, and ask the children
about the T-shirts and the colours they are using.
8. Sing the Tidy up song. 5
• A
 sk the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
176 Hooray! Let’s play! A © Helbling Languages
Rounding Off
9. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
10. Play What’s my favourite picture?
• Put the party flashcards in the centre of the circle
where all the children can see clearly and say the
names of each of the party costumes.
• Choose one of the cards for the children to guess
and say for example, Listen carefully. What’s
my favourite picture? It isn’t the princess. It
isn’t the doctor. It isn’t the cowboy. It isn’t the
robot. It isn’t the pirate. What is it?
• Then encourage the children to name the picture
they think is your favourite.
• If the children are finding it hard, you can point to
each flashcard as you say it and shake your head.
encourage the children to name the party costume
on the flashcard.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
If there is time…
Play a party game – Copy Cat.
• M ake sure all the children are sat in a position where
they can easily see you and any actions you do.
• S ay Clown, clown, clown. and do the action the
children know for clown each time you say the word.
• E ncourage the children to copy your movements.
• C ontinue naming party vocabulary three times and
encouraging the children to copy your actions and
movements each time.
• A s the children become more confident, you can use
other vocabulary items that the children know, for
example Nose, nose, nose. and tap your nose each
time you say the word.
• A lternatively, if the class are confident, you can give
them different words instead of repeating the same
word three times, for example Clown, princess,
clown. or even trickier Clown, nose, cowboy.
Unit 6 Party
Teaching Tip!
LESSON 5 • STORY Remind the children that the next lesson will
be a party lesson and they will be able to come to class
dressed in a party costume. If possible, also remind the
Unit 6 Party parents/carers about the party lesson.
Lesson 5

Warm-up and Revision

1. Sing the Hello song. 2
• Make Peter greet the children. Make the puppet say
Hello! and encourage the children to wave and say
Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Sing the I’m dancing with a princess song.

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Main Objective • Play the I’m dancing with a princess song.

Encourage the children to join in dancing with each
To follow a story. party character as that character would dance.
Key Words • Once the children are confident singing the song,
doctor, robot, pirate, clown, cowboy, princess you can use the karaoke track. 90

Receptive Language Carpet Time

Let’s dress up.
Oh, yes. Good idea. 3. Sing the Circle song. 3
I want to be a pirate/clown/princess (too). • If you want to move the children from another area
Look at me! I’m a pirate/clown/princess. of the classroom to sit or stand in a circle, you can
sing or play the Circle song (See Introduction, p. 21).
Classroom Language
Simon says. 4. Play Simon says.
(Peter) is a...
Draw a line from (Peter) to (his) costume. • Give instructions for moving or dancing like one of
Colour the costumes. the party characters:
Dance like a princess.
Value Walk like a robot.
To develop appreciation and enjoyment of Say hello to a cowboy. etc.
friendships. • Start some instructions with Simon says... which
the children should do, and some instructions
Activities without Simon says... which the children shouldn’t
Sing the I’m dancing with a princess song. do.
Play Simon says. • Praise the children who are listening carefully and
Watch the Let’s dress up story. only do the action when Simon says to.
Match the characters with their costumes. • Once the children seem confident with the
Play the Flashcard jumble. instructions from this unit, give the children
instructions you remember from the previous units.
Materials Checklist
 P eter hand puppet
 flashcards 42–47 (doctor, robot, pirate, clown, 5. Watch the Let’s dress up video.
cowboy, princess) 6 95
 Audio 2-8 (routine songs), 89-90, 95 • If you want to use a transition marker to tell the
 Let’s dress up video children that the next activity is a story, then sing or
 Student’s Book, p. 105-106 play the Story song (See Introduction, p. 22).
 coloured p  encils or crayons
 scissors
 glue, stapler or sticky tape
 Story cards 48–55 (Let’s dress up) (optional)
Let‘s dress up mini storybook
(Worksheets 33a-b)

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 • P lay the video and allow the children to watch.
• If you don’t have access to the Helbling Media App
or Helbling e-zone kids, you can read the script
from the back of the story cards.
Let’s dress up
Rosie: Let’s dress up.
Connie, Tom +
Peter: Oh, yes. Good idea.
Peter: I want to be a pirate.
Connie: Here you are.
Peter: Thank you.
Rosie: Oh, yes, I want to be a pirate too!
Tom: I want to be a clown.
Peter: Here you are.
Tom: Thank you.
Rosie: Oh, yes, I want to be a clown too!
Connie: I want to be a princess.
Tom: Here you are.
Connie: Thank you.
Rosie: Oh, yes, I want to be a princess too!
Rosie: Look at me! I’m a pirate. I’m a clown.
I’m a princess!
Peter, Tom +
Connie: Oh, Rosie.
• If there is time and the children are interested, allow
the children to watch or listen to the story more
than once.
Pencil and Paper
4 11. Play the Flashcard jumble.
6. Sing the Table song.
• A
 sk the children to move to the tables and sit down
by playing the Table song (See Introduction, p. 21).
7. Match the characters with their costumes.
SB 105
• H old up the page so the children can see. Point to
each of the Hooray! Let’s play! characters and elicit
their names from the children and elicit the names
of the costumes at the bottom of the page.
• Say Peter is a... and encourage the children to tell
you which costume Peter dresses up in during the
story. If necessary, show the children the story card
with Peter dressed up again (story card 50).
• Elicit the costumes that Tom and Connie wears in
the story as well (story cards 52 and 54).
• Give the children their Student’s Books open to the
correct page. Say Draw a line from Peter to his
costume. and allow the children to draw a line.
• Encourage the children to draw a line from Connie
and Tom to their costumes. Please note that Rosie is
already wearing her costume in the picture.
• When the children have joined the characters to
the correct costumes, say Colour the costumes.
and allow the children to colour the costumes using
their own choice of colours.
178 Hooray! Let’s play! A © Helbling Languages
8. Value: Friendship.
• Hold up the page so the children can see. With
Peter‘s help, bring children‘s attention to the Values
Icon. Say Look! A heart for values! Children
should be familiar with this icon by now. If they are
unsure, bring your hand to your heart to infer the
concept “ethical values”.
• Have Peter look at you and you say Remember the
story? Rosie, Tom, Peter and Connie helped
each other with their costumes. Have Peter say
excitedly That‘s right! We‘re good friends!
• Now have Peter ask the children What do good
friends do? (Good friends help each other).
Give the children time to answer the questions. It is
quite likely they will answer in their own language.
Have Peter repeat what they say in English.
• End by saying Helping friends is important!
Encourage the children to repeat this with you and
Peter Good friends help each other!
5
9. Sing the Tidy up song.
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
10. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
• Show the children the party flashcards and elicit the
party costumes.
• Choose six children and ask them to stand at
the front of the class. Give each of them a party
flashcard and encourage the rest of the class to tell
you which flashcard each child has.
• Ask the children to turn over their flashcards and
hold them to their chests so no one can see the
pictures.
• Put your hands gently on the heads or shoulders of
different children and direct them to change places,
as if you are mixing the children up.
• Point to one of the children and encourage the
class to tell you which party flashcard that child is
holding. Then ask the child to turn over their card
and reveal the picture.
12. Sing the Bye-bye song. 8
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 6 Party
Note:
LESSON 6 • THINKING SKILLS This is a party lesson, so the children can wear party
costumes to class, selected from one of the six costumes
they have learnt so far.
Unit 6 Party
Lesson 6
Thinking Skills

Warm-up and Revision

1. Sing the Hello song. 2
• Make Peter greet the children. Make him say Hello!
and encourage the children to say Hello! back.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

2. Using productive language: ‘Who are you?’

• Say Who are you? to a confident child in the class
107

and encourage him or her to name the costume he

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or she is wearing, for example I’m a princess.

Main Objective
• Continue around the class asking each child Who
To match items which are the same or similar. are you? Encourage each child to give their answer.
Key Words • Drill the question using different voices, for example
sing, whisper or shout it until the children seem
doctor, robot, pirate, clown, cowboy, princess confident asking the question.
Receptive Language • Encourage each child to ask another child in the
class Who are you? and encourage them to
What is it?
answer with I’m a (clown).
How many clowns?
• If the children are not wearing a costume, they
What colour is the...?
can pretend to wear a costume and can show the
Classroom Language action for the costume after they have answered
Circle the (clown) with the (blue) (nose). the question.
Walk like a robot/cowboy/princess.
Carpet Time
Productive Language
3. Sing the Circle song. 3
Who are you?
I’m a (princess). • If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
Thinking Skills sing or play the Circle song (See Introduction, p. 21).
Identifying similarities.
Activities 4. Tell the Let’s dress up story. 6 95

