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131 views140 pagesPuchta Herbert Gerngross Gunter Grammar Songs Raps For Young PDF
Uploaded by
yuliia kusminCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 140
eerie eR uae)
(eee DS aaa
Grammar
Songs & Raps
For young learners and early teens Herbert Puchta Ginter Gerngross
Christian Holzmann - Matthew Devitt
Grammar
Songs & Raps
For young learners and early teens
LEGG oe Phe
|
ey
= SPE EE ETEEELLEELELLE LEE
Contents
Introduction
‘There's a monster in the forest fap)
Tobe party (arn)
‘Are you happy? (0 rap)
Find the gnomes, sherlock Groans
Tea rap
Pizza rap
The hungry monster rap
Generous Joe song
Peay Sue
10 Midnight on Blueberry Hl
111 Robbery at Hanbury Hall
12 The storyson tv
13 The lon song
14 The going 0 song
15 The Westen star
116 The Gang of Four
17 The badbad beasts
18 All my hovetos (aap)
19 Fm not gong to
20 The some and any ra
21 The pyramids
22 We are the ghosts
23 Please come back
24 tim feeling sick
25 Ws onlya game
26 whatever you can do (a ar)
27 Have you ever..?
28 The weatherman (orp)
‘Quick Reterence Guide
0 contents list.
“
9
2
22
32
40
0
2
a2
93
7
102
07
m
Ww
a
was
220
Be
18
0 Introduction
‘Grammar Songs and Raps ies you 28 orignal songs and raps forthe ELT classroom vith
= epi foes an supporting te teaching of arama: the are presented on two auio
os together with teaching notes and two photocopiable handouts per sng. The sngs
and raps cover a range of structures fr beginners and elementary students (At and AZ
‘according tothe Common European Framework of Reference) Grammar Songs and Paps
‘an be used as support material with any coursebook or language programme.
How to select a song
‘The table of contents and the Quick Reference Guide (pp. 138-19) make it easy tslet
song or rap according to the language you are planing to teach or practise. 2c) of
the songs or raps ha a clear oversiew with bie description ofthe language focus. the
language level, 2 rough estimate ofthe time you wil eed to do the activities suggested,
and the kind of preparation needed for example which worksheets you need to «cp,
‘This followed by extensive teaching nots (In lass with suggestions an how to use
‘each song or rap ver two lessons Lesson 1° and "Lesson 2), each lasing betwees 10,
‘and 45 minutes (Time), The teaching notes are arranged in clear and easy-tofolow
steps with drawings and examples of classroom discourse where necessary, a5 Wel a5
‘sagestions fr extension activities Answers to all activities and worksheets are includ.
‘The Iris ofeach song or rap follow the teaching nates
Photocopiable worksheets
There are up to thre worksheets foreach song or ap (Worksheets, B and C
Worksheet A usually focuses on language and comprehension, wih sis to help students
notice, remember and retrieve target structures, Worksheets B and C usualy go beyond
the song is, with interactive activities and games that encourage students to wse the
target stuctres in diferent contexts. Al explanations on classroom management and
teaching techniques requite in implementing the worksheet actes can be fou in
the teaching nates
We are very much aware that the suggestions we are making in this book may nee to
bbe adapted for use in your specific dasses. You may want to use the actives we are
suggesting hee or you may want to develop your own activites around the songs and
aps. The activities have been developed in such away that they can easily be adapted to
various language levels.
PROTO POO GURU a ae aes
‘Songs and raps and the teaching and leaming of grammar
‘ung eamersand eal teen cd a god balance of fun and language practice in ede
tobe able to gradually develop language acuracy. Many oF even most ~ of then do
rot yet have a deep understanding of grammar rules. Thats why many colleagues ook
for fun ways of supporting thie teaching and practising of grammar. tthe same time,
teachers notice thet young learners and tens often show a remarkable ability t pick
up and remember chunks of language they come across in tris, pop songs anther
forms of tents tat they lke, Such chunks of language often contain important langage
structures. Therefore esng songs to help students remember strings of word, sentence
fragments and sentences can be very valuable practic.
Parents fequently comment that tis amazing how well thir kids remember the ics
‘of pop songs and regret tht when comes to serious learning’ memory retrieval ems
to happen far less easy This not surprising. l’sawellAnown fact that ehythe,rlyme
find eatchy tunes have a tong mnemonic function, and make language memorable~ 2
jhenomenon that s very succesfully employed by people who design TV commercials
find radio adverts The songs and aps inthis book have been writen in such away that
they contain both useful language (nthe form of lexical chunks, and the mnemonic
devices mentioned above hythe,ryme and atchy tunes) This means thatthe chances
fre high that important language wl be remembered well by the students, and more
easly transfered o thie longterm memory.
‘Motivation
Many colleagues have noticed that authentic pop songs are not always greeted with
enthusiasm by their students. On the face of it this sounds strange, but on further
Jnvestigation it tums ut that the teachers’ choices ae rarely identical with the choices
students themselves would make, whereas teachers are offen not happy about songs that
Students would like to hea inthe foreign language classroom, This is because the songs
fare ether too demanding in terms ofthe language level, or their content and language
{um out to be problematic from 3 pedagogical point of view; a5 a colleague recent
commented, it sems quite dificult to fi any authentic song yi these days wthout
references to sex and drugs, of which don't contain swearing!
lyrics have been specially written forthe foreign language class, They can be used
‘vith beginners an elementary students, We have red to get as much humour and fun
int the lis as possible, as humour and fun are important suppor systems facitaing
‘motivation and longterm memory recall. tucily, when we work with young learners and early tens we can count on their
enthusiasm for songs if their quay i good. Young learners and eaty teens ae aso
ocmally keen to sing along with a song o jon in a rap the tune is catchy andor the
rythm isrvting. The songs and rps you wil id in this material have been develaed
witha specialist and trialled carefully in young learners and erly tees’ lassaoms We
are happy to say that the feedback we got from students was very posite, and colleagues
‘working with our tra clases reported that ther students became very engaged in singing,
alongwith he songs.
Language lear
ing and songs
When students isten toa song a ap forthe fst time, they naturally want to understand
hat the fics are all about. f the song or ap is engaging, they will want to sng or
‘ant along. Thus, songs ae about developing the students’ listening comprehension
and about repeatingimportant words, structures and chunks of language. the proces of
understanding the Ircs of a songs an interesting one as it often invoives the sradal
Iterpretation of the language inthe song. When sudentslistn forthe rst ime they nay
not understand a fot. Bu ifthe song is intrigung, they will make ther hypotheses about
the meaning of theyre, and when they listen a second orathirdtime they can ver thee
hypothesis or change ther inital interpretations. Thus, their comprehension gradually
‘rows and they lean an important skill ~ to be persistent with eying to understand
‘meaning and not to give up when they cannot understand everthing immediately.
‘Songs and rap are alo ideal for developing pronunciation, word tes and intonation
patterns na song, important ls, stuctores and chunks of language gt repeated tne
and time again without the process becoming boring forthe stents Imitation isan
Jmportant element in that process ~the more fun and engaging the students finda seng,
‘orrap tobe the more they will develop postive feelings about the language in the sng
‘or rap. Tis kindof affective dimension plays very important role in the process of the
students’ eaming of a foreign language
‘The flashcards on the CD-ROM
Fashcards are useful in eacing the meaning of new words and in geting student to
‘memorise them better. Flashcards are great timesavers and mean teaches donot have
to draw onthe board or lok for or make suitable pictues. This is why CD2 that comes,
ith this book is not ony an Auio CO, but a hybrid CD-ROM that offers you on top of
‘the songs it contains) the POF fall the flashcards we ecommend using in the teaching
notes.
We recommend you downlad the flashcards oto the hard dive of your computer and
int the ane yo need fr whatever song you have selected fr your clas. Alternat
You can print the fashcards directly rom CD 2 without downloading the fils
BRR Rhee er ree eR RHR POORER ee
oa
Teaching the songs
itis easier to hum or sing along with song than 1 sng without the support ofthe au,
‘opel when the sung we want to jon in wih cn a foreign Language Ths i why
itis advisable to play the songs several times before tudens are asked to jin in and
sing along When students hear a song Several times, i wil be esse or them to sin
Likewise wemight notice thatstudents find much easier tosingalong with asong when
the sng ges revised ina fellow up lesson than they did he fist ime they came aco
How to use the karaoke version of the raps
‘on the Audio Os, you wil id 18 songs and 10 raps. For each of the raps there isalso
Staraote version onthe Audio CO; this i version without voles, where students heat
just the musi instruments.
|When you want tous the karaoke version orp, make sre yourstudens hae listed
to the version with the voices ften enough ind it easy to chant alongwith the music
Many of the rapsare inthe form of dialogue between a singerspeaker and chon of
a>ore> a>ar
Dog — there's a dog
Dog - there’
‘And there are three _
“Inok, you guys,
that’s our monster with six eyes!