Using productive language: ‘Who are you?’ • If you want to use a transition marker to tell the
Tell the Let’s dress up story. children that the next activity is a story, then sing or
Play a party game – Pass the parcel. play the Story song (See Introduction, p. 22).
Find and circle. • Using the story cards, play or tell the Let’s dress
Play a party game – Musical chairs. up story. The script is on the back of the cards.
Encourage the children to join in and name the
Materials Checklist characters and the costumes.
 P eter hand puppet • Hand out the story cards in a random order
 flashcards 42–47 (doctor, robot, pirate, clown, to different children. Play or tell the story and
cowboy, princess) encourage the children with story cards to make a
 Audio 2-8 (routine songs), 95 line so they are in the correct order.
 Student’s Book, p. 107-108
 Story cards 48–55 (Let’s dress up) Pencil and Paper
 pencils or crayons
5. Sing the Table song. 4
 a small prize
 newspaper or wrapping paper to wrap the prize • Ask the children to move to the tables and sit down
 some music to play by playing the Table song (See Introduction, p. 21).
 mini flashcards from Unit 6 (Worksheet 29) or
from earlier units
party costume clothes for the Peter doll
(Worksheets 34a-e)
Pin the nose on the clown (Worksheet 35)
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 6. Introduce the icons. SB 107
• W ith the help of Peter, bring the children‘s
attention to the Thinking Skills icon on the top right
corner of the page and say Look! A lightbulb!
`Thinking Skills‘. We are in Thinking Skills class.
Point at your head or have Peter point at his or your
head and say thinking so the children understand
that they are supposed to think.
• Have Peter point at the Look icon. Say What‘s
this? Point at Peter‘s eye. Say We are going to
look and we are going to think (mimicking
thinking by pointing at your head or Peter‘s head
again).
• Point at the Pencil icon. Say What‘s this? Yes, it‘s
a pencil. Mimic taking a pencil and drawing an
imaginary circle. Encourage the children to do the
same. Say We‘re going to find the items (point
at the items on the left-hand side of the page)
• Now point at the different items on the page again
and encourage the children to name them. Say
Think! What‘s this? Yes! It‘s a clown! Have
Peter point at the princess, for example, and say
Is this cowboy? No! It‘s a princess! Point at the
cowboy‘s hat and ask What colour is this? That‘s
right, it‘s red. Do the same with some or all the
other items.
• Point at the Pencil icon or hold a pencil in your
hand and say Look! We are going to think and
circle the items! While mimicking thinking and
circling.
7. Find and circle.
• H old up the page so the children can see.
• Point to the first picture on the left and say Who is
it? Elicit the name of the party character.
• Point to the party scene picture and say How many
clowns? and encourage the children to count the
clowns (four) in the picture with you.
• Point again to the clown on the left and say What
colour is the clown’s nose? and elicit the correct
colour (blue) from the children. Then point to
the clowns in the party scene and encourage the
children to tell you the colour of each clown’s nose
(red, yellow, green, blue).
• Look at the picture of the clown on the left and
circle the clown with the same coloured nose in the
party scene.
• Repeat for the other pictures on the left getting the
children to count each character in the party scene
and describe the different colours.
• Give the children their Student’s Books open to the
correct page and say Circle the clown with the
blue nose.
• Allow the children to work independently and circle
the correct parts of the picture.
• Monitor the class and praise them for neat work.
180 Hooray! Let’s play! A © Helbling Languages
8. For early finishers: Draw your favourite
costume. SB 108
• Say Have you finished? (Yes!) Hold up the page,
point to the activity box and say What‘s your
favourite costume? Pirate? Cowboy? Robot?
When the children have answered, indicate that
they can draw it in the box. Say Draw your
favourite costume here. Don‘t forget to
colour it!
9. Sing the Tidy up song. 5
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song
(See Introduction, p. 22).
Rounding Off
3
10. Sing the Circle song.
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song again
(See Introduction, p. 21).
PDF
11. Play a party game – Musical chairs. WS 29
Preparation Tip!
Before the lesson, copy and cut up a set
of the party mini flashcards. You need enough sets to
have one mini flashcard per child. Stick the mini flashcards
on the children’s chairs so that the children can easily see
them. If there aren’t enough chairs available, you could
use cushions or laminate the mini flashcards instead.
• Put the chairs (cushions or laminated flashcards) in
a place where the children can easily walk around
and sit on them.
• Play some music for the children to move around to.
• As the children are moving around the chairs,
encourage the children to move like a party
character, say Walk like a (cowboy).
• Then stop the music and say Sit down. and
encourage the children to sit down.
• Randomly select one of the normal party flashcards
and show the children the picture.
• All the children sitting on a chair with a mini
flashcard of the same picture are ‘out’. Ask these
children to stand near you for the next round and
then allow them to join back in the game.
• Play the music again and allow the remaining
children to move around the chairs.
12. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 21).
Unit 6 Party
2. Say the Party chant. 87
LESSON 7 • OUR WORLD • Show the children each of the party flashcards and
name them.
• Play the chant and make Peter point to the
Unit 6 Party appropriate flashcard as you say or hear it in the
Lesson 7
Our World
chant.
Party chant
Doctor, robot, pirate, clown.
Cowboy, princess.
Now sit down!
(Repeat)
• Repeat the chant and encourage the children to
join in doing the action for each party costume
(See Unit 6, Lesson 1).
• Listen and number. 96

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109

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Carpet Time
Main Objective 3. Sing the Circle song. 3
To show real children having a costume party. • W
 hen moving the children from the table to sit
in a circle, you can sing or play the Circle song
Key Words (See Introduction, p. 21).
clown, cowboy, robot, doctor, princess, pirate
Receptive Language 4. Play A party game.
Our World. • P ut the party flashcards in the centre of the circle so
Costume party. the children can see them. The cards should be in the
Garden party. correct order for the Party chant.
What costume will they wear? • Play the Party chant and encourage the children to
join in and show you the actions for each party
Classroom Language costume.
Listen. • Ask the children to stand up in the circle and hold
Point. hands. Choose one confident child to start the game.
Match. Point to the first flashcard and encourage the child to
start the chant by saying Doctor.
Activities
• Encourage the next child to say Robot and the
Say the Party chant. following one to say Pirate. Continue with each child
Play A party game. saying one word to continue the chant.
Listen and point to the party costumes. • When a child says Princess, the rest of the class says
Listen and match the children to the party Now sit down to that child.
costumes.
• Repeat the activity with a different child saying
Materials Checklist Princess. The rest of the class says Now sit down
and the new princess should sit down. The ‘first’
 P eter hand puppet
princess should stay sitting down and the game
 flashcards 42–47 (doctor, robot, pirate, clown,
continues until only one child is left standing.
cowboy, princess)
 Student’s Book, p. 109-110 • Alternatively, if you want to keep all the children
 Audio 2-8 (routine songs), 87, 96-97 involved in the game, allow the ‘first’ princess to
stand up when the ‘second’ princess sits down. In this
case, end the game when most of the children have
had a turn at being the princess.
Warm-up and Revision
1. S
 ing the Hello song. 2
Pencil and paper
• M ake Peter greet the children and say Hello!
5. Sing the Table song. 4
Encourage the children to wave back and say
Hello! to Peter. • A
 sk the children to move to the tables and sit down
• Sing or play the Hello song and make Peter look by singing the Table song (See Introduction, p. 21).
like he is singing too (See Introduction, p. 21).

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 6. Introduce the icons. SB 109
• W ith Peter’s help, bring the children’s attention to the
World icon on the top right corner of the page and
say Our World. Look, children. What are they
doing? They’re having a party! It’s a garden
party. It’s a garden costume party!
• Point at the Listening icon and say Listen. We are
going to listen to English words.
• Put Peter’s hand or your own up in the air to elicit
writing and say Look! We are also going to write
numbers.
7. Listen and number the party costumes. 96
• H old up the page again. With Peter’s help, bring the
children’s attention to the pictures on the page and
remind them of what the image is about, Look,
children having a party. It’s a costume party.
• Have Peter point to the page in general and say
Look! They’re wearing different party costumes.
Have his hand move to the boy dressed as a robot
and say Look. He’s a robot. Move Peter’s hand to
the rest of the children in the photo and elicit the
names of the costumes from the children.
• Have Peter point at the Listening icon on the top right
corner and say Listen. Have Peter touch his ear to
elicit listening. Now hold up Peters hand or hold your
own finger in the air to show writing and say Listen
and number. To help them understand, you may
prefer to play the recording and mimic writing the
correct numbers in the boxes, before the children do
it by themselves.
Sometimes children have birthday parties in the
garden.
1. A clown.
2. A cowboy.
3. A robot.
4. A doctor.
5. A princess.
6. A pirate.
• Play the recording again while still mimicking listening
and writing with Peter’s hand. Monitor and check the
children are writing the correct numbers. Encourage
some or all of the children to repeat the names of the
party costumes.
8. Listen and match. SB 110 97
• H old up the page and, with Peter’s help, bring the
children’s attention to the World icon on the top right
corner of the page. Say Look. Our World.
• Bring the children’s attention to the three children
at the bottom of the page, numbered 1-3. Point at
picture number one and say This is Lucy. Encourage
182 Hooray! Let’s play! A © Helbling Languages
the children to say Hi, Lucy! Move on to picture
number two and say This is Sally. Encourage the
children to say Hi, Sally! And finally move your hand
to picture number three and say This is William.
Encourage the children to say Hi, William!
• Say Lucy, Sally and William (pointing at them
again) are going to a birthday party. What
costume will they wear? Point at the three
costumes above the children and ask A robot? A
doctor? Or a princess? Let’s listen.
• Point at the Listening icon while you bring your hand
to your ear to elicit listening and say Let’s listen.
• Now focus the attention of the children on the Pencil
icon and say We are going to listen and match.
Draw an imaginary line in the air to elicit matching.
Say Listen and draw a line.
• Walk around to make sure all the children are ready
to listen and match, and then play the recording.
1. Lucy wants to be a doctor.
2. Sally wants to be a princess.
3. William wants to be a robot.
• Play the recording again to make sure all the children
have time to draw the lines. Encourage as you
monitor and praise them for their good work.
• Once all the children have finished matching the
pictures, encourage them to say the name of the
costumes out loud. Say (Bob) What does Lucy
want to be for the birthday party? (A doctor).
That’s right, Lucy wants to be a doctor. Good
job! Give some, or all of the children together, a
chance to practise answering using the vocabulary for
the other two costumes.
• Walk around the classroom monitoring the children.
Praise them for their good work. Say That’s great!
You know about costume parties.
9. Sing the Tidy up song. 5
• A
 sk the children to tidy up by closing and taking their
books back to their desks while listening to the Tidy
up song (See Introduction, p. 22).
Rounding off
8
10. Sing the Bye-bye song.
• S ignal to the children that it is the end of the English
lesson by singing the Bye-bye song (See Introduction,
p. 21).
Unit 6 Party
Warm-up and Revision
LESSON 8 • PHONICS
Introduce the grapheme ‘I’ and revise ‘P’ 1. Sing the Hello song. 2
• Make Peter greet the children and say Hello!
Unit 6 Party Encourage the children to wave back and say
Lesson 8
Phonics Hello! to Peter.
1
• Sing or play the Hello song and make Peter look
2 like he is singing too (See Introduction, p. 21).

2. Say the Party chant. 87

• Show the children each of the party flashcards and
3
name them.
INSECT • Play the chant and make Peter point to the
Introduce the /i/ sound and the letter ‘I’ appropriate party costume as you say or hear it in
the chant.
• Listen and repeat. Listen and point. 98
• Use your finger to trace the letter.

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Doctor, robot, pirate, clown.

Main Objective Cowboy, princess.
To introduce the /i/ sound and grapheme ‘I‘. Now sit down!
To revise the sound /p/. (Repeat)
• Repeat the chant and, as you say it, use the actions
Key Words
learnt in Lesson 1. Encourage the children to join in
insect, pirate, milk doing the action for each party costume.
Receptive Language
We’re in Phonics class. Carpet Time
Remember? 3
3. Sing the Circle song.
Classroom Language • W
 hen moving the children from the table to sit in
Listen. a circle, you can sing or play the Circle song
Repeat. (See Introduction, p. 21).
Point.
Trace. 4. Play Say it louder!
Match. • H ave your party flashcards ready for this game. Show
Do you remember? the children the flashcard for princess. Elicit the word
That‘s right. from the children and encourage them to do the
We are going to (repeat). action for princess.
Activities • Make Peter say Shh! and whisper Princess.
Encourage the children to whisper it with Peter.
Say the Party chant.
• Say Princess. repeatedly each time a little louder and
Play Say it louder!
have the children repeat until the last time you shout
Introduce ‘I‘ grapheme.
it and then say Shh! and whisper Princess. again.
Introduce ‘I‘ sound.
Listen and repeat the ‘I‘ in insect. • Repeat this with some of the other party costumes.
Listen and point to the ‘I‘ in insect. • After some time, you can try different voices, for
Trace the letter ‘I‘. example, try singing the word, or saying it with a
Listen and point to the ‘I‘ and ‘P‘ items. high squeaky voice and then a deep low voice.
Listen and match the ‘I‘ and ‘P‘ items.
Materials Checklist Pencil and paper
 P eter hand puppet Introducing the grapheme ‘I’
 flashcards 42–47 (doctor, robot, pirate, clown, 5. Sing the Table song. 4
cowboy, princess)
 Student’s Book, p. 111-112 • A
 sk the children to move to the tables and sit down
 Audio 2-8 (routine songs), 87, 98-99 by singing the Table song (See Introduction, p. 21).