"Ohl How stupa!”
owls bear rabbits frogs foxes owls hamsters dogs snakes
12 MRM FaasaraORTTRSRATDE T Gamage ane | eng
HEAP PRP RRR RRR There’s a monster in the forest | Worksheet B
Find the differences between the two pictures. Track 05/08
Language focus
towt
Tine
To be party
ara
Forms of tobe
Beginness/A1
Lesson 1 about 30 minutes
Lesson 2 about 25 minutes
or Track 0% audio recording ofthe rap
(o1— Track D4 karaoke version of the ap
O2ICD-ROM part Tobe party Flashcards
Lesson 1: a copy f the lyrics for each student; a copy of Worksheet A per student
Forstep4, make an enlarged copy ofthe Iyies, number the lines fr your own
reference, and then cut the lines into individual strips. For step 7, cutout sx paper
stars (Sherif stars) and havea fastener ora piece of sellotape foreach one
Lesson 2: a copy of Worksheet B per aroun of thre student,
In class
Teach or revise the folowing words using the flashcards provided: clown, serif,
princes, cowboy.
‘irite the words on the boar,
Tal the students that you are going to play a rap to them. Tell them to listen
‘carefully and try to remember as much as possible, Ask them to say the words,
phrases or sentences they remember. Write these on the board
Hand out a copy ofthe iyrcs. Ask the students to listen and read along,
Show each icine strip very briefly and elit the line from the students, Then
play the ap again, and the students join i.
‘Ask the class to form a big circle. inside the cic on the eft arrange two chats
rex to one another, and two chairs that stand alone. Aska boy and gt to sit
fn the two chairs and a bay and a git onthe individual chairs,
ARADO MMB OOOO nr
6. Arrange two chats on the right of the cle Sit down on one, and aska student
to sit down on the other
7. Now hand the paper stars tall the students sitting onthe chairs. Fasten one on
‘your own clothes and fasten the others fo the students clothes. Then point at
Yyourselt and say: ’m a sherf. Ask he student siting next to you to say with you
We're sheriff, Point atthe two students an say: They're sherfs. Then point to
the girl and say She's @ sheriff and to the boy, and say: e's a shri: Now jus do
the pointing several times and ask the class to say the sentences.
18. Then hand each student a copy of Worksheet A. Tel them fo look at the pictues
and the sentences, then number the sentences to match the pictures. Say a
‘umber and ask individual students to read out the respective sentence.
POUR URE REE RR e ee
=
bee _
!
Hh oo
=
we
uswer 2 weiecontins, 6 theyreconboys, 4 Hee alow,
Lesson?
4. Intraduce the words pilot and doctor,
using the flashcards provided,
a 12. Askthe students to work in groups of thee, Two students, and Bplay the
‘game, and the third student, C isthe referee. Hand a copy of Worksheet Bro
teach group, Student starts and points ata picture; B says the sentence, eg.’
2 princess. I B's sentence is cored, the rere gives B a point. Then B points
ata picture and A says the sentence. Tey play ten rounds and then the referee
Announces the winner or says if twas a dram
3. Now C joins the game and A becomes the referee, Finally Aan C ply, and 8
becomes the referee
wa
Extensions
Discus with your class whether they would lke to perform the rap infront of
an audience, ether parents. If thoy are kaen on doing tha, erhearce the Ap
including mime and dance steps.
Use the karaoke version a suggested on pp. 7-8.
ere ARATOT | BRAS HS | Oe a 6 a
forms of too} .
a eee ese leet a
1 To be party ia
[tm theses Were so happy, i
J Youre the clown, Yer 30 coo, \*
esa cowbor, Ther’ a party =
Pease sit down, tour schoo 1
{lap cla, now you ra (ap, dap, now ou rap i.
Fm the shen Lots fac iow
Yeuie the clown, Lois of boy. ie
He's cowboy They 0 loud — i
Please sit down, What nose =
{ap cap, naw you rp ap, ap, now you ap '
Il
She’ a princes Lats of si i.
is reat fun, Lot of boys
‘Gap your hands Theyre s oud — ls
fveryone. What a noise! ia
ap. 2p, now you op
(sash ' =
she's princes, (viet everyone: a
Ws get fn, ‘nd now realy ast— here we go!) I
(2p your hands (repeat rap) 18
Everyone
ap clap, ow you rap! (eect i=
‘and now even fester) le
We're so hap. (repeat rp) il
Youre 30 oo =
Theresa party 1
Aor school 1
Clap cap, now you rap ph
vos an I
i
i '
'
6 Cin
To be party | Worksheet A
Match, and write numbers.
Dimes) Diem] Gres
a ee eee eee eee eee ee ee ee ee ee
To be party | Worksheet B
Say the sentence.
forms of to be} Are you happy?
ary
Forms of 10 be: negative and questions, vocabulary: felings
Lesson 1: 20 minutes
Lesson 2: about 30 minutes
Materials C1 — Track 05 audio recording ofthe ap
1 — Track 06 karaoke version ofthe ap
D2ICD-ROM part Ae you happy? Flashcards
Lesson 1: a copy of Worksheet A per student
Lesson 2: a cony of Worksheet B per student
In class
Lesson 1: Are you happy?
1. ntaduce or revise the following words sing the fashcadds provided or mim:
‘ot, cold, happy, sad, bored, ana, scared, hungry.
A NEY &®
Ge oY
2. Aska student to came to the font. Whisper one ofthe words in their ea. The
student mimes the words and the classmates tr to guess the word
3. Play the rap to the students Hand out Worksheet A. Tell them to circle the correct,
words.
4. Play the rap again and ask the students to check. Then play the rapa third ime
and ask the students t0 join in
Lesson
A guessing game
4. Stand in front ofthe class and show Worksheet & to your students. Tel them that
you're going to choose one picture. Put the worksheet face down, ané ask them
{o guess which person you're thinking of and write on the boar
1s ea gin/boy? Are there two people? os
»
When they have guessed correctly ask the student o guess how the persnvthe
people in the pictuee felsfeel. write on the board
Is hershe sad? Ae they onary?
Hand out the worksheets. Ask the students to play the game in pais. Student
‘places an eraser, a cain or anyother small object on one ofthe pictures: B
cannot see AS worksheet, ASS: Guess ves to find out whether the object is
in the picture feesfeel. A keeps a record ofthe number of guesses
‘Now the students change roles. The one who needs fewer guesses isthe winner
(of one round, Tel your students to play five rounds.
extension
Use the karaoke version as suggested on po 7-2
Eee ee eee eee peterets
1 Are you happy?
1
I sce cream, ice cream, ‘Are they happy? 1
Ge the ids some ee ceam~ Na, theyte not. rl
Theyre ht Ave they col?
1 No, they‘re hot. 1
I Yernnnnnn 1
simnnnnmm eceentercen! I
Oaoooonnnn Give the ts some icecream
1 They're hot? '
1 ave you napa '
atm not (tsk the question asin) 1
se you cole?
Na Tm ht Ave you happy? '
1 1
Isshe happr? repeat to end)
! (No, she’s not, '
isthe cold? 1
No, she ot. 1
Il
1
1
1
1
'
Il
a
4 sre hapov?
T no, nes not
ish cole?
No, he's hot.
'
1 re you tan?
Ve pou
ve you el
1 No, we're hot,
CERT Are you happy? | Worksheet A
Listen and circle the correct words,
‘Are you happy / sad?
No, I'm not.
‘Are you hot / cold?
No, I'm hot / cold.
Is she sad /happy?
No, she's not.
Is she hot/cold?
No, she's cold / hot. 3)
Is he scared / happy? a
No, he’ not y
a
Ishe angry /cold?
No, he's sad / hot.
Are you hungry / happy?
No, we're not.
| Areyou bored / cold? =
No, we're hot /sad. oy
Are they scared / happy? ee a}
No, they're not Kz
Are they e0ld/ bored?
No, they're hot / angry.
us
7 ROHR
| =X
A guessing game | Worksheet B
Guess which person I'm thinking
Guess how they feel.
i Find the gnomes, Sherlock Groans
Present simple
Postheginners 1
Lesson 2: about 25 minutes
eD1 — Track 07: audio recording ofthe song
{€D2ICD-ROM part: Find the goomes, herlock Groans Fashears
Lesson 1: a copy af the Iyrcs foreach student a copy of Worksheet A per stucent
Lesson 2: a copy af Worksheet 8 per student, some red pens
In class.
tesson 1
‘Ask the students if they know the name of a famous detective. If no student
‘comes up with the name Sherlock Holmes, ell them that he was avery clever
detective. Then say that the name of the detective in the song they are goingo|
hear i Sherlock Groans. ell them the meaning ofthe verb groan in ther mother
tongue. Explain that Sherlock Groans isa very clumsy detective
tn the Song, they are going to hear that
Lady Grey wants Sherlock Holmes t0
find her garden gnomes. Explain garden
{gnome using the flashcard provided
‘Then introduce or revise the following
verbs or phrases using gestures and
‘hone a person
leave the house
look fr something
hit your head
bump into.a tee
limb a tree
fall out ofa te
shout
Say ane ofthe phrases, and ak the students to mime it. Then tell them to work
in pais: Asays a phrase and 8 tries to ime it then they swap roles.
Play the song tothe students, Hand aut Warksheet A. Tel them ta put the
pictures in the corret order by numbering them. Play the song again and ask
them to check.
Raia CATERON T CIR TE FT CHG IS a Draw a grid with nine squares on the board. The
4d ia graphic representation of the worksheet,
‘Ask the students to tel you the nurmber for each
Hand out the lyrics, then play the song again getting
the students to sing along,
Introduce or revise the following phrases: have breakfast, get out of bed, wash
your face, drop something. Use pictures anc mime the phrases. Wite the
Phrases on the boar.
Hand out Worksheet B Tell he students to think fora minute ofa new story,
using the pictures. They cn start anywhere.
Aska student to tr to tell a story using the pictures a a stimulus. f necessary
reformulate without cortecting in order to provide the correct language.
‘Student: Sherlock Groans eave house
Teacher: OK, Sherlock Groans leaves his house And then?
‘Student: He go in park
Teacher: Right, he gosto the park
Student: Sherlock Groans find a... (Student can't remember the word)
Teacher He finds a gnome.
Student: Then he drop .. he drops the anome. Oh no!
Teacher Great story! Thanks, (name of student
‘Ask he students to work i pairs. Ask them to number the pictures oftheir story
ined
‘The students then tell thle story to ther parnets. Remind them again to bes
like this: First. Them he... And then. Final... Their partners listen and
‘number the pictures oftheir partners story on their own worksheet in anothe
colour Then they swap
Finally they compare their worksheets. Ask individual students to tell thei ston
Extension
‘The students write tele stories. The teacher correts them and they rewrite them.
Then they stick them on a wall ofthe cassfoom. Fach student tries to ead a5,
‘many stories as possible and they give positive feedback, eg
ike your story. is reat!
00d ideo
Love tt
ERROR RRR Ee Ca
=a
ib pee ee ee ee eee eens
1 Find the gnomes, Sherlock Groans 1
= ow mony kinds of gromes can | ee He looks for eats, 1
a ini Eris county garden? Buthe finds rats, I
Noe! They've al been stolen! sums into wes,
= bring me the telephone) “Oh, stop it, please” '
a 1 He limbs a tree Il
2 24) crey sn he fallout 1
= J Proes sherk oan And then he hears i
She wants o know The lady snout
= 1 Asout her gnomes. 1
8
a I And shertoc Groans, chores 1
The clever man,
sa 1 als tady Grey Lady erey '
e T tes gota pian Tells Sherlock Groans 1
1 She wants 1 know 1
ss y nde gromes About her gnomes. i
Sherlock Groans And shelck Groans
1 ind the gnomes, “ell Lady rer !
I Sterock Groans That its not icky day.
| fepeat 1
(there are my gnomes
1 te leaves his house, 1
I oes tothe park 1
He loos for gnomes, 1
U But it’s too dark.
Vie hits his head, 1
Tish okay? Il
“Oh goodness me™ 1
says lady Grey
1 1
1 choms 1
beeen eee 4
Ra eRERTRNANTTT Gam | ORB a EEE 25 Find the gnomes, Sherlock Groans | Worksheet A
Fs in the boxes.
=
=
=
=
=
=
=
=
=
=
=
=
5
E
5
=
=
=
=
m
=e
z=
= Find the gnomes, Sherlock Groans | Worksheet B
Tell your story.
Cee eae Ex
Track 08/09
Materials
Tea rap
5 person singular, preset simple
Lesson 1: 15 minutes
Lesson 2:15 minutes
(01 ~ Track o8 audio recording ofthe rap
(D1 —Track 0% karaoke version ofthe rap
(Co2ICD-ROM part Te rap Flashcard
Lesson 1: a copy of Worksheet A per student
Lesson 2: 3 copy of Worksheet B per student
In class,
lesson 1
show the students a picture of
an eccentriclooking man using
the flashcard provided
‘ak the students some questions about the man (sce examples below) and write
the student? answers around the picture.
+ Whats his name?
+ How old he?
+ Whats his favourite colour?
+ Whats is favourite food?
+ What’ his favourite drink?
Hand outa copy of Worksheet A. if necessary, explain the meaning ofthe words
Dreokjst, lunch an anne. Play the rap and askthe students to complete the
120s. Then elicit the correct answers from the students by asking questions,
ht se at rato is te a anne
Play the rap agin, Ack the student oct and then to cll out words they
remember fom the Ics, eg. Ear of Grey, three eggs and some bread for
breakfast, ec Wea
esiaremaaivaininNer | Sania
Hand out Worksheet 8. Ask students to fill the gaps withthe verbs from the box
{atthe top. You may not want to ive them any help at this point—just let them
fin the verbs. Quite a few af your students will probably copy the verbs in teir
infinitive foe
Play the rap agin and ask students to check
Elicit the correct forms ofthe verbs by getting student 10 ead out their answers
\When they have finished, write the following on the board and get students to
complete it
For breokfst, | eat bread and butter
Philip, Ear of Grey
‘Ask students wiry, when we talk about habits it st eat’ and “Pilip, Eat of Grey
feats; then elicit rule from them, eg, When we tak about another person we say
he/she eastdrnkstikes.. (Note that this discussion might have tobe done inthe
students’ mother tongue)
Tell them to complete the tem sentences in the lower part of Worksheet B and
read ther sentences out in las
Use the karaoke version as suggested on pp. 7
Tea rap
lust, children, this isthe ea mp) ‘He eats some cabbage
With some peas and rice,
He drinks some tea —
Tea is always nice!
Philip, Earl of Grey,
Drink tea, night and day.
What does Philip eat for breakfast,
Tell me, what? hons
He eats thee exes (esa greedy man,
And he eats some bread, a)
He drinks some tea
Philip, fad of Grey
‘And goes hack to bed, fe
Drinks tea, night and da.
Tea at seven, What does Philip eat for dinner,
Tea at nine, Tell me, what?
Tea atone
He drinks some te,
ee He eats some fish
eo at three He eats potatoes and
‘And five and eight, Then makes a wish
Tea at midnight ~ a
Tea is great! Cro
(etcious)
(ove my tea!) (oetcows)
Philip, at of Grey.
Drins tea, tan. Z
What does Philip eat fo lunch, a
Tell me, what En
Tea rap | Worksheet A
Listen and complete.
ThisisPh
Three
some
some f
some p. ES
Tea rap | Worksheet B
1 Complete. Use the correct form of the verb. Then listen and check,
drink go eat_—seat_—seat_—Drink
| _Drink drink Drink eat drink make eat,
Tea rap Philip, Eat of Grey,
Philip, Eat of Grey, What does Philip eat for lunch,
tea, night ano aay. Ser
‘What does Philp eat for breakfast,
Tell me, what? He__some cabbage
With some peas and rice
He______three esas pag a
san ane bre Tea is always nice!
He some tea
and backto bed Chom
en Philip, Eat of Grey,
Tea at nine, ea, night and day
mer5 ‘What does Philip eat for dinner,
Is really ine. Tell me, what?
Te ot three ve ____omevea
And five and eight e_______ some fs
reat mish ie potter nd
Then wish
Tea is reat!
ons
2 Write sentences about yourself and the Earl of Grey. Use eat, drink and love.
at / drink:
For breakfast, |
Philip, Ear of Grey,
For lune, 1
Philip, Eat of Grey,
For dinner, |
Philp, earl of rey,
love!
Philp, Ear of Grey,
no Trace 10/11
Aanguaye tocrs
evel
Tine
Pizza rap
Negation, 3© person singular present simple
Post beginners /A1
Lesson 1: 30 minutes
tesson 2: about 30 minutes
(1 —Track 10: audio recording ofthe rap
(co1 Track 11: karaoke version ofthe rap
(CO2ICD-ROM part: Piza rap Fasheards
Lesson 1 a copy of Worksheet A per student
Lesson 2: a copy of Worksheet 8 per pair
In class
Lesson 1
Introduce or revise the following words using the Hasheards provide
coro, ce, onions, burger, pizza, chese, chicken, peppers, brocco sh, spinae,
peas and beans.
S&S Lb
a)
8B .0§
eae @
chop (EE
lesson 2
1. Hand out Worksheet 8, Tell your students to finish the face on the eft and to give
12. Tellyour students that they should decide what the person eats and what ther
‘don eat. They decide by ticking ether the happy or the sad face under each
food
3. Write Hers nome is... She/He doesn't cot... Shee eats...on the boar. 3k
your students to work in pars, Fits A says the name of their person and says
Taha heishe eatsdoesn't eat, while B writes the name under the face onthe ight
And ticks ether the happy oF si face foreach food choice. Then B talks about
hisyher person, and A writes the name below the face and ticks the sad oF Nappy
face for each food item.