Hooray! Let’s play! A © Helbling Languages 183

 6. Introduce the icons. SB 111
• W ith Peter’s help, bring the children’s attention to the
Phonics icon on the top right corner of the page and
say Look. Remember? Phonics. We are in Phonics
class.
• Move your or Peter’s hand to the Listening icon and
say We are going to listen to English words. (elicit
listening by touching your ear).
• T hen have Peter point at the Speaking icon, asking
What’s this? Yes, we are going to speak English.
7. Introduce the ‘I’ sound.
• H old up the page so the children can see it. Point at
the ladybird and have Peter say Look. An I – I – I –
Insect. Emphasising the sound ‘I’.
• Now point or have Peter point at the insect again and
say What’s this? Yes, it’s an I – I – I – Insect!
• W ith Peter’s help, bring the children’s attention to the
big capital ‘I’. Say Look! Letter I – I – I. To reinforce
previous content, say What colour is the letter
I– I – I? That’s right, it’s red.
8. Listen and repeat the ‘I’ in Insect. 98
• S ay Listen! Have Peter touch his ear so the children
remember the action. Play the recording.
I – I – I – Insect; I – I – I – Insect.
I – I – I – Insect; I – I – I – Insect.
• Then, make Peter say Now we are going to
repeat. Play the recording again and have Peter
encourage the children to repeat one by one or as a
class. Repeat I – I – I – Insect.
9. Listen and point to the ‘I’ in Insect. 98
• H ave Peter touch his ear and say Listen. Next, make
Peter hold up his hand to illustrate pointing and say
Point.
• Play the recording again while Peter continues to
touch his ear and hold up his hand. Say Listen.
Point. Monitor as the children point to the insect
making sure they get the right answer.
10. Trace the letter ‘I’.
• C ontinue to hold up the page. Point at the big capital
‘I’ on the page. Say Look. Letter I – I – I. Use your
finger to trace the big capital ‘I’, following the arrows
provided in the correct order or have Peter do the
action. Let’s trace the letter ‘I’.
• Say Now, YOU trace the letter ‘I’. Continue to
move your finger following the arrows provided and
saying One, two, three. Monitor the children as they
trace the letter ‘I’, walk around the class repeating
I – I – I – Insect.
184 Hooray! Let’s play! A © Helbling Languages
Introducing the grapheme ‘I’ and revising
the grapheme ‘P’
11. Listen and point to the ‘I’ and ‘P’ items.
SB 112 99
• P oint at the Phonics icon on the page and say Look,
what’s this? Do you remember? Yes, it’s Phonics.
We’re still in Phonics class. We are going to
listen to English words.
• Hold up the page so the children can see. You may
want to have Peter show excitement about the
items on the page. Point at the pirate and say Look,
what’s this? Yes, that’s right. It’s a pirate. It’s a
P – P – P – Pirate! Encourage the children to repeat
by having Peter say What’s this? again. Then point
at the insect and say What’s this? Yes, that’s right,
it’s an I – I – I – Insect. Encourage the children to
repeat It’s an I – I – I – Insect. Now point at the milk
and have Peter ask What’s this? That’s right! It’s M
I – I – I – lk.
• Point at the Listening icon and say Look, we are
going to listen to English words. Bring your hand
to your ear while you also hold your finger up in the
air to elicit pointing and say Listen and point. Say
Point at the P – P – P – Pirate. Point at the I – I – I
– Insect. Point at the M I – I – I – lk. Play the audio
and walk around the classroom to make sure the
children are pointing at the right items.
Milk, milk, milk.
Pirate, pirate, pirate.
Insect, insect, insect.
• With Peter’s help mimic ‘pointing at’ as you hold up
his hand. Say (Bob), point at the pirate. (Mary),
point at the insect. (Tim), point at the milk.
Continue asking other children to point at the three
items. Do this a few times to ensure children can
identify the sound of letter ‘I’ and remember the
sound of letter ‘P’.
12. Listen and match the ‘I’ and ‘P’ items. 99
• W ith Peter’s help, bring the children’s attention to the
Pencil icon. Say Look, a pencil. What are we going
to do? Yes! That’s right, we are going to draw a
line (mimicking drawing a line with a pencil).
• Play the recording again and mimic the idea of ‘listen
and match’ by bringing Peter’s hand to his ear and
mimicking drawing a line. Say Listen and draw
a line! Mimic drawing a line again, then play the
recording. Monitor the children to make sure they
match the items correctly. Say Well done! Good job!
Rounding off
13. Sing the Bye-bye song. 8
• S ignal to the children that it is the end of the English
lesson by singing the Bye-bye song (See Introduction,
p. 21).
Unit 6 Party Activity Book

LANGUAGE OVERVIEW • UNIT 6

Key Words Listen. How many claps?
recorder Listen carefully.
guitar Colour the (trumpet) (blue).
xylophone Cut out the cards/instruments.
drum Show me a (violin).
trumpet Match the instruments.
violin Draw a line.
What colour are you using?
Word Revision Draw a line from (Tom) to the (xylophone).
doctor Stick it together.
robot Close/Open your eyes.
pirate
Productive Language
clown
cowboy Can you play the (guitar)?
princess Yes, I can. / No, I can’t (play the guitar).

Receptive Language Objectives

Look, a (guitar). Children learn:
Is it a (trumpet)? / Is it a (green) (xylophone)? • to develop their ability to recognise and name
What is it? some different musical instruments
Can you use your (legs)? • to listen to and join in with a chant
Can you hear the (drum)? • to develop their motor skills to make and play
What can you hear? different types of instruments
Which instrument is it? • how sounds are made using different instruments
Can you make a noise like a (drum)? and how to make the sound quieter, louder,
Where’s the (trumpet)? faster or slower
What colour is it? • to play some English party games
What comes next? Competences
Where is the other (violin)?
Which instrument, Peter? Children can:
(Guitar) players, stand up / sit down. • identify and name some different types of
Simon says. instruments and recognise the movement needed
What’s missing? to play each instrument
Listen carefully. What’s my favourite instrument? • ask and answer questions about which
(Tom) can play the (xylophone). instruments they can play
What’s in the bag? • copy simple rhythms by clapping or making a
Look, what can you see? What are the children sound using other body parts, e.g. stamping feet
using/making? • respond appropriately to the instructions and
What can you hear? language which is used in the classroom through
Where was it? the games and activities
Here it is. Thinking Skills
Put your fingers on your neck.
• recognising which movements or actions are
Can you feel anything?
needed to play different instruments
Can you feel it on your (tummy)?
• paying attention to details and recognising
Classroom Language instruments from different angles
Stick in the (recorder). • scientific skills: questioning, investigating and
Trace the lines. explaining how different sounds are made, and
Choose a flashcard. how to make louder, quieter, faster or slower
Stand near the flashcard. sounds using the different instruments

Hooray! Let’s play! A © Helbling Languages 185

 Unit 6 Party Activity Book

Warm-up and Revision

LESSON 1 • CHANT
1. Sing the Hello song. 2

• Make Peter greet the children and say Hello! and

Unit 6 Party encourage the children to say Hello! back.
Lesson 1
• Sing or play the Hello song.

2. Sing the I’m dancing with a princess song.

89

• Play the song and encourage the children to join in

dancing with each party character as that character
would dance.
I’m dancing with a princess
I’m dancing with a princess/pirate/robot/cowboy/
doctor/clown.
Hooray! Let’s play! A • Activity Book © Helbling Languages 43 Oh, what fun!
9783990892749_Hooray! Let's Play! AB A.indd 43 29/10/21 14:54
I’m dancing with a princess.
Main Objective Join us, everyone.
To introduce the instrument vocabulary using a Chorus:
chant. Dancing, dancing, dancing, dancing,
Dancing, dancing! Oh, what fun!
Key Words (Repeat)
recorder, guitar, xylophone, drum, trumpet, violin • If the children are confident singing the song, you
Word Revision can use the karaoke track. 90
doctor, robot, pirate, clown, cowboy, princess
Carpet Time
Receptive Language
3. Sing the Circle song. 3
Look, a (guitar).
Is it a (trumpet)? • If you want to move the children from another area
What is it? of the classroom to sit or stand in a circle, you can
sing or play the Circle song.
Classroom Language
Stick in the (recorder).
4. Introduce the instrument vocabulary.
Trace the lines. PDF
Choose a flashcard. Stand near the flashcard. MF 6
• Show the children the mini flashcard for guitar, say
Activities Look, a guitar. and put the mini flashcard on the
Sing the I’m dancing with a princess song. floor in front of the children.
Introduce the instrument vocabulary. • Show the children an action for guitar by
Say the Instruments chant. pretending to play an imaginary guitar. Say again
Stick in the stickers and trace around the party It’s a guitar. and point to the mini flashcard again.
items. • Show the children the mini flashcards for the other
Play Four corners. instruments and show the children an action for
each item by pretending to play each instrument.
Materials Checklist
• Make sure that the recorder and trumpet have
 P eter hand puppet different actions, and that the xylophone and drum
 A udio 2-8 (routine songs), 89-90, 100 have different actions.
 instrument mini flashcards (MF 6) • Put all the cards on the floor where the children
 A ctivity Book, p. 43-44 can see them. Point to the recorder and say Is it a
 s tickers from the centre of the Activity Book trumpet? and show the action for trumpet.
(recorder, guitar, drum, trumpet) • Continue to ask the children questions about the
 c oloured pencils or crayons instruments and encourage the children to say
 If there is time: pictures of instruments Yes, it is. or No, it isn’t. as appropriate for each
question.