4. Finally they compare their pictures, and A and B finish the faces on the eight
hand side.
teens
Testun wit awn whl he pean edo et
Usethe tarot version 5 sued on 98.78
a ett ete ete
Pizza rap
(ello everyone! This is my fiend, (Oh Helen, you're such a fussy eater)
unery Helen ~ sy hell, Helen,
“Hello”
She's gota problem)
she doesn't lke peppers,
She dost ike Fish
Se dosn't ike brocol
she doesn’t eat cares, “That's not what wish.”
She doesn't eat rie,
‘he doesn't like onions:
r
1
'
1
1
'
U ‘he doesnt tke spinach —
1 =o that isnt good”
1 she does ke beans
She doesnt eat urges “just my favourte food ~
"Wo they aren't 008”
I she doesn eat chicken ~
IL "st my favourite food —
'
1
1
1
Il
'
“And tha’ pizza with cheese
Pizza with cheese
Pizza with cheese
Can have one, please?
Plaza with cheese
Pizza with cheese
Pizza with cheese
ant have one, pleaser nerson}
Pizza rap | Worksheet A
Tick // the correct picture,
Hungry Helen
she dooaton (es)
she dooortoot (@F]_]
she does ike [ZBB|_}/
sve deat cet [ZB]!
“No, they aren't good!”
she doesrt eat | GSS]
"Just my favourite food —
Sm
& 0
UC
And that’s pizza with cheese She doesn't like [&% i
Piza with cheese t
Pizza with cheese
Can have one, please?
|
ie) (e]
Pree wi ese Be
El
She doesn't lke
Pizza with cheese She doesn’t lke
Pizza with cheese
Can Ihave one, please?”
“That's not what | wish”
se doo [BAB [1
“No, that isn't good!
she dovsnt ike RB) [@8E]_|-
“Just my favourite food ~
And that’s pizza with cheose
Pizza with cheese
Pizza with cheese
Can {have one, please?
Pizza with cheese
Pizza with cheese
Fiza with cheese
Can I have one, please?”
u rarer ST (Se
Pizza rap | Worksheet B
Draw the face and fill in the boxes with what the person eats or doesn't eat.
‘Then tell your partner.
Wal Peixikie 006400
AeA | CaM SRST T CMine ee AA 35 Tek 12718
anguaye foces
The hungry monster rap
avon p
Beginners / a1
Lesson 1:20 minutes
Lesson 2: about 10 minutes
1 Track 12: audio recording ofthe rap
(01 Track 13: karaoke version of the ap
CD2ICD-ROM part: The hungry monster rap Flashcards
Lesson 1: a copy ofthe fries for each student; a copy of Worksheet A per student
Lesson 2: a copy of Worksheet B per student; cut each sheet in hall Fach student
will eed to bring in 16 tokens (coins, buttons ete)
In class
Invroduce or revise the following words using the flashcards provided:
8s, sausage, orange, yoghurt, apple, mango.
Play the rap tothe students. Hand out the yrc of the rap Ask the students to
‘ead it aloud. Then play the ap again and ask the students to join in. Fits the
srs ask the questions, and the boys play the part af the monster. Then the gis
play the monster and the boys ask the questions, Then tell he students to put
away the tex,
Hand out Worksheet A, Tell them to complete the words.
Play the rap again and ask the student to check
Lesson 2
Hand out Werksheet 8,1 Tell your students to find the six words and to circle
them in re.
When they have finished, tell your students to circle the indefinite articles @ an
‘amin anather colour. They should then daw lines from a/an tothe food wards
‘Ask individual students to read out what they have connected,
Hand out Worksheet 8,2. Tell your students to play a game in pairs, Student
A should not be able to see B's worksheet, and vice versa A puts a token on 2
picture and says the word. Now tis wor I blacked for player 8, which means
that he/she must not say it. Then it is BS turn. 8 putsa token ona picture and
says the wor. Now that pitue is blocked for player A. Then itis turn again
ete. The game ends when, eg, A says aword that has been blocked by 6; then 8
isthe winner extension
Use the karaoke version as suggested on pp. 7-8
aaswer TULF TP OLY] F |
a [Mz [N [allo
statuys [alle
iste [yen
Fists (™[allul
ajo Kell
rate rele lela
oe
poco een eee een eee
1 The hungry monster rap
J fasten, gts and boys
What’ that noise?
Uses coming from over there,
Tannin
ook — a monster
“whhahahahoah! fm hung”
Justa minute.)
1
1
1
1
'
1
1
1
An eae?
No thanks '
A sausage? 1
No thanks i
No thanks. 1
A yoshure 1
No thanks, I
‘an apple? t
No thanks,
mango? 1
No thanks. I
‘Aren't you hungry?
Yes, of course! 1
But eat desis, and doors, and wooden flors. 1
1
1
1
1
a
(repeat whole rap x2)
(e's eaten my desk and my dol!
‘Bo you wamt ketchup with that?
Toon, ve gota tummyachet
Fanart TGR ES TO Helin ” EE
The hungry monster rap | Worksheet A
Complete the words.
Liston, girls and boys
What's that noise?
It’s comirg from over there.
Annhh = 20k, monster!
“Whhahehabaab! I'm hungry!”
Just a minute
Ane. 2
No thanks.
As 2
No thanks.
Ano. my
No thanks.
Ay?
No thanks.
Ana 2
No thanks.
Am. 2
No thanks.
‘Aren't you hungry?
Yes, of course!
But | eat desks, and doors, and wooden floors.
Listen, gils and boys
‘Whats that noise?
It’s coming from over there!
Abhhh— Look, a monster!
“Whhahehahaah! I'm hungry!”
BRR RP RRR RHP RRR RRR RRR RRR PR RRR The hungry monster rap | Worksheet B
1. Find the words and draw lines.
plol|a|alolal>
zvlolo|z|>/zlz
vlzlelniecln| a
2. Play the game.
ViE\O;
peice
Bb
&
@
€h
RaaiconaaRaRAOOR T Comma Epr T CRB amen CINE 39 rac
Aanguage toces
Generous Joe song
objec pronouns
Postvegmers (At
Lesson 2: about 30 minutes
(cot — Tack 14: audio recording ofthe song
{C02/C0-ROM part: Generous Joe song Flashcards
Lesson 1: copy ofthe Iyrcs for each student a copy of Worksheet A per student
Lesson 2: 2 copy of Worksheet per student
In class
esson 1
Play the song tothe students
and out Worksheet A. Tell the student to find out what Generous Joe gives
away. Tell your students to cice the pictures showing the things Joe gives away
Play the song again and ask the students to check if they have cele the corect
Hand out the isries, then play the song again getting the students to sng along
“Then play the song again. Ask the students to join in
Lesson 2
Introduce or revise the following words using the ashcards provided
©, book, pen, paintbo, pencil cose, guitar, cv, cap, hat, shir sweater, jeans.
‘Ask student to come tothe front. Whisper one of the words in their ear. The
student mimes the words, and the classmates try to guess the word
Hand out Worksheet Tell the stents to imagine that they give each of the
‘people a present. Tell your students to decide what to give tothe people. Then
they daw lines from the people to the presents
Now the students workin pais. AaSks Be, What about Jane? 1 gave her a
en. If your students haven't learnt the past tens, explain the meaning af gove in
thelr mother tongue. What about Frank and Tim? gave them a. Writ the two
dialogues onthe board. Then B stars asking
‘Ask incividual students to say what presents they gave tothe people
RTE TORRARATSTE T Gan Ss ERT | BE aR 1 Generous Joe song
1H soe, Joe, Joe's so generous,
‘He gives all his things away.
Hey, can't you see, oh no!
There's nothing left for Joe!
‘there ic good ol Mike:
Joe gives him a bike.
There is lovely Pam:
I Joe gives her some jam
hones
[there are Frank and Sue and Ken
Joe gives them his pen.
1 nthe 1334, “Hey you"
1 so Joe gives me his shoe,
chorus 2)
a Generous Joe song | Worksheet A
Find out what Joe gives away. Circle the pletures.
APSR PP PPP KPO HO OHO O OOO RRR Object pronouns
Giving presents | Worksheet B
Who gets which present? Draw lines. Peggy Sue
Track 18
Language focus Question words
evel Post beginners 1
Tima Lesson 1: 30 minutes
Lesson 2: about 30 minutes
Materials C01 — Track 15: aueia recording ofthe song,
{€D2/C0:ROM part: Pesey Sue Flashcards
Lesson 1: a copy of the lyric foreach student; copy of Worksheet A pe student
Lesson 2: a copy of Worksheet B per student
In class
Lesson 1
1. Teach or revise the folowing words withthe help ofthe fasheards provided or
translation: pet, 200, potatoes, boa constrictor, meat, week
‘how the words withthe help of the flashcards. The students say the words
2. Write the first eter ofeach word nthe board and ask the students to say the
words
3. Give each student a copy of Worksheet A Tell hem to listen to the sang and tik
the sentences True or Fale. Play the song as alten as necessary for them ta tc.
4. Then play tone more time, stopping it requentl so that the students have
{enough time to check
5, Hand out a copy ofthe rics Ask them to read the Ires aloud. Then play the
song again, and the students join in
5. Then ask te students to look at exercise 2. Revise or introcuce the names ofthe
12 animal. Tell your students to draw sk ofthe twelve animals in Peggy Sus
new 200. When they have finished drawing their animal, they work in pairs ard
try to find out what their partner has pu ito Peggy Sues new 200. Give them an
Rania RTR T CoRR RG ETE | CRRA PS example:
1: Has Peggy Sue gota...?
2B: Yes, she has/Na, she hasnt
She has ot tee pes
Hee tend meets Peay ue one wee
Lesion 2
‘To sensitize your students to question words ask them to makea simple gre
What
whe
How aften
when
Play the song once again, asking them to count the number of times they hear
the question words by making a mark in the respective row whenever they hear
Hand out Worksheet 8, Tell the students to work in pais; asks the questions, 8
answers and A takes notes. Then they swap roles
‘When they've completed the questionnaive, ask your students to get into groups
of four, Each student works with anew partner, teling them about their previous
partner 30 AtellsC about 8, while B tells D about A. Then Ctells A about O, and
tells 8 about C
‘Te students complete the sentences withthe information ther new partners are
teling them,
‘Ask individual students to talk about their partners,
Extension
‘The students think of more questions with What, Wha, How often, When, Where
\Wrte the new questions onthe board, Then ask the students to form a circle
‘wo volunteers siti the middle of the circle and A ask 8 the new question,
Ream RATERARNEO | CRT ng ETS | STAB RR 6 “6
I Peggy Sue
sepa that gre
Peasy Sue
What does she do?
She works ina 200,
(sng along
te wont ta long)
That's Peasy Fey ese Sue
Se 500050 ona tue!
Peep, een, Peasy Sue
Shes oo, 50 oo, thas tue!
Whats her pet?
‘boa constr.
What's name?
Emanuel Vito.
(sng otong
te won take long
chores
That snake she’ got
What does ea?
Potatoes and beans—
Wtdoes eat meat.
(sing ofong
tn von't tae long
Choris
How often do you
Meet Pegsy Sue?
ust once a week
Atthe 200,
‘And when you meet,
What do you do?
You and your tiend
Peeay Sue?
We climb on the snake
Tohave a ride
And all the ather kids
un and hide,
Help
hone
0 coo, so cool, that’s rue
She's 0 cool, so coo, that's true!
‘That's Pesay ue!
DIRE Picasa | Garang GET SG Peggy Sue | Worksheet A
1 Tiek ote oF False.
Her name is Sally Sue.
False
‘She works in @ 200.
‘She has got three pets.
Her pet is @ snake,
The snake eats potatoes and rice.
“The snake loves meat.
Her friend meets Peggy Sue once a week.
Peggy Sue and her friend ride on the snake.
o[=|[o[n[a[.[-|
The other kids want to ride too,
10 | Peggy Sue is
Fy cool.
2 Draw and ask. Peggy Sue | Worksheet B
11 Questionnaire: ask your partner and take notes.
| | Who is your favourite singer,
sportsperson or actor?
2| What is your favourite food?
(What do you usually have for
breakfast?
{g| Where do you keep your favourite
toys?
(When do you usually get up in the
5 | morning?
6 | Where co you meet your friends?
7|When do you go to bed?
8| How often do you go to the cinema?
8| What is your favourite sport?
10| How often do you do sports a week?
2 Write about your partner.
HertHis favour
jingerlactor is,
HeriHis favourite food is
ShelHe has for breakfast.
ShelHe keops harthis favourite toys
ShelHe gets up at
She/He meets herihis friends
She/He goes to bed at
She/He goes 1 the cinema
HeriHis favourite sport is
Sheltie does sports a week.
48 REE areca | Gammar Sgr Ra | Heinys Midnight on Blueberry Hill
Language focus Present continuous
evel Poc-heginners JA
Time Lesson 1: 20 minutes
Lesson 2: about 30 minutes
Mateials cD} ~ Track 16: audio recording ofthe song
(CD2ICD-ROM part: Midnight on Biueberry Hil Flashcards
Lesson 1: a copy of Worksheet A per student
Lesson 2: a copy of Worksheet 8 per twa students
In class
Lesion 1
4, Teach or revise the fllowing words using the flashcards provided:
castle, rat spider, ghost, moon fr, ow
2. Show the words with the help ofthe flasheards, The students say the words
3. Put the flashcards one after the other in a ple, and while you're doing this sy
[Number one caste, number two is at, number thre Is spider, etc
‘Then ask your students: What was number one? etc. The students try to
remember the words.
4. Play the song and ask the students to listen carefully. Then hand outa copy of
Worksheet Ato each student. Ask them to unscrambl the letters and waite the
words in he gaps.
PanareemaRNOTT T CBR Sng eRe TS HER IE ° ‘Then play the song again and stop i frequently so that the students have enough
time to check what they have writen.
‘sk them to read the yrs aloud. Then play the song and the students sing
along
Teach or reise the fllowing phrases withthe help of mime and gestures, and
write them on the boar
vide o bike lay pine pong lose the door
ploy computer games eat spagheti ‘open o window
watch V set out of bed ead
lay the drums put on a sweoter write
once take of cop drink something
sing 0 song
‘Ask one of your students to mime one of the phrases ask, eg: Are you getting
(ut of bed? Elicit: Yes, ama, ?m not
\Wete on the board: Ave you playing the drums? Yes, 1am./No, fm no
Cover the phrases on the board. Ask yur students to get into groups of four. One
student mimes an action he or she remembers from the list, and the others guess
wat sherhe is doing,
‘Tell your students to workin pars Hand aut Worksheet @ to each pai, Write the
following dialogue on the boar
A think Owen is dancing
1:1 think s0t00/1 don't think so 1 chink he playing ping pone
‘A Max and Abby ae reading books.
151 think s0 toa don't think 01 tink they are writing
‘Ask individual students about the silhouettes eg,
You: (Nome of student, what about number 12
‘Student: think Mike is eating something.
1 es stig spa 9. Enis sing the do
2. fa plying he dams 10. Danis taking of so.
5 eterna jhe ing ie ies. 1. Omen dancing
4 Naming oe 12. Mir ad on playing in one
5 Nay ant hanes re wathing 13: Conor easing
Lampang ato be. 1. jonmand anna ae weg.
1 Macand iby re playingeamputersnmes. 6. Deneiwopenng he window
extension
‘The students write down what they think the children are doing,
RaRICeRpaRTORRERDRTE | Gamma Sra Rips CHENG Ra | Midnight on Blueberry Hill 1
F (ooh, aah) 1
T tes midnight on Blueberry Hill t's midnight on Blueberry Hill 1
dnd the estes coming oe dnd the monsters are coming 0 BOY.
tmnigcon Beryl Wemidigh on Blader Hil
Andere having the tine ourffe. Rnd we'e dancing he nih aay.
V cehie the: ghost is riding his bike ‘Oh, join in the fun on Blueberry Hil, !
T yin ends Camila and Lee. where the cats ae payingsome eck.
J The spiders re laying computer games Come on, and sing and dance ls
pte as are wating From midnight to one sock
1 Crons rons 2)
[see aco at
J (haha, teres more comet ooh aah)
1
1
1
t
1
1
1
1
1
1
t
1
1
1
1
1
'
1
1
1
1
1
1
a
1
1
1
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1
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1
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.
Faire CRRA | ana SEER | ORCI a nna
Midnight on Blueberry Hill | Worksheet A
Listen and write the words.
Bis __ on Blueberry Hil (inmthaig)
And the ‘is coming to life. (slatec)
It’s midnight on Blueberry Hill
Andi were having the of our tte. ferme)
Archie the ghost is riding his bike
Withhis_____ Camilla and Lee. (renisdf)
The spiders are playing computer games
And the are watchingTV. (tasr)
Chorus
I’s midnight on Blueberry Hill
And the is shining so bright. (nomo)
Is midnight on Blueberry Hill
Is such a _ sight. (twlodnrue)
‘Ammie the fox is playing the {smurd)
‘And the owl is dancing along,
The rabbitis singing the __ song. (taroer)
‘The monkeys are playing ping pong.
Chorus
ls midnight on Blueberry Hill,
And the are coming to play. (tsomesrn)
It’s midnight on Blusberry Hill
And were ___________the night away. (cadnign)
Oh, join inthe ____on Blueberry Hil, (nfu)
‘Where the cats are playing some rock
Come on, and, ‘and dance along, (gnis;
From midnight to one o'clock.