186 Hooray! Let’s play! A © Helbling Languages

  ay the Instruments chant. 100 • Point to each of the mini flashcards and elicit the
PDF
5. S MF 6
words from the children.
• S how the children each of the instrument mini
flashcards in the order from the chant and say the • Tell the children to stand in one of the corners. Say
name of each instrument. Choose a flashcard. Stand near the flashcard.
• Put the cards on the floor where the children can • Once all the children are standing in a corner, select
easily see them. one of the mini flashcards and show the children
• Play the chant and make Peter point to each of the the card. It is fairer if you have another set of mini
instruments as you say them in the chant. flashcards to select from randomly.
Instruments chant • Elicit the name of the instrument on the flashcard
Recorder, guitar, and then ask the children standing in the corner
Xylophone and drum. with that card to sit down in the middle of the
Trumpet and violin, room for the next turn.
Let’s join in! • Encourage the children in the other three corners to
(Repeat) change which flashcard they are standing near and
• Repeat the chant and encourage the children to repeat the game selecting a different mini flashcard
join in and point at each of the instruments as they to be ‘out’ each time.
hear them in the chant.
11. Sing the Bye-bye song. 8

Pencil and Paper • Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
6. Sing the Table song. 4
• Sing the Bye-bye song.
• A
 sk the children to move to the tables and sit down
by singing the Table song.
If there is time…
7. S
 tick in the stickers and trace around the Preparation Tip!
Before the lesson, prepare some cards
party items. AB 43 100 with (simplified) pictures of guitars and draw a
• H old up your book so all the children can see. different number of strings on each guitar (between
• Play the Instruments chant and point to each of the one and six). If you want to make the activity more
instruments in the picture as you hear them. interesting, you could also include recorders with
• Give the children their books open to the correct different numbers of holes and xylophones with
page. Repeat the chant and encourage the children different numbers of keys.
to point to each of the instruments on the page.
• Say Stick in the recorder. and show the children
Play the Guitar string counting game.
which sticker to use in the picture.
• Hold up one of the cards you have made and ask the
• Repeat to get the children to stick in the other
children to name the instrument. Ask What is it?
instrument stickers.
• Point to the strings, holes or keys and ask the
• Then point to the party items on the page and say
children How many strings/holes/keys?
Trace the lines. and encourage the children to
• Encourage the children to help you count the
trace the lines.
number of strings/holes/keys and praise the children
• While the children are working, talk to them about
who counted correctly.
the instruments on the page.
• Continue to show the children the cards you have
made, each time asking the children what the
8. S
 ing the Tidy up song. 5
instrument is and how many strings/holes/keys it has.
• A
 sk the children to tidy away the crayons and other • If you have time and if you have enough cards, you
materials by singing the Tidy up song. can also play a matching game.
• Turn the cards so the pictures are facing down and
mix the cards up. The children can then turn over
Rounding Off two of the cards and find cards with the same
9. Sing the Circle song. 3 number of strings, holes or keys.
• You might also want to talk to the children about
• W
 hen moving the children from the table to sit in a how many strings/holes/keys the instruments
circle, you can sing or play the Circle song again. normally have.
PDF
10. P
 lay Four corners. MF 6
• C
 hoose four of the instrument mini flashcards and
put one flashcard in each corner of the classroom
in a place where they can easily be seen by the
children.

Hooray! Let’s play! A © Helbling Languages 187

 Unit 6 Party Activity Book

2. Say the Instruments chant. 100

PDF
MF 6
LESSON 2 • THINKING SKILLS • Show the children each of the instrument mini
flashcards and name them.
• Play the chant and encourage the children to join
Unit 6 Party in and point at each of the instruments or do the
Lesson 2
Thinking Skills appropriate actions as they say them in the chant.
Instruments chant
Recorder, guitar,
Xylophone and drum.
Trumpet and violin,
Let’s join in!
(Repeat)

Carpet Time
3. Sing the Circle song. 3
Hooray! Let’s play! A • Activity Book © Helbling Languages 45

9783990892749_Hooray! Let's Play! AB A.indd 45 29/10/21 14:54

• If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
Main Objective
sing or play the Circle song.
To match the instruments from a different view
point. 4. Play Find the flashcard.
PDF
MF 6
Key Words • Select a confident child to choose a mini flashcard
recorder, guitar, xylophone, drum, trumpet, violin (e.g. the trumpet) and then get them to stand near
you with their eyes closed.
Receptive Language • Tell the other children to be quiet and show them
Where’s the (trumpet)? that you are hiding the mini flashcard, for example
What colour is it? / What comes next? under a cushion, in a toy box, on the bookcase, etc.
Where is the other (violin)? • Ask the child to open his or her eyes and say
Which instrument, Peter? Where’s the trumpet? and make it clear to the
other children that they are not to say where the
Classroom Language flashcard was hidden.
Match / Colour the instruments. • Encourage the child to walk around the classroom.
Draw a line. Keep saying the word Trumpet. as the child moves
around, and as the child gets closer to the hidden
Activities card, say Trumpet. more loudly and show that
Say the Instruments chant. they are correct (for example, nod your head). As
Play Find the flashcard and Make sound patterns. the child moves away from the card, say Trumpet.
Match the instruments and colour. more quietly and e.g. shake your head. Encourage
Play Where’s the xylophone? the children to join in.
• Repeat the game choosing a different mini
Materials Checklist flashcard and a different child.
 P eter hand puppet
 A udio 2-8 (routine songs), 100 5. Play Make sound patterns.
 fl
 ashcards 5–10 (colours)
 instrument mini flashcards (MF 6) • S how the children the colour flashcards and ask
 A ctivity Book, p. 45-46 them What colour is it?
 c oloured pencils or crayons • P oint to one of the cards, e.g. red, say Listen! and
make a short noise or rhythm for that card.
 If there is time: real or toy instruments
• P oint to the card again and encourage the children
to join in and copy the same noise or rhythm.
• P oint to a different colour card (blue), and make a
Warm-up and Revision different noise or rhythm for the children to copy.
1. Sing the Hello song. 2 • P oint to the red card and encourage the children to
make the same noise as before. Then point to the
• M ake Peter greet the children by saying Hello! and blue card and make the appropriate noise.
encourage the children to say Hello! back. • C ontinue to point at the colour cards and make the
• Sing or play the Hello song. noises, e.g. red, blue, red, blue, red,...
• T hen stop and say What comes next? Encourage

188 Hooray! Let’s play! A © Helbling Languages

 the children to tell you the colour of the card as well
as to make the appropriate noise for the next card.
• Start a new pattern using different colour flashcards
and sounds or rhythms for the children to copy.
• As the children become more confident, increase
the length of the patterns to three or four cards
Pencil and Paper
6. Sing the Table song. 4 different instruments each time.
• A
 sk the children to move to the tables and sit down
by singing the Table song.
7. M
 atch the instruments and colour. AB 45
• H old up the page so the children can see.
• Point to the first picture and say What is it? Elicit
the name of the instrument from the children.
• Repeat for the other instruments on the same line.
• Point to the first picture again and elicit the name
of the instrument again, then say Where is the
other (violin)? and point to the line of black and
white instruments shown from a different angle.
• Encourage the children to help you find the second
picture of a violin and then demonstrate drawing a
line joining the two pictures.
• Give the children their books open to the correct
page and say Match the instruments. Draw a
line.
• Once the children have joined the instruments, say
Colour the instruments. You can ask the children
to colour the black and white instruments the same
colours as the matched picture or you can let the
children choose which colours to use.
• Praise the children for neat work and ask them to
name the instruments and the colours.
8. S
 ing the Tidy up song. 5
• A
 sk the children to tidy away the materials by
singing the Tidy up song.
Rounding Off
9. Sing the Circle song. 3 instrument you are playing.
• W
 hen moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
PDF
10. Play Where’s the xylophone? MF 6
• S how the children the instrument mini flashcards
and elicit the names of the instruments. Then place
the cards face down on the floor.
• Mix the cards up by sliding them around the floor.
Then look at Peter and say Which instrument,
Peter? Make Peter say A xylophone, please. and
pretend to play a xylophone.
• Choose one of the children and say Where is the
xylophone? and encourage the child to turn over
a card.
• If the child turns over the card with the xylophone,
say Yes, well done. and allow the child to give the
card to Peter. Peter should say Thank you. and can
reward the child by giving a kiss, hug or high five.
• If the card isn’t the xylophone, then say No, sorry.
and choose a new child to turn over a card.
• Repeat the activity, asking different children to find
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
Teaching Tip!
If you don’t have instruments to play,
you can make appropriate noises using your voice.
If you are using instruments which are put in the
mouth, like a recorder or a trumpet, you will need to
be able to clean the instrument after each child takes
a turn or make sure you are the only one that plays
these instruments. You could also conduct this lesson
by playing small video clips of different instruments
being played.
Play What do you hear?
• Show the children some toy or real instruments and
elicit the name of each instrument.
• Take one of the instruments and play a couple of
notes or beats using that instrument. Say Can you
hear the (drum)?
• If there is time, you could also let some of the
children have a turn at playing the instruments.
• Take all the instruments and put them where the
children can’t see them, either behind a screen or
behind some furniture, but stay near the children.
• Say Listen carefully. and play one of the
instruments, but so that the children can’t see which
• Say What can you hear? Which instrument is it?
and then play the instrument again.
• Allow the children to try and guess which instrument
you are playing and then show the children the
correct instrument.
• If there is time, you can continue playing the
different instruments for the children to guess, using
a different rhythm and melody each time.
• Alternatively, you can invite a child to choose an
instrument to play for the other children to guess.
Hooray! Let’s play! A © Helbling Languages 189
 Unit 6 Party Activity Book

2. Listen to and mime the Party action story.

LESSON 3 • LISTENING ACTIVITY 88

• Play the action story and act it out.

Party action story
Unit 6 Party Look, there’s a clown. – Hahaha.
Lesson 3
Look, there’s a cowboy. – Yippee!
Look, there’s a princess. – Hello!
Look, there’s a robot. – One, two, three.
Look, there’s a doctor. – Aaah!
Look, there’s a pirate. – Let’s run!
• Then you could invite confident children to perform
the action story for the rest of the class to watch.
You could also mix up the lines and ask the children
to perform the story in a different order.