Chorus
(repeat
52 MURRAY am ns Ras TENE ES
BRR RRP RRR RRR RRR RRR RRR RRR RRR Ree Bebeeeeekeeeeeee
PEE Ci it
Midnight on Blueberry Hill | Worksheet B
Work in pairs. Say what the people are doing.
Mike
Rebecca
and
Judith
Naomi
Oscar
Max end
‘Abby
9.
Emily
Daniel
Owen
eer
and
Ryan
Connor
John
‘and
Anna
Christopher
Denise
abe
sree
Lyfe, Robbery at Hanbury Hall
Past tense of tobe + questions
Postbeginners/ At — Elementary /A2
Lesson 1 20 minutes
Lesson 2:20 minutes
o1 Track 17: audio recording ofthe song,
Lesson 1: a copy of Worksheet A per student
Lesson 2: copy Worksheet B onto card, and cut out the set of cards
In class
Lesson 1
‘Ak students ote you whete they were yesterday/an hour agn/a week ag, €3.
You: Melk, tell me, where were you yesterday at seven?
Mette: fas) at home.
‘Ask students to work in pairs and ask each other where they were yesterday/an
hour ago/a week ago.
Listen to some ofthe answers in class. Ask student A about student 8, eg.
You: Luigi, where was Sophie ast week?
Luigi he was at home. She had the fu
Hand out Worksheet A. Tell he students they have to find out fom the song what
the four people answer tothe Inspector's questions.
Pay the song, ask the students o listen carefully and write down the answers,
(One student then points toa lifeent student each time and asks the four
‘questions, eg: Where were you, M...2. The other student answers aif they
‘were one of the four people from the song: J was... et.
‘Ask students to do the second task on the worksheet. Remind them to ask and
answer all questions in past tense
1 ewe: twain teal Me Blick: on now ashing
Lay wr i om an nae. Bo hsp) ats te
Sse ce the gorptac Thome ned - Med
tesion 2
‘sk a student where helshe was yesterday. The student answers the question and
then asks another student. Continue for 1-2 minutes.
Pay the song, Then repeat it, with a small group singing the Inspectors quesions
while the rest of the clas sings the chorus
Hand out the cards from Worksheet & Each student gets a car; if there are fewer
than > students, some stents can Have (wo cat, a if Uneve ave more, ten
Some students will need to share
Explain the game: one student starts the game by eading aut the question on
‘their card, The others have to listen crctlly. Only one card has the corect,
answer to that question.
“The student with that card reads out the answer, and then continues by reading,
out the question on their card. In urn, the student who has gt the answer tthat
‘aestion reads it out, and continues by reading out the question they have et
‘here wee lay row snd he aut during the ober? Lady Brown a her aun wee
thc itn Aon ayes
here wee anh Brow and erst orm? ar ine, she an her unt were a he
‘here wee the Sons ar the weskent A Ate the wkend they were bck in thir
‘there ere he brs the orig? tn the wring oes were on tc wy ac,
‘tee me mien Ave eye ein
Vere mec ne Bowscurigte gh During the ght hey were st see ne ed
Extension
Revising words for places and asking questions.
In clas, write onthe board a ist of places both indoors and outdoors eg. hal,
fivary, kitchen, bedroom, garden, pond, woods, et.
Students workin pairs Student A thinks of an abject. eg. a mobile phone, and
“hide itn one ofthe places by writing on a piece of paper where the mobiles,
without showing to their mariner. A then says: Oh dear, yesterday I lost my mobile!
1 has upto five guesses to work aut where it was found, es
1A: Oh dear, yestenday| lst my mobile! But then | ound it again.
1 Realy? Where wos it? Was it in the ibrar?
1A: Na, it wos
1B Wos tin the garden?
FaaaremreaeenaniTei Samar np apr TB We naa ss tobe]
ee eee lest eee etter
1 Robbery at Hanbury Hall
LG wonder what time it is. 1 shall go and look at the clock in the library.
J Matto mindt! sno there! There’ ee obey)
J ober, robbery at Henbury Hel
Robbe robbery! Go and a!
U nspector cue
I tes therm ory.
J (ie the men for you)
| een
Me. nd where were your
inthe hal nd isthat ie?
Firs Black, what do you know?
I Nothing ea that sor
I ors 2)
I where were you at nine, my lady?
J! or know inthe tchen maybe:
Were were yous Were you ao there?
Fs don’t know and | don’t care,
1
!
1
1
1
1
Chorus te2)
Lady Brown, once again,
here were you at nine pam
‘And your son? Was he there?
Oh, inspector, that's not fi
Chorus
Robbery robbery at Hanbury Hall,
Inspector Clu, he knows it al,
He's so clever, clever Cie.
(im the mos briint ming in Scotland Yard.
1 know the onsiver~ what about you?)
RRTeRETST ERIN | Gana DE | CHEE
le eee elastase eat ett fetal eee EEEREEEEELEEE ER ELE ee
Robbery at Hanbury Hall | Worksheet A
1 Listen to the song, Inspector Clue asks a few questions. Write down what
‘the people answer.
rere
ig Pye en
©
if! Narre youre
i
0 =
Oa iin wor yor son ay rower
on _
2. Inspector Clue asks about the missing objects. Write down the questions
and the answers he got. Cut out the cards.
Play the gamé
Have you got the answer
to the question?
‘was Inspector
‘Clue at half past six?
"A On his holiday he was A Sir Frederick was
tin Scotland. {asleep in the living room
Tai Where were the
Browns on Friday?
Tai Where were Lady
Brown and her aunt
luring the robbery?
"A: For dinner, she and her
unt were at the Hanbury
i {atlunchtime, ‘Hotel
{@; Wiiere was inspector” }@:Where was Sir 10: Vitiere wes Sir
{clue at lunchtime? {Frederick on his holiday? Frederick when there was
k H ‘a party next door?
TAs After Ris visitto During the night they Az At midnight the
‘Hanbury Hall he and his were fast asleep in their robbers were long gone.
‘sergeant were atthe ‘bed. :
‘police station H
‘ai Were was Inspector
‘Clue after his visit to
‘Hanbury Hall?
Lady Brown and her
‘eunt were in the library
here were Lady” :@:Where were the
Brown and her aunt for !Browns after the
dinner? weekend?
"AsThe Browns were in He was atthe party, of
London on Friday. ‘course!
: ii 16: Ware were the "77" "Ts Witere wore the
{Brown and her aunt on {robbers inthe morning? robbers yesterday?
{Sunday moming? : i
"is In the mcrning the Az After the weekend they "Az AtTunchtime he wes in
‘robbers were on their way ! were back in their country ‘the large hall
Fi hi
T@:Whiere were the 1a: Where was Sir ‘3 Where wera the
robbers at midnight? {Frederick at lunchtime? _! Browns during the night?
[arYesterday ney were ?AtAthalf past sixthe Az On Sunday morning
‘already in jl. Inspector was in the hall. they were at the police
58 RIMM FcrarcerrenTDG Tt
BARR RRR ORR RR RRR RRR RRR we
Tra
The story’s on TV
ost beginner /A1 Elementary AZ
Lesson 1: 15 minutes
Lesson 2:15 minutes
1 Track 18 audio recording ofthe sone
Lesson 1: a copy of Worksheet A per student
Lessa 2: a copy of the lyrics foreach student: a copy of Worksheets B and Cper
student
Extension 1: ask students to bring magazines, scissors and glue stick, or provide
these yourself
Extension 2: mobile phone cameraivideo cameras; printer for photos, computer
to show videos
In class
Lesion 1
‘Ask tudes about what they watch on TV. Expect them to give you titles, mest,
‘ak them how much of tis real, eg: Are these reo/trve stories? Can these seis
happen in real ife?
‘ell tem you are going to play them a song about some stories from TV that are
hot true. Ask the students to remember as many words as posible. Play the seng
‘ter isting, they cll them out Write the words on the board. Ask the studs
how many stories of one sentence each they can make out of the words
‘Ask tudents to wark in pals, Tell them: Think of @ story (maybe from Tv hat
hot true. Imagine you are in the story Tel eachother about Listen carefully 0
you can tel the class your partners story later.
For example: One day found a beautfl golden ving. 1 gov itt my fiend and
she was very happy about it and she Ksed me.
In clas, ask few students to share the stories their partners told them. (One day
Jal found a beautiful golden ring...)
Hand out Worksheet A. Play the song again, and ask students to do the tasksand
compare their answers in pairs Then ask them to write down sentences that g0|
with the pictures. Check the answers in clas
Faia eAENaRNEETE T Gans TORS 8 Welling naa = Lesson 2
Hand out te iyrcs and pla the song. Ask students 10 sing along: for two
‘10ups, one of which sings the chorus
Hand out Worksheet B. The students lin the words from the box and replace
the pictures with words. Ask them to check in pairs.
Hand out Worksheet ¢. Ask students to wite their own stories. Tell them to thnk
of thee story from the previous lesson and ask them to make it ite bit longer.
Tell them that 5-7 lines would be ideal fora stry f students can't think af
Anything, write the words Storyon TVon the board and brainstorm ideas with
them. Then ask them to pick an idea from the board and write a itl sory.
‘Ask students to swap thee stores Tell them to read their partner's story Tell
them they can give it one, two or theee smileys, depending on how much they
Tied
‘Ask individual students to read out their stories
Answers 1) sunny oe tar sors Nl ight. coca, ght. ile ave, pce, ues
18) mele ved, ted on met
Extension 1
Ask students to et together in groups and make acollagela cartoon strip of
story they can think of
Extension 2
Some of these litle stories canbe filmed, Students work in groups and decide
‘which pictures they want to take/sequences they want to film. Their work an
ther be displayed on the wal or viewed onthe compte. If they have phos,
ask them to print them aut, then stick them on paper and put speech bubbles
With them. f they film a story they should record some dialogue
ee eee eee rl
1 The story's on TV 1
11 ona sunny day cons 2) 1
[Hele went aay. 3 From myftteplace =
Me payed the rock guitar —
1 webecames st. Matvone uaioretiee
| cantyou see, se, sce? tn their underwear !
1 Thesioy snot eat =the stoyson 1
1 (open) aa) 1
I 2 ona dark dark night rT
She hada fiat
1 With a crocodile '
That was inthe wie
et tee at ci
The story’s on TV | Worksheet A
11 The song is about three stories. Listen and number the pictures 1, 2 and 3.
Use each number more than once.
2. Listen to the song again and write six short sentences about the pictures,
e.g.: The man went away. {Past tens]
The story’s on TV | Worksheet B
1. Listen to the song, then
a) write the words under the drawings
») ill in the correct past forms of the words from the box.
try play win go meet live
on you often see a lot of stories that are not real
him he hada He often
the guitar and after some years he became a
Me
And here is
another oF
[ ‘And here is a third one:
A AS
| the River we . One dark ‘Aman lived alone " al
(C= she went for awalk near the | | One day two friends came to see him.
From the man’s place they went into
[warms SED immeon || 27
L_|]
and 10 eat her. But the girl
There they
some Martians. The Martians were in
[ their
‘and she
None of these stories are real - they're only on TV.
er
BERR RRR RRR RRR RRR RRR Hee The story’s on TV | Worksheet C
Now write your own little story forTV!
AaiargaaianTOe | Caviar apap | O Rag owpape MOMENT gS rack 9
Language tocas
Matertets
The lion song
Vocabulary: animals
Post beginners / At
Lesson 1: 20 minutes
Lesson 2: about 15 minutes
(01 ~ Track 19: audio recording ofthe song
{€D2ICD-ROM part: The fon song Fasheards
Less 1: a copy of the prc foreach student; copy of Worksheet A pe student
Lesson 2: a copy of Worksheet B per group of 4-6 students, and one envelope per
‘10up Cut out the rectangles with the pitutes and animal names, and put each
cut-up worksheet in an envelope.
In class
Teach or revise the folowing names for animals using the Haha provided:
Jackal, snake, elephant, antelope, an, shar; duc, crocodile, hippo, monkey
angoron, camel, mouse mice, gnu, rabbit, fog, bufal, tier, polarbear
Give each student a copy af Worksheet A. Tell them to-write an animal name ito
‘each ofthe squares of bingo card A
Tell the students that you ae going to playa song to them. Tel them t listen
caretully and cross out al the animal names on thie bingo card that they can
hear in the song. Tell them to stand up and shout Bingo! whenever they have
‘tossed out three animals ina row (diagonally, vertically or horizontally,
Repeat the bingo game, this time using bingo card 8
Hand out the lyric, then play the song again getting the students to sing along
Pat the students into groups of 4-6. Give each group one of the envelopes. Ask
them to open the envelopes, take aut the lite cards and put them all face down
‘on their desk. One student starts; they pic up one card and read out or say the
‘word forthe animal, theiecard shows the animal piclure they need to find the
‘corresponding card showing the word and vice versa They ick up another cad
If tat card iste corresponding one, the student can carry on plying. f itis,
it's the next students turn.
‘When the game is over, the student who has the most cards isthe winner.
Pale RSNORATORTE aS EE | HES RE PERU R eae
The lion song
ne, ve thee four
possaaniie
This isthe fon soa,
The song of the strong
(ders hear them hands lapping)
Wel, jackals, snakes and elephants,
Aantelopes and smal ed ants
Sharks and ducks and crocodiles
‘animals for miles and miles =
Fm the king
So let using
chorus
(Keep them hands clopping,)
Hippos, monkeys, kangaroos
Camels mice and bi, big anus.
Rabbits, fogs and buffaloes.
tiger and a polar bea,
Lots of animals everywhere —
‘nd tm the king
0 let us sing
chons
(@an't you stop claping, kids)
Well jackals, snakes and elephants,
Antelopes and small red ants
sharks and ducks and crocodiles
‘animals for miles and mites ~
tm the king
So let us sing
chorus 1
(Come on, kep clapping, we're almost thee.)
Hippos, monkeys, kangaroos,
‘camels, mice and big, big gus.
Rabbits, fogs and butaloes,
A tiger anda polarbear,
ots of animals everywhere —
And tm the king
So let us sing
chars 62)
‘The song, the sng (ooh Ia la) ofthe stn
(tesa jungle out there —
ROOOOAAARERY The lion song | Worksheet A
Write animal names. Listen, and play bingo!
Animal Bingo A
Animal Binge B A MEMOD game | Worksheet B
antelope |
‘elephant
! polar bear ! The going to song
‘The going to form to express Future tine
Post beginners / At
Lesson 1: 20 minutes
Lesson 2: about 30 minutes
1 ~Track 20: audio recording ofthe song
(CD2/CD-ROM part: The going to sone Flashcards
Lesson 1: 3 copy ofthe Itcs for each student; a copy of Worksheet A per student
Lesson 2: a copy of Worksheet per two students,
In class
tesson 1
Teach or revise the following phases using the flashcards provided: climb tees
play footbo, ride a pony swim, play tennis, skateboard, read a book, met finds,
‘buy somethin, skate (with roller skates, build a sandcastle, wateh TV
ee
o
Show the phrases withthe help ofthe flashcard, The students say the words
Hand out a copy of Worksheet A to each student, Play the song twice and ask the
students to listen careful Ask them to tckthe pictures ofthe actions which they
can hearin the song.
‘Then askthe students to say the numbers ofthe pictures they have ticked.
Hand out a copy ofthe Ics, Ask them to read the Ircs. Then play the song and
the students sing along Lesson2
4. Stand in font ofthe lass and hold up a copy of Worksheet B. Point ata boy and
‘then agi, saying. ea
[At the weekend Simon is gong to play ping pone.
[A the weekend Lucy i ging to go shopping with her mum.
2. Write the two sentences on the board.
Tell your students 1 work in pars, and hand Worksheet B to each pai
4, rite onthe board the sentence
Whot is. gong to do atthe weekend?
‘Then explain the game to your students: both students look atthe worksheet for
4 minute. Then A takes the worksheet so B cannot see it and asks the questi
What is... going to do ot the weekend? Bris to remember and say what the
person s going to dof is rght, she/he gets one point. Then takes the
worksheet and asks a question. Tell the students to take notes of the points each
player achieves.
5, When each partner has asked ten questions they check who got the most pints.
Extension
The students work in groups of four, and one asks what the others are going
doat the weekend. Then the interviewer reports back tothe class.
1 The going to song 1
[ Youre going ply football inthe sumer, im going read sof bok,
[votre aang mth some Fim gping te hve Wo ng
Yene ming tore ona pony Fm goin to meet wth my Hens,
Yeute ping to sin nthe sea Iatesummeriothe sunt A
1 ue what am goin odo tim going to buy tetas,
[in thesummer tout you? weve ging tostate inthe wn.
But whot am gong tao Fmgolng te metal ny mites, y
Inthe sumer, tout 08? Wereginto hem on |
‘ove pong to ome inthe summer, And that’s what ing te do
‘You're going to stay in Madrid, Inthe summer, without you. '
Love ging to San Franc, ‘ng that's what Fm sing» do
vow gongto do that hats tne summer withoutyou.
on (repet at stone) '
bee ee eee ee ee ee eee ens going 10)
The going to song | Worksheet A
Listen loka tek
yu | Se
Dg
be fx
iy
BRA PPP The going to song | Worksheet B
Remember what they are going to do. The Western star
Past tense for narration
Elementary 42 upwards
Lesson 1: 20-30 minutes
Lesson 2: (consecutive) 20-30 minutes
Materia c02— Track 01: audio recording ofthe song.