Hooray! Let’s play! A • Activity Book © Helbling Languages 47

Carpet Time
3. Sing the Circle song. 3
9783990892749_Hooray! Let's Play! AB A.indd 47 29/10/21 14:54

Main Objective
• If you want to move the children from another area
To complete a listening exercise. of the classroom to sit or stand in a circle, you can
Key Words sing or play the Circle song.
recorder, guitar, xylophone, drum, trumpet, violin PDF
4. Play What’s my favourite picture? MF 6
Word Revision
• Put the instrument mini flashcards in the centre of
doctor, robot, pirate, clown, cowboy, princess the circle where all the children can see them clearly
Receptive Language and name each of the instruments.
• Choose one of the cards for the children to guess
Listen carefully. What’s my favourite instrument?
and say for example, Listen carefully. What’s my
(Tom) can play the (xylophone).
favourite instrument? It isn’t a recorder. It isn’t
Classroom Language a xylophone. It isn’t a guitar. It isn’t a trumpet.
It isn’t a drum. What is it?
Draw a line from (Tom) to the (xylophone).
Colour the instruments. • Then encourage the children to name the
instrument they think is your favourite.
Activities • If the children are finding it hard, you can point to
Listen to and mime the Party action story. each mini flashcard as you say it and shake your
Play What’s my favourite picture? head. Then point to the last flashcard, nod your
Play Cross the line. head and encourage the children to name the
Listen and match the characters to the instruments instrument for that card.
then colour.
Play A party game. 5. Play Cross the line.
PDF
MF 6
Teaching Tip!
Materials Checklist Before starting, draw a line in the classroom
 P eter hand puppet using chalk or a rope. The line needs to be long enough
 A udio 2-8 (routine songs), 88, 101 for all the children to stand one behind the other. If you
 instrument mini flashcards (MF 6) don’t have space for this, you can split the class into
 A ctivity Book, p. 47-48 smaller groups and let one group play at a time.
 c oloured pencils or crayons
• Stand on one side of the line and encourage the
 fl
 ashcards 42–47 (party)
children to stand with you. Tell the children that the
 c halk or a rope
side you are all standing on is Yes.
 If there is time: real/toy instruments (optional)
• Jump over the line to the other side with the
children. Tell the children that this side is No.
Warm-up and Revision • Say Yes. and No. repeatedly and encourage the
children to jump to the correct side of the line each
1. Sing the Hello song. 2 time.
• M ake Peter greet the children by saying Hello! and • Then show the children one of the mini flashcards
encourage the children to say Hello! back. and name the instrument. For example, show the
• Sing or play the Hello song. violin card and say It’s a violin.

190 Hooray! Let’s play! A © Helbling Languages

• If the name matches the picture on the card,
encourage the children to jump to the Yes-side of
the line and if the word doesn’t match the card, the
children jump to the No-side.
• Continue showing flashcards and naming
instruments. You could also include vocabulary
from previous units for revision.
Pencil and Paper
6. Sing the Table song. 4 • Play the Party chant and encourage the children to
• A
 sk the children to move to the tables and sit down
by singing the Table song.
7. L isten and match the characters to the
instruments then colour. AB 47 101
• H old up the page so the children can see.
• Point to each of the characters and instruments on
the page and elicit their names from the children.
• Give the children their books open to the correct
page and say Point to the (recorder). Then check
the children are pointing to the correct instrument.
• Say Listen. and play the first sentence from the
listening activity.
• Pause the track, point to Tom on the page and
point to the xylophone, then say Tom can play
the xylophone. Draw a line from Tom to the
xylophone.
• Demonstrate by drawing a line from Tom to the
picture of the xylophone. Then give the children
time to draw the line. Do the same for the other
characters and their instruments.
Instruments listening activity
Tom can play the xylophone.
Peter can play the drum.
Connie can play the recorder.
Rosie can play the guitar.
• Alternatively, if you are not able to pause the track
between each sentence, play the whole listening
twice. The first time you listen, show the children
your book and draw the lines. Then encourage the
children to draw the lines while they are listening.
• Then say Colour the instruments. and encourage
the children to colour the instruments. You can
either tell the children which colour to use for each
instrument or let the children choose their own
colours.
8. S
 ing the Tidy up song. 5 (fast/slow/loud/quiet) and see if you can make an
• A
 sk the children to tidy away the materials by
singing the Tidy up song.
Rounding Off
9. Sing the Circle song. 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again.
10. Play A party game.
• Put the party flashcards where the children can see
them, in the order of the Party chant.
join in and do the actions for each costume.
• Ask the children to stand up in the circle and hold
hands. Choose one confident child to start the
game. Point to the first flashcard and encourage
the child to start the chant by saying Doctor.,
encourage the next child to say Robot., the next to
say Pirate. and so on.
• When a child says Princess. the rest of the class
should say to that child Now sit down! and
encourage the child to sit down.
• Repeat the activity and when a different child says
Princess. and the rest of the class says Now sit
down!, the new princess should sit down. The
‘first’ princess should stay sitting down and the
game continues until only one child is left standing.
11. Sing the Bye-bye song. 8
• Look at Peter and say It’s time to go, Peter.
• Make Peter and the children say Bye-bye!
• Sing the Bye-bye song.
If there is time…
PDF
Play Crazy conductor. MF 6
• Show the children some toy or real instruments or
the instrument mini flashcards and elicit the name of
each instrument.
• Then say to the children Can you make a noise like
a (drum)? and encourage the children to try and
sound like a drum.
• Show the children the instruments and encourage
the children to try and make a similar sound.
• Show the children a sign to make them be louder
and quieter, as well as faster and slower.
• Continue to give the children silent instructions for
which noises to make and how to make the noises
interesting song with the children.
• Once the children are confident, you can split them
into groups and let each group make a different
noise, or you can invite confident children to take
your place as the ‘conductor’.
Hooray! Let’s play! A © Helbling Languages 191
 Unit 6 Party Activity Book
PDF
2. Play What’s in the bag? MF 6
LESSON 4 • PROJECT Preparation Tip!
Before the lesson, put some real or toy
instruments into a non-see through bag.
Unit 6 Party
Lesson 4
Project
• Show the children the bag full of instruments.
• Invite the children to put their hand into the bag
and try to feel and guess what is in the bag. Say
What’s in the bag?
• The children could point to a mini flashcard or show
the action for that instrument if they are not able to
name the instruments.
• Once all the children have felt the instruments in
the bag and have guessed, take the instruments
out of the bag and elicit the names.
• The children can count the number of guitars,
Hooray! Let’s play! A • Activity Book © Helbling Languages 49
recorders, etc. or they can try to play some of the
9783990892749_Hooray! Let's Play! AB A.indd 49 29/10/21 14:54
instruments.
Main Objective
Project Time
To make some different instruments.
3. Sing the Circle/Table song. 3 4
Word Revision
recorder, guitar, xylophone, drum, trumpet, violin • If you want to move the children from another area
of the classroom to stand or sit in a circle or at the
Receptive Language table, you can sing or play the Circle/Table song.
What’s in the bag? Teaching Tip!
Look, what can you see? What are the children If you or your class are not used to children
using/making? working on different tasks at the same time, you might
Also see “Useful phrases” sections. want to do each ‘experiment’ in a whole class group to
Classroom Language begin with and gradually introduce other tasks that the
children can try on their own.
Colour the instruments.
Also see “Useful phrases” sections. 4. Introduce the musical instrument activities.
Activities AB 49

Play What’s in the bag? • Hold up your book so all the children can see.
Introduce the musical instrument activities. • Point to the instruments on the page and say Look,
Make a kazoo/guitar/shaker/some castanets/ musical instruments. Then tell the children they
a tambourine. are going to make some of the instruments on the
Discuss the activities and colour the instruments. page. Say Look, what can you see? What are
the children using/making?
Materials Checklist • Show the materials for the five instruments and
 P eter hand puppet demonstrate briefly how to make them.
 A udio 2-8 (routine songs)
 instrument mini flashcards (MF 6) 5. Make a kazoo.
 A ctivity Book, p. 49-50 Pre
Uspa
efurat
l ph
ion
rasTip
es!
 c oloured pencils or crayons Can you make a noise?
 b ag with real or toy instruments Does all the paper make a noise?
 d ifferent boxes, bottles and jars and lids Can you turn the comb around and still make a noise?
 c ombs
 d ifferent materials for making instruments (see • Show the children how to make a kazoo by
points 5-9 for more details) folding some baking paper in half and putting a
 s ticky tape or duct tape comb inside the paper with the teeth of the comb
touching the folded line.
• Encourage the children to blow onto the paper and
Warm-up and Revision teeth of the comb to make a sound.
• Encourage the children to change the sound by using
1. Sing the Hello song. 2 different types of paper or turning the comb around
• M ake Peter greet the children by saying Hello! and to see if they can still make a sound.
encourage the children to say Hello! back.
• S ing or play the Hello song.

192 Hooray! Let’s play! A © Helbling Languages

6. M
 ake a guitar. • Show the children how to make a tambourine by
Pre
Uspa
efurat
l ph
ion
rasTip
es! attaching a lollipop stick to a plate using glue and/
Does your guitar make a sound? or sticky tape.
Can you use string/ribbon/elastic bands to make a guitar?
• Have the children thread a bead or button onto a
Can you use a closed/open box?
piece of string and then thread the string through a
• P rovide the children with different shaped and sized hole on their plate. Fix the string to the plate using
boxes (some with large holes like a shoe box, and sticky tape. Encourage the children to use string of
some with smaller holes like a cereal box). different lengths and different beads or buttons.
• Show the children how they can put strings around • Let the children play the tambourine by moving it
the ‘guitar’. If the children can’t tie the strings, they so the buttons and beads hit the plate.
could attach them using sticky tape instead. • Once children have finished their instruments, they
• Encourage the children to try putting different can decorate them using paints or other materials.
types of strings around the guitar, e.g. wool, string,
elastic bands (different sizes if possible), ribbon, etc. 10. Discuss the activities and colour the
• Then let the children try playing the guitars to find instruments. AB 49
out which strings work best. • Hold up your book so the children can see. Point to
each of the instruments and elicit the names.
7. M
 ake a shaker. • Show the children the black and white items on the
Pre
Uspa
efurat
l ph
ion
rasTip
es!
Are bigger or smaller items better?
page and say Colour the instruments.
Does it sound better with lots of things inside? • Give the children their books open to the correct
Which makes the louder sound? page and allow the children to colour the black and
Does anything not make a sound? white items on the page for making instruments.
• Once the children have coloured all the items, and
• P rovide the children with different shaped and sized if you are able to, you might want to spend a little
plastic containers with lids that can close, e.g. bottles. bit of time talking about the instruments which
• Let the children choose what to put inside their the children made in the children’s first language
containers, e.g. beans, pasta, rice, cotton wool, to encourage them to think about what was
pieces of paper, etc. happening and why.
• Help the children to close the lid of their container
and let the children shake the containers and listen to 11. Sing the Tidy up song. 5
see what noise it makes.
• Ask the children to tidy away the materials by
8. M
 ake some castanets. singing the Tidy up song.
Pre
Uspa
efurat
l ph
ion
rasTip
es!
Are the circles the same size? Rounding Off
Does it make a noise?
Is it louder or quieter? 12. Sing the Bye-bye song. 8

• Look at Peter and say It’s time to go, Peter.