(D2ICD-ROM part: The Western star Flashcard
Lesson 1: a copy of the iyrcs per pair of students; 2 copy of Worksheet A(cutup
So each ine ofthe songs ona strip of paper: put al the strips in an envoy
Lesson 2: a copy of Worksheet 8 per pair of students; a few paits of scissors
In class
lesson 1
1 Show the students the cowboy flashcard
Write on the board the words Western str and ask students to cll out words that
come to mind. Write the words onthe board 30 that it loks, for example, ike his
lasso horse ride
dangerous shoot bank robbers
very hot proirie
mountains fights
Native Americans guns bow and arrow
2. Write down these two headings and ask students to come up with suggestions.
necessary, give an example foreach, eg. as shown here:
‘In Western flms, cowboys . In realty, they
{ght ol the time had 10 work a lot.
3, Hand out the lyrics strips you've prepared (see Note 3 on p. 74) and ask each
Student to ead their ine. At this stage make sure they understand the langue.
"Now ask them to sand up and walk around the class trying to find students who
have the line before rafter their own. Let them know they have approximately
‘three minutes to do this. 4. Aiter three minutes, tel students to stop. Ask them to stand in a fine, with the
student who believes they have the fist line ofthe song in front, the student
who believes they have the second line standing next and soon, The student who
believes they have the last line stands last in the line.
5. Ask students to read out the lyrics one by one, starting with the student in front.
“ell students to read loudly and clear.
16, Askstudents what they think of the order. Most prehahiy hry wil have noticed
Some incoherent points ell ther that you wil pay the song now, and while
listening they should adjust the order ofthe lines in the following way
+ When a line is playing, the student who has the respective strip of paper tas
to hald ther hand up as long asthe line is playing
+ tthe student whois standing a the font ofthe queue has indeed the right
‘trip of paper, they remain where they are. f another student (who is standing
somewhere els in the row) has the fist line, tis student comes to the frnt
and stands in fist postion now.
+ When the second line is playing, the student wh has the respective strip of
paper holes up their hand again, and moves to position 2 if they have been in
{ wrong potion. The student stays where they ae if already they are in Ne
Fight position
7. You may want to collec the strips and repeat the whole process from step 1 ane
8. Hand outa copy ofthe Ives Play the song again and get students to sing aon.
tesson 2
1. Give each pair of students 2 copy of Worksheet B, Get them to find pairs of
pictures and write the corresponding eters inthe bottom group.
2. Tell students to use The clumsy cowboy wanted to... So he... but then... and the
phases as prompts. Get them o match the sentence halves with the pictures,
putting the verbs into past tense. Example:
He wanted to go fora ride. She got on his horse, but then he el off
3. students read out their sentences while you check that they've ended up with
correatly matching pais
4. Tel stents to study the sentences well and to test each other, taking turns to
‘over up the second picture ina par with the other student trying to recall he
sentences
5 They then cutout the pictures and put them face down on the desk. Student A
tums overa card, saying the sentence fori, 8. The cowboy wanted to enoy an
evening on the prcre. Student B tres to say the follow-up sentence ie. He at
down, but there wos o cactus. f the sentence i correct, Student B gets the ct
“Otherwise, A puts the cara back on the desktop (fae Uw) an the cards art
shuld again. if student A éraws a card withthe second picture ofa par, Student has to sy
the sentence that comes before, eA So he got his itor, but then he sat down
ona cactus. 8: He wanted to enjoy an evening on the pai.
‘Te student who has the most cards in the end is the winner.
[Amswars ie wate og fr ie, eho oto hase bu than elf
The cowboy wanted catch» wil ane, So he thet as i then he bumped is sd
Ne wanted a beauty. Sa he Bought er some Howes ut hen he el on he ies.
ty een he aga a hone ton
lesion 1
This activity fot of fun as it involves music and movement, At the same
time, it’s exellent for helping students to become aware of coherence in a tet
They begin o notice how elements ina text hang together (ea, grammatically,
Content-wise, through rhyming words et).
2 You may want to tell students that they have to move several times during the
songif they havea line that i part ofthe chorus these lines av i italics).
3. The worksheet i designed for 17 students. If you have fewer students in your
lass, you can either ask some students to take wo strips of paper, oF you car cut
tp the ies So that some students have two lines an their tip of paper rather
than one. there are mare than 17 students, give some of the lines to paits ef
students rather than indiviuas
Pe eee eee eens
I The Western star 1
TU ercamedi wos a Wester ston Chas 1
1 ode te county high and for, Kise heady she kisedme,
I peer hang my hat olor Then woke up in fontotme
f lcteand ie my adson— hmahersoed Now tn
ing ridin, iin Seno more lay hoseané gin.
1 ie ng ot oy or. on
1 Wind nd str and weather, 1
J ene geting beter, 1
fining dy lore i
‘ne ay the sun was ig down
1 came into a sleepy town, '
Hi met tev ay hee '
Hough ne sot, an won he 1
Be eee wee ween PERER EERE
The Western star | Worksheet A
Line up in order.
| ode the country hiah and far
| never hung my hat for long,
| rode and whistled my sad song
One day, the sun was going down,
| came into a sleopy town,
| met a lovely lady there,
| ought and shot, and I won her.
‘Then | woke up. In front of me
My mother stood: "Now get up, son!”
So no more lady, horse and gun.
: Riding, riding, riding,
Riding, riding all day long,
Wind and storm and weather,
‘uaing, riding all aay tong.
iaremaTSiNSRIDEN | Ganmor one aps | Oa ese ANT The Clumsy Cowboy game | Worksheet B
With a partner, match each picture from the top group to one in the bottom
‘group, Use the language to say what really happened to the clumsy cowboy.
Use the past tense.
The clumsy cowboy wanted to.
kiss a beautiful lady. enjoy an evening onthe — catch a wild horse
prairie
Win the rodeo 190 for a ide put the bank robbers in
prison
‘So he... but then
buy her some flowers /fall | get on his horse /fall off |throw his lasso / burn
down the stirs head against a tree
0 into the bank/ panic | choose a horse / get scared | get his guitar /sit on a
| when he sees mouse and run away cactus
L &
BERR POH OOO OOOO POR RR The Gang of Four
Past tense question
Elementary /A2
Lesson 1: 20-30 minutes
Lesson 2: (consecutive) 20-30 minutes
cp2 —Track 02: audio recording ofthe son,
Lesson 1 a copy of Worksheet A per student
Lesson 2 copy Worksheet 8, and produce a set of cards by cutting them out
In class
Lesson 1
Pay the song, Tell student to listen, and try and remember as much language a
‘orsible Tell them to cll out words and phrases they remember, and write trem
fon the board in random order.
‘Give each student a copy of Worksheet A. Get them to try and complete the yes
by writing the respective number ofthe missing lines in pencil nto the gaps
“ell students to work with a partner and compare their choices. Then play the
song again so students can check
Play the song again. Get students to sing along.
2 ja cey sta he ewes
1 ane cne eet,
5 out eln se tow haneboes
Sareea cd cone
cath he Gang of Fur
tesson 2
ive each student a card from the Past Tense Questions Loop Game (Worksheet
1), Ask your students to read their ards als, make sure they know how to
pronounce wiat's writen on their card, and understand what it means. Get them
fo call you if they are unsure. If there are fewer than 21 students in your cas,
five 2 cards to some of the students f there are more than 21, give some cards
to pairs of students rather than individuals.
Tell the students that they are going to playa loop game. Make sure they know
Jahich of the sentences on ther card is a question (Q) and which is an answer (A.
tpn the game: one stent stars the game by reading out the question cn
their card. The others have t listen carefully. Only one student has the correct
answer to that question
3. That student reads out the answer and then continues by reading out the
‘question on their card, The student who has got the answer to that question
ead tout, and continues by reading aut the question they have ete. The game is called a loop game because ifthe game i played correctly, the student who
starts the game i also the one who finishes it
‘The game is over when al the questions and answers have been read, but itn
be repeated many times. In this case, collect the cards and hand them aut agzia
in random order.
‘ca ineais Sod the man?
‘ca Mite tamer ihe lae handg?
‘Da he aoe set the aa oes
‘yes ey They ares Tham wen they came out of he bank
‘Dal tea od a Ngan?
‘Da ema ea ito ne aah
‘noha est not He fad 2
‘Res a an everyinay aul ber
‘0-ba meet tena ie none
[Noy he beep tHe lt when etre torn ay
‘Da someane hae hemor?
‘ow the an in theca keane beste coming?
[ve ines cane he reer te me ad abe one
‘hat lithe esac inthe hana ae aby”
‘A ak te none ut ese?
‘a li th bask manne?
‘She bank manage ema ery ane
‘hen i ee come i he anh?
‘a yu te hat hansen?
‘Liman sonatsadace
‘Daou bank tease
‘Aman dite nso tanec
(Bayou lke te dee tn
o
Hf you want to play loop game 25a set-