• P rovide the children with lids from different jars. If
• Make Peter and the children say Bye-bye!
possible, have a selection of different sizes, as well
• Sing the Bye-bye song.
as both plastic and metal lids.
• Let the children choose two lids which they would
like to use and help them to stick the lids together If there is time…
on one side using strong tape.
• Show the children how to open and close the Make a class band.
lids to make a noise and let them decorate their • Allow the children to try out the instruments which
castanets with streamers. they have made and see what kinds of noises they
can make.
9. M
 ake a tambourine. • If there are not enough instruments for all the
Preparation Tip!
Before the lesson, make holes around the children, you could also use objects in the classroom
edge of the plate. The holes need to be big enough for which the children can make a noise with.
the children to thread string through. You might also • Give the children silent instructions for which noises
want to put a knot on the end of each piece of string so to make and how to make the noises (fast/slow/loud/
that the beads or buttons don’t fall off. quiet) and see if you can make an interesting song
with the children.
Pre
Uspa
efurat
l ph
ion
rasTip
es! • Once the children are confident, you can split them
Can you make a noise? into groups and try having different groups playing
Move the tambourine up/down/side to side / twist it their instruments.
backwards and forwards. Which makes the best sound?
What happens if you move it faster/slower?

Hooray! Let’s play! A © Helbling Languages 193

 Review 3
Warm-up and Revision
REVIEW 3 • UNITS 5 & 6
1. Sing the Hello song. 2
• Make Peter greet the children and say Hello!
Review 3 Units 5 & 6 Encourage the children to wave back and say
I can… Hello! to Peter.
• Sing or play the Hello song and make Peter look
1 like he is singing too (See Introduction, p. 21).

2
2. Sing the Party action story. 88
• Say the action story in the correct order and act it
3 out for the children. As you say each line, mime
4 doing each action.
Party action story
• Listen and circle. 102 • Say. Colour.
Look, there’s a clown. – Hahaha.
Hooray! Let’s play! A © Helbling Languages 113
Look, there’s a cowboy. – Yippee!
9783990892718_Hooray! Let's Play! SB.indd 113 29/10/21 15:02 Look, there’s a princess. – Hello!
Main Objective Look, there’s a robot. – One, two, three.
Look, there’s a doctor. – Aaah! (as if you are
To review Units 5 and 6 content: clothes and party
opening your mouth so that the
costumes.
doctor can look inside)
Word Revision Look, there’s a pirate. – Let’s run!
T-shirt, a jacket, shoes, socks, jeans, pyjamas, cap • Start each action by pretending to point at
pirate, princess, cowboy, doctor, clown, robot something in the distance and then do the action
for each of the party costumes.
Receptive Language
I know the names of the costumes. Carpet Time
I know the clothes.
3. Sing the Circle song. 3
I’m excited! Are you excited, (Peter)?
Are you ready? • W
 hen moving the children from the table to sit in
a circle, you can sing or play the Circle song
Classroom Language (See Introduction, p. 21).
Listen.
Circle. 4. Play What number?
Colour.
• A ttach the six number flashcards to the board in
Draw the numbers/dots.
order from one to six. Point to each of the cards and
Activities elicit the numbers.
• Attach the clothes flashcards to the board, directly
Play What number?
below the number flashcards, point to each item of
Listen and circle the clothes.
clothing and elicit the word. Say What is three?
Say the names of clothes and party costumes.
Clap three times and point to the flashcard for
Colour the faces.
number three. Then point to the item of clothing
Listen and draw the dots / write the numbers.
flashcard that is below number three and elicit the
Materials Checklist word.
 P eter hand puppet • Continue to say numbers and encourage the children
to tell you the item of clothing that is below that
 Student’s Book, p. 113-114
number.
 Audio 2-8 (routine songs), 88, 102-103
• You can also play the game the other way. You say
 Let’s dress up video
an item of clothing and the children have to clap or
 flashcards 14-19, 35-41 (numbers, clothes)
stamp the correct number of times to tell you the
Optional: Review Lessons are a perfect number above the item of clothing.
opportunity to have fun with the posters for these
two units. (See Introduction, p. 9).
Pencil and Paper
Notes 4
5. Sing the Table song.
• Ask the children to move to the tables and sit down
by singing the Table song (See Introduction, p. 21).

194 Hooray! Let’s play! A © Helbling Languages

6. Introduce the icons. SB 113
• U se Peter to show the children that we are going
to remember the names of clothes and party
costumes. Hold up the page so all the children can
see. Say Peter, Look! Point at the numbers and
colours on the page. In this class we are going to
remember the clothes and the party costumes.
I‘m excited! Are you excited, Peter? Have Peter
say Yes and nod excitedly. Say Are you ready?
Have Peter show excitement about it by moving
around and saying Yes!
• Bring the children’s attention to the icons at the
bottom of the page and say We are going to
listen (mimic listening by touching your ear or have
Peter touch his). Then move Peter’s hand to the
Pencil icon and say We are going to listen AND
we’re going to circle! Bring you hand to your ear
to elicit listening again and draw an imaginary circle
in the air to elicit circling.
• Move on to the Speaking icon in the I can box
and say We are going to speak. Open and close
your mouth to elicit speaking. And finally, move
your finger to the Colouring icon, mimic holding
a crayon and move it back and forth to elicit
colouring and say And, we are going to colour.
Are you ready?
7. L isten and circle the clothes. 102
• B ring the children’s attention to the illustrations
on p. 113 by holding it up and having Peter show
excitement and say Look. Clothes. Move Peter’s
hand to the Listening icon and say We are going
to listen. Now, move Peter’s hand to the Pencil
icon and say We are going to circle the clothes
we hear. Bring you hand to your ear to elicit
listening and draw an imaginary circle in the air.
• Have Peter say Are you ready to listen? Play the
recording and monitor as the children circle the
right items of clothing.
1. I‘m wearing a T-shirt.
2. I‘m wearing socks.
3. I‘m wearing pyjamas.
4. I‘m wearing jeans.
• Play the recording again to make sure all the
children have time to circle the right items. Walk
around the classroom and praise them for their
hard work.
8. Say the clothes and party costumes. Colour
the face.
• W ith Peter‘s help, bring the children’s attention to
the I can self-assessment box. Have Peter point at
the arrows to the different clothing items and say
Look. What’s this? Point at the three items as the
children say the words (T-shirt, jeans, shoes).
• Then bring the children’s attention to the emojis
underneath the illustration. Have Peter point at the
clothes in the illustration and the emojis, and say
Look. Do you know the name of the clothes?
Yes? You are good! while pointing at the happy
emoji. Make sure you are smiling while you say
this, so the child infers that he needs to colour the
happy emoji. If a child is unsure or not confident
about the vocabulary, you can make a gesture to
imply that there’s still work to do, and point at the
neutral face for them to colour.
• Repeat the process with the party costumes
underneath, encouraging the children to say
the names of the costumes, and to decide by
themselves whether they should colour the happy
face or the neutral face.
9. Listen and number (Draw the numbers or
the dots). SB 114 103
• Hold up the page so the children can see. Point at
the Listening icon and, with Peter’s help, say Look.
We are going to listen to the names of party
costumes. Have Peter touch his ear to elicit
listening.
• To make the children aware that they are going to
be writing, bring their attention to the Pencil icon
by having Peter point at it and say Look, a pencil!
We’re going to listen and write. Mimic writing
in the air.
• Point to the empty boxes at the bottom of the
page and explain to the children that, as they listen,
they have to write the right number of dots in the
box. Alternatively, you may choose to have them
write the number itself. Mimic writing the dots or
numbers as you point at the boxes.
• Play the recording as you continue to hold the
pencil up in the air and pretending to draw the dots
say Listen and draw the numbers.
1. A robot. 2. A cowboy. 3. A pirate
4. A doctor. 5. A princess. 6. A clown
• Replay the recording if necessary, to allow all the
children to draw the right number or number of
dots.
10. Retell the Let’s dress up story at home.
• Continue to hold up the page. Make Peter point at
the Home icon and say Look, this is home. Model
putting the book in a backpack or folder and say
Home.
• Say You watch at home. You tell the story at
home. Touch your eyes to show watch, then touch
your mouth to indicate speak, and finally point
back at the Home icon again.
Rounding off
11. Sing the Bye-bye song. 8
• S ignal to the children that it is the end of the
English lesson by singing the Bye-bye song (See
Introduction, p. 21).
Hooray! Let’s play! A © Helbling Languages 195
 Extra Unit Birthday party
Warm-up and Revision
EXTRA UNIT • BIRTHDAY PARTY
1. Sing the Hello song. 2
• Make Peter greet the children and say Hello!
Extra Unit Birthday party Encourage the children to wave back and say
Hello! to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 21).

Carpet Time
2. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song
• Say Happy Birthday to Mel. How old is she? Count the candles.
(See Introduction, p. 21).
• What party costumes can you see?

3. Play the Yes or no game.

Hooray! Let’s play! A © Helbling Languages 115

9783990892718_Hooray! Let's Play! SB.indd 115 29/10/21 15:02

Word Revision • Have your party flashcards ready for this game.
Show the children that you are mixing the cards in
pirate, princess, cowboy, doctor, clown, robot
your hands so neither you nor the children know
scooter, train, plane, doll
the order of the cards.
one, two, three, four, five
• Take one of the flashcards and hold it above your
Receptive Language head so that the children can see which flashcard
It looks delicious. you are holding but you can’t.
Happy birthday! • With your free hand, point to the flashcard
candles and name one of the possible flashcard items.
Yum, yum! Encourage the children to say Yes. if you guessed
correctly and No, sorry. if you got it wrong.
Classroom Language • If the answer was No, sorry, keep guessing until the
How old is (Mel)? children say Yes.
Count. • Repeat this with some of the other flashcards.
What (party costumes) can you see? • If you have time, invite confident children to take
Productive language the role of the teacher and guess which flashcard is
above their head.
Happy Birthday! I can see a (pirate).
How old is (s)he? (S)He’s (five).
4. Play A party game. 87
Objective • Put the party flashcards in the centre of the circle in
Children learn: the correct order of the Party chant.
• about birthday celebrations • Play the Party chant and ask the children to join in
• the Happy Birthday song and show you the actions for each party costume.
Children can: • Ask the children to stand up in the circle and hold
• identify party costumes hands. Choose one confident child to start the
• ask each other about their age game. Point to the first flashcard and ask the child
• count the candles to start the chant by saying Doctor.
• match toys • Encourage the next child to say Robot. and the
• colour and cut out party flags next to say Pirate. and continue with each child
Materials Checklist saying one word to continue the chant.
• When the turn comes for a child to say Princess,
 P eter hand puppet the rest of the class should say to that child Now
 flashcards 42–47 (doctor, robot, pirate, clown, sit down! and the child should then sit down.
cowboy, princess) • Repeat the activity and when a different child says
 Student’s Book, p. 115-116
Princess. and the rest of the class says Now sit
 Audio 2-8 (routine songs), 87
down!, the new princess should sit down. The
 scissors (optional)
‘first’ princess should stay sitting down and the
party flags (Worksheet 36) game continues until only one child is left standing.

196 Hooray! Let’s play! A © Helbling Languages

• A
 lternatively, if you want to keep all the children
involved in the game, allow the ‘first’ princess to
stand up when the ‘second’ princess sits down. In
this case, end the game when most of the children
have had a turn at being the princess.
Pencil and Paper
5. S
 ing the Table song. 4
• A
 sk the children to move to the tables and sit down
by singing the Table song (See Introduction, p. 21).
6. Introduce the icons. SB 115
• S how the children the page and have Peter show
excitement by saying Look, a birthday party! All
the children are wearing party costumes. Point
specifically at the children and say The children
are having a costume party.
• Bring their attention to the Look icon and say Look.
We are going to look at this picture of the
birthday party. Now move Peter’s hand to point
at the Speaking icon and say And we’re going to
speak about costumes and birthdays.
7. S
 ay Happy Birthday to Mel.
• H old up the page so all the children can see it
and have Peter show great excitement by jumping
up and down on your lap and saying Look! It’s
Mel’s birthday party. Let’s say Happy Birthday
to Mel. Have Peter move his arms in the air to
encourage the children to say Happy Birthday,
Mel!
• Alternatively, have Peter encourage the children to
sing Happy Birthday to Mel.
8. H
 ow old is Mel? Count the candles.
• B ring the children’s attention to the birthday cake
in the illustration by having Peter point at it and say
Look, Mel’s birthday cake. It looks delicious!
Yum, yum. Focus the children’s attention on
the candles by having Peter say Look, candles!
How old is Mel? How many candles can you
see? Let’s count together. (One, two, three,
four, five!) Yes, Mel is five years old. Repeat
the question with other items in the image, eg.
costumes, animals, plates, hats, etc.
• Walk around the class having Peter ask some or all
the children how old they are. Say (Annie) How
old are you? Wait for the child to respond and
if they’re five, say Wow! You and Mel are five
years old! Repeat with other children.
9. W
 hat party costumes can you see?
• H
 ave Peter focus the children’s attention on
the costumes the children in the illustration are
wearing. Say Look. They’re having a costume
party to celebrate Mel’s birthday!
• Have Peter point at the different children in the
illustration and say Look. Can you see a princess?
(Yes) Bring Peter’s hand up to elicit pointing and
say Point at the princess. Repeat with the other
four costumes.
10. Look and match. Then say. SB 116
• With the help of Peter, bring the children’s attention
to the wrapped toys on the left hand-side of the
page and say Look! Presents. Mel got these
presents for her birthday. Can you see the
toys? Point at the present with the scooter and ask
What is it? Is it a bike? (No!) Is it a jacket?
(No!) Is it a scooter? (Yes) Repeat with the rest of
the wrapped toys.
• Have the children say the name of the toys in the
presents. Have Peter point at them one by one. Say
Scooter, train, plane, doll along with the children.
• Now move Peter’s hand over to the toys on
the right-hand side of the page and say Look.
Now, draw a line (mimic drawing a line with an
imaginary pencil). Monitor the children as they
match the toys. Praise the children for their good
work. Good job!
• Point at the toys on the right-hand side again
and say (Tom) On your birthday, do you have
a costume party? (Yes) And what costume
do you like? Continue pointing at the costumes
to encourage the children to use the words that
appear on the page. Repeat with different children
and different costumes. Say Good job, everyone!
5
11. Sing the Tidy up song.
• Ask the children to tidy away the materials by
singing the Tidy up song (See Introduction, p. 21).
Rounding off
8
12. Sing the Bye-bye song.
• Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song (See
Introduction, p. 21).
Hooray! Let’s play! A © Helbling Languages 197
 Extra Unit Love our planet
Warm-up and Revision
EXTRA UNIT • LOVE OUR PLANET
1. Sing the Hello song. 2
• Sing or play the Hello song and make Peter look
Extra Unit Love our planet like he is singing too (See Introduction, p. 21).

Carpet Time
2. Sing the Circle song. 3
• When moving the children from the table to sit in
a circle, you can sing or play the Circle song (See
Introduction, p. 21).

3. Play Find the flashcard.

• Look at the forest. Is rubbish good for the animals? Circle all the rubbish.
• How many colours can you see? How many animals can you see?
• Can you see a shoe? Repeat the question with different vocabulary (T-shirt / trousers / nose, etc.). • Choose a confident child from the class and ask
Hooray! Let’s play! A © Helbling Languages 117
them to choose a colour flashcard (e. g. green) and
9783990892718_Hooray! Let's Play! SB.indd 117 29/10/21 15:02
then stand near you. Ask the child to close their
Key Words eyes.
• Tell the other children that you are hiding the
banana skin, yoghurt, water bottle
flashcard, for example under a cushion, in a toy
plastic, glass, paper, food waste, broken toys
box, on the bookcase, etc.
rubbish, bin, recycling
• Ask the child to open their eyes. Say Where’s
Receptive Language green? and make it clear to the other children that
We’re going to (speak about the planet). they are not to say where the flashcard was hidden.
We need to help (the animals). • Encourage the child to walk around the classroom
What goes in this bin? to find the hidden flashcard. Keep saying the word
Green. and, as the child gets closer to the hidden
Classroom Language card, nod your head and say Green. more loudly.
What is it? As the child moves away from the card, shake your
Point. head and say Green. more quietly.
Follow the lines. • Repeat the game choosing a different colour and a
different child and this time encourage the children
Productive language to join in saying the colour loudly or quietly.
Is this rubbish? (Yes/No)
Rubbish goes in the (green/black) bin. Pencil and Paper
Objective 4. Sing the Table song. 4
Children learn: • Ask the children to move to the tables and sit down
• to take care of nature by singing the Table song (See Introduction, p. 21).
• to identify and name some recycling items
• some information about the recycling system
5. Introduce the icons. SB 117
Children can: Preparation Tip!
• recognise recyclable items Have some items ready (or pictures of them) to
• select the right bin help you introduce new vocabulary and talk about
recycling. For example, an empty water bottle, bag of
Materials Checklist
crisps, yoghurt pot, a can, plastic bag and paper.
 P eter hand puppet
 flashcards 5–10 (red, green, blue, yellow,
• Show the children the page and have Peter show
orange, pink) excitement by saying and bringing their attention to
 Student’s Book, p. 117-118 the Look icon Look! We are going to look at this
 Audio 2-8 (routine songs) picture while pointing at the picture. Now move
 real items or pictures of rubbish items: water Peter’s hand to point at the Speaking icon and say
bottle, bag of crisps, paper, can, plastic bag, And we’re going to speak about the planet!
yoghurt pot, banana skin • Have Peter say Where are they? (In the forest).
 scissors (optional) Yes, they’re in the forest! What can you see in
recycling game (Worksheet 37) the forest? Wait for the children to respond. Some
of the answers might be in their own language.
Make sure Peter repeats what they say in English.

198 Hooray! Let’s play! A © Helbling Languages

 At this stage, the idea is to get the children to
talk, not to focus on the new vocabulary yet, so
to reinforce previous content you might want to
ask about colours and clothes. Say Can you see a
boy? (Yes) Is the boy wearing blue shoes? (No.)
What colour are his shoes? (Red.) That’s right,
they’re red. Now have Peter point at the little girl
in the picture and ask Can you see a girl? (Yes) Is
she wearing a red dress? (No.) What colour is
her dress? That’s right, it’s yellow. Repeat with
other colours and items of clothing as you see fit.
• Now have Peter point at the items of waste and
say Oh no! The forest is not clean. The animals
want to clean the forest. Point specifically at
the children collecting the rubbish and say They
children are picking up the rubbish. We need
to help our planet!
• Hold up the water bottle and have Peter say Water
bottle very slowly. Now, look at the children and
say What is it? Encourage them to answer and say
That’s right, a water bottle. Have several children
or all the children repeat Water bottle. Then ask
Peter Peter, is it good to throw the water bottle
in the forest? Have Peter respond No! Repeat with
the other items making sure all the children get a
chance to say the words.
• Finally, hold each item over your head and say
What is it? Wait for the children to respond each
time until all the children have learnt the new
words.
6. C
 ircle all the rubbish in the forest.
• B
 ring the children’s attention back to the illustration
and have Peter move his hand to the Pencil icon
and say Now, we’re going to circle (mimic
making an imaginary circle in the air). Let’s help
the animals! Let’s circle the rubbish! Monitor
the children’s work and praise them for their good
work.
7. Introducing the concept of waste.
• S how the children the banana skin and yoghurt
pictures (or real items). Children will probably
recognise the word banana easily but will not know
skin. Make sure you say the words slowly so they
can repeat after you. As you show the picture of
the banana skin say It’s banana skin. Put the
picture or item slowly on the floor in front of the
children as you repeat It’s banana skin. It’s
banana skin.
• Then show the yoghurt picture and say It’s
yoghurt.
• Point to the banana skin picture, look at Peter and
say What is it, Peter? Make Peter say It’s
yoghurt. Encourage the children to say No! to
Peter and then you say No, Peter. It’s banana
skin. Repeat this with the yoghurt picture.
• Show the children the can and water bottle pictures
or items. As you show the can picture or item say
It’s a can and put the picture or item on the floor
in front of the children. Encourage them to repeat
after you It’s a can. Then show the water bottle
picture. Children will probably recognise the word
water but not bottle. Say the words slowly and
encourage them to repeat after you. Say It’s a
water bottle.
• Point to the can picture, look at Peter and say
What is it, Peter? Make Peter say It’s a water
bottle. Encourage the children to say No! to Peter
and then you say No, Peter. It’s a can. Repeat this
with the water bottle picture.
• Put the five pictures or items on the floor in front of
the children and have Peter point at the can and say
Is this a water bottle? Encourage the children to
correct Peter by saying No! It’s a can. Then repeat
the activity with the other four pictures or items.
8. Where does the rubbish go? Match. SB 118
• Hold up the page so the children can see. With
Peter’s help, bring the children’s attention to
rubbish items at the top of the page and say Look.
What is this? (banana skin) That’s right, It’s
banana skin. Repeat with the rest of the rubbish
items. Say We need to help the animals and the
planet!
British recycling system
plastic, glass and paper ➔ green recycling bin
food waste ➔ brown compost bin
other rubbish ➔ black rubbish bin
• Now point at the recycling bins and have Peter ask
the children What goes in this bin? As he points
at the compost bin (Food!) That’s right! We put
food in this bin. Now have Peter point at the
green recycling bins What goes in this bin?
(Plastic, glass and paper) Good job! And finally,
have Peter point at the black rubbish bin and say
And here? what goes in this bin? (Broken
toys!) Very good, we put old toys in this bin.
• Say Now draw a line (mimic drawing a line with
an imaginary pencil) and put the rubbish in the
right bins (point at the bins). Monitor as the
children work and help anyone who has fallen
behind. Say Great job! Have Peter show
excitement and say We are helping our planet.
We love our planet.
9. Sing the Tidy up song. 5
• Ask the children to tidy away the materials by
singing the Tidy up song. (See Introduction, p. 21).
Rounding off
10. Sing the Bye-bye song. 8
• Signal to the children that it is the end of the
English lesson by singing the Bye-bye song
(See Introduction, p. 21).
Hooray! Let’s play! A © Helbling Languages 199
 Appendix
HOORAY! LET’S PLAY! A – STUDENT‘S BOOK – WORKSHEET OVERVIEW

General worksheets

Worksheets 2a-b
Character cut outs

Worksheets 1a-d
Character masks

Unit Welcome

Worksheets 3a-b Worksheet 4

Mini storybook: Hello Picture of Peter and Rosie

Unit 1 Colours

Worksheet 5 Worksheet 8
Mini flashcards: colours Extra listening activity: colours

Worksheets 9a-b
Worksheet 6
Mini storybook:
Picture of Connie
The kites

Worksheets 7a-b
Mini kite

200 Hooray! Let’s play! A © Helbling Languages

Unit 2 Numbers

Worksheets 10a-b
Worksheet 13
Mini flashcards:
Extra listening activity: numbers
numbers

Worksheets 14a-b
Worksheet 11 Mini storybook:
Three balloons Crossing the road

Worksheet 12
Elephant mask

Unit 3 Move your body

Worksheet 15 Worksheet 17
Mini flashcards: body parts Extra listening activity: body parts

Worksheets 18a-b
Worksheet 16
Mini storybook:
Action spinner
Rosie, please stop!

Hooray! Let’s play! A © Helbling Languages 201

 Appendix
Unit 4 Toys

Worksheet 19 Worksheet 22
Mini flashcards: toys Extra listening activity: toys

Worksheets 23a-b
Worksheet 20
Mini storybook:
Hanging mobile
The tower

Worksheets 21a-b
Train

Unit 5 Clothes

Worksheet 24 Worksheet 27
Mini flashcards: clothes Extra listening activity: clothes

Worksheets 28a-b
Mini storybook:
Where’s the cap?

Worksheets 25a-c
Peter doll with clothes

Worksheet 26
Design a T-shirt

202 Hooray! Let’s play! A © Helbling Languages

Unit 6 Party

Worksheet 29 Worksheet 32
Mini flashcards: party Extra listening activity:
party costumes

Worksheets 33a-b
Mini storybook:
Let’s dress up

Worksheets 30a-c
Party hats

Worksheets 34a-e
Party costume clothes
for the Peter doll

Worksheets 31a-c
Party decorations

Worksheet 35
Pin the nose on the clown

Extra Unit Birthday party

Worksheet 36
Party flags

Extra Unit Love our planet

Worksheet 37
Recycling game

Hooray! Let’s play! A © Helbling Languages 203

 Appendix
HOORAY! LET’S PLAY! A – ACTIVITY BOOK – WORKSHEET OVERVIEW

Unit 1 Colours Unit 2 Numbers

Unit 1 Colours - Shapes Unit 2 Numbers - Road safety

Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages

Mini flashcards 1: Shapes Mini flashcards 2: Road safety

Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages

Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages

Colour the mini flashcards. Activity Book - Mini flashcards 1 Colour the mini flashcards. Activity Book - Mini flashcards 2
Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages

Unit 3 Move your body Unit 4 Toys

Appendix
Unit 3 Move your body - Senses Unit 4 Toys - Vehicles

Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages

Mini flashcards 3: Senses Mini flashcards 4: Vehicles

Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages

Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages

Colour the mini flashcards. Activity Book - Mini flashcards 3 Colour the mini flashcards. Activity Book - Mini flashcards 4
Hooray! Let’s play! A © Helbling Languages 4 Hooray! Let’s play! A © Helbling Languages

Unit 5 Clothes Unit 5 Clothes

Appendix
Unit 5 Clothes - Washing Unit 5 Clothes - Daily routines

Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages

Mini flashcards 5a: Washing Mini flashcards 5b: Daily routines

Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages

Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages

Colour the mini flashcards. Activity Book - Mini flashcards 5a Colour the mini flashcards. Activity Book - Mini flashcards 5b
Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages

Unit 6 Party
Unit 6 Party - Instruments

Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages

Mini flashcards 6: Instruments

Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages

Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages

Colour the mini flashcards. Activity Book - Mini flashcards 6

Hooray! Let’s play! A © Helbling Languages

204 Hooray! Let’s play! A © Helbling Languages

Appendix
HOORAY! LET’S PLAY! A – TRACK LIST

Introduction Unit 3 – Move your body

1 Hooray! Let’s play! Second Edition - Level A 41 Body chant
42 Body action story
Routine songs 43 Touch your eyes (a song)
2 Hello song 44 Touch your eyes – Karaoke version
3 Circle song 45 Body listening activity
4 Table song 46 Body extra listening activity
5 Tidy up song 47 Hop, hop, hop (a song)
6 Story song 48 Hop, hop, hop – Karaoke version
7 Calm down song 49 Rosie, please stop! (a story)
8 Bye-bye song 50 Our World: Move your body – Part 1
51 Our World: Move your body – Part 2

Student’s Book & Activity Book 52 Phonics: A – Part 1

Unit Welcome 53 Phonics: A & N – Part 2

9 Welcome chant 54 Activity Book: Senses chant

10 Hello (a story) 55 Activity Book: Senses listening activity

11 Hello, I’m Peter (a song) Unit 4 – Toys

12 Hello, I’m Peter – Karaoke version 56 Toys chant

13 Phonics: R – Part 1 57 Toys action story

14 Phonics: R – Part 2 58 I’m on my little bike (a song)

Unit 1 – Colours 59 I’m on my little bike – Karaoke version

15 Colours chant 60 Toys listening activity

16 Colours action story 61 Toys extra listening activity

17 A blue balloon for Rosie (a song) 62 The tower (a story)

18 A blue balloon for Rosie – Karaoke version 63 Our World: Toys

19 Colours listening activity 64 Phonics: U – Part 1

20 Colours extra listening activity 65 Phonics: U & C – Part 2

21 The kites (a story) 66 Activity Book: Vehicles chant

22 Our World: Colours – Part 1 67 Activity Book: Vehicles listening activity

23 Our World: Colours – Part 2 68 Review 2: Units 3 & 4 – Part 1

24 Phonics: B – Part 1 69 Review 2: Units 3 & 4 – Part 2

25 Phonics: B – Part 2 Unit 5 – Clothes

26 Activity Book: Shapes chant 70 Clothes chant

27 Activity Book: Shapes listening activity 71 Clothes action story

Unit 2 – Numbers 72 Put on your jeans (a song)

28 Numbers chant 73 Put on your jeans – Karaoke version

29 Numbers action story 74 Take off your jeans (a song)

30 Six little elephants (a song) 75 Take off your jeans – Karaoke version

31 Six little elephants – Karaoke version 76 Clothes listening activity

32 Numbers listening activity 77 Clothes extra listening activity

33 Numbers extra listening activity 78 Red shoes (a song)

34 Crossing the road (a story) 79 Red shoes – Karaoke version

35 Our World: Numbers 80 Where’s the cap? (a story)

36 Phonics: E – Part 1 81 Our World: Clothes – Part 1

37 Phonics: E & T – Part 2 82 Our World: Clothes – Part 2

38 Activity Book: Road safety chant 83 Phonics: J & O – Part 1

39 Activity Book: Road safety action story 84 Phonics: J & O – Part 2

40 Review 1: Units 1 & 2 85 Activity Book: Washing chant

86 Activity Book: Daily routines action story

Hooray! Let’s play! A © Helbling Languages 205

 Appendix
Unit 6 – Party
87 Party chant
88 Party action story
89 I’m dancing with a princess (a song)
90 I’m dancing with a princess – Karaoke version
91 Party listening activity
92 Party extra listening activity
93 Welcome to the party (a song)
94 Welcome to the party – Karaoke version
95 Let’s dress up (a story)
96 Our World: Party – Part 1
97 Our World: Party – Part 2
98 Phonics: I – Part 1
99 Phonics: I & P – Part 2
100 Activity Book: Instruments chant
101 Activity Book: Instruments listening activity
102 Review 3: Units 5 & 6 – Part 1
103 Review 3: Units 5 & 6 – Part 2

Audio credits:
Authors: Herbert Puchta, Günter Gerngross, Megan Cherry, Suzannah Ditchburn
Recordings: The Soundhouse, London and PullPush, Madrid
Sound Design & Mastering: Tonburg, Graz and Suena Estudio, Madrid
Production: Lucia Astuti, Markus Spielmann
Songs by Lorenz Maierhofer
Chants by Herwig Burghard
© + Helbling Languages

206 Hooray! Let’s play! A © Helbling Languages

Hooray! Let’s play! Second Edition
Level A - Teacher’s Book
by Herbert Puchta and Günter Gerngross
with Megan Cherry and Suzannah Ditchburn

ISBN 978-3-99089-277-0

First published 2022

© HELBLING LANGUAGES 2022

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the
prior written permission of the publisher.

Cover design by Germán Gómez Arranz

Illustrations by Mariana Cuéllar, Svjetlan Junaković, Jacobo Muñiz and Mercè Ortí
Character development by Svjetlan Junaković
Project managed & edited by Mercedes Lopez de Bergara
Editorial support by Ella Beeson
Printed by Athesia, Italy

Every effort has been made to trace the owners of any copyright material in this book.
If notified, the publisher will be pleased to rectify any errors or omissions.
 Scratch here for your ACCESS CODE
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on ezonekids.helbling.com
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 SB 13 Student’s Book (page number)

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PDF
WS 5 Student’s Book Worksheet
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Extra Worksheet

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Songs and chants are also available on the Helbling Media App.

Watch the animated video on Helbling e-zone kids or the Helbling Media App.
 Unique features:

A
● Thinking Skills Training Herbert Puchta & Günter Gerngross
Let’s play! Second Edition
● Value-based Stories
● Total Physical Response

Activities

Is a 3-level course for teaching English to very young learners.

● Introduces key listening and speaking skills to help very young children learn the basics

of English.
● Develops the children’s phonological awareness, prepares them for writing, and enables
Let’s play!
them to discover their surroundings.
● Teaches English through play, movement (TPR), songs and thinking activities.

● Involves children in creative projects.

Hooray! Let’s play! Second Edition A Teacher’s Book

LEVEL A COMPONENTS
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Puchta - Gerngross
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