Session 7 Sequence of activities

The Very Busy Spider

Name/type of Aims Procedures Materials Time

Review To review previous sessions &  Sing spider song. 5 mins

Game VI To get into a line using only  Children get into small groups of 4/6. Blindfolds 10 mins
sense of touch & hearing to  Explain that you are going to blindfold them & that they must then
enable children to imagine what get into a line from the tallest to the shortest using their sense of
it must be like to be visually touch & hearing. They can feel each other & ask questions about
impaired. their height.
To demonstrate perseverance &  The other children watch & can encourage by giving clues.
concentration. (VI)  Time each group to see which group is the quickest.
Role allocation To allocate roles for play.  Children get into a single line from tallest to shortest. Flashcards 15mins
To read story & encourage  Ask for the first animal in the story & elicit horse. set 3
children to say their lines.  Give the horse flashcard to the tallest child & say that they are the Farmyard
horse in the play. animals
 Repeat with all animals insisting on correct order from story until all Storybook
animal roles have been allocated. Depending on the size of your
class there may be 2 or 3 children acting as the same animal.
 Children sit on the floor at the front of the class.
 Read the story encouraging active participation from each
character. Each animal says the corresponding question learnt from
the chant in session 6 & the correct animal noise from session 3 on
their own.
 Work on pronunciation & encourage all the children in order to
increase their confidence for the play.
 Elicit animals before turning page to activate memory.
 Children take it in turns to feel web growing on each page.
Places on the To introduce new places on the  Show the enlarged picture of the farm & elicit the places they Worksheet 7.1 15 mins
farm pair work farm: fence; meadow, rocks, already know: field, farm yard, fence post. Show the difference Farm picture
dictation mud, pond & practise between a fence post & the fence on the picture. Point to the Worksheet 7.2
prepositions & speaking by doing meadow & say meadow getting children to repeat. Where are the
a picture dictation in pairs.  Repeat with rocks & mud & pond making reference to the animals animals in the
To practise structures there is in the story. farm?
… there are..  Hand out worksheet 7.2 where are the animals in the farm? Tell

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To revise plurals & numbers. children to point to the different places on the farm when you say
the word. Say Point to the meadow. Check all the children are
pointing to the meadow on their worksheet & praise. Repeat with all
the places on the farm yard. field, fence, farm yard, meadow,
rocks, mud, pond.
 Tell the children to draw the different places on the farm in the little
boxes on the left of worksheet 7.1. If necessary point to the first box
& read field & tell them to draw a field using the picture to help
them. Point to the field on the enlarged copy to help them. Literate
pupils can read the words.
 Help & monitor as necessary.
 Revise prepositions in & on by using hand gestures to show the
position. Tell the children the correct preposition for each place: in
the field, in the farm yard, in the meadow, in the mud, in the
pond, on the fence, on the rocks encouraging them to repeat.
Children then write the correct preposition to the left of the box on
their worksheet.
 Once all the children have finished tell them to look at the enlarged
farm yard picture & ask Which animal is on the fence? to elicit
cat. Say There’s a cat on the fence & the children repeat. Draw
another animal in a different place on the board to give the children
extra practice with the structure There’s a… Repeat as necessary
until children are confident with the structure. Each time ask How
many..? to emphasise the singular noun.
 Ask which animal in the story wants to run in the meadow? to
elicit the sheep. Ask who is in the meadow in the picture to elicit
cows. Ask how many cows are in the meadow? Count the cows
together as a class to revise numbers. Say There are seven cows
in the meadow & children repeat. Draw different animals in
different places varying the number each time to give children
practice with the plural structure.
 Tell the children to draw & colour their own farm in the big box at
the top of the worksheet including all 7 places & to choose 7
animals from the story & to draw one or more in each place but that
it can vary from the story. Elicit some ideas encouraging them to
use their imagination by drawing a sheep in the mud or a spider on
the rocks for example, on the board. Ask where is the spider? To
elicit on the rocks. Model There’s a spider on the rocks &
children repeat.
 For younger pupils you may want to draw a farm on the board first
& get volunteers to draw animals in different places to act as a
class model first.
 Once their farms are completed tell them to draw another farm in

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 the second box with no animals as they are going to listen carefully
to their partner & draw their farm. Demonstrate by asking
volunteers to tell you where their animals are & drawing them on
the board. Model there’s a ..in the field, There are five goats in
the mud as appropriate. Ask 7 different children to include all the
places on the farm.
 Put children into pairs & tell them to take it in turns to tell their
partner where their animals are & draw them in the second box
without looking.
 At the end they can compare to see if the farms are the same.
Depending on the level of the pupils they can also describe the
colours of their animals & use adjectives as well.
Grammar input Extra activity for older/higher  Children come to the front of the class & stand in a circle. Flashcards set 15 mins
level pupils:  Say “moo!” to elicit cow then mime a cow eating some grass & ask 2&4
To introduce the language “what is the cow doing?” to elicit eat some grass. Model the
structures –ing cow is eating some grass emphasising the is & ing & the children
repeat. Repeat with other animals & verbs from the story.
 Children sit back at their desks.
 Ask for a volunteer to stay at the front of class.
 They pick one verb card & one animal card & then mime the animal
doing the action from the story.
 Ask which animal? & then what is it doing? to elicit the correct
combination. Reassure the children that any combination is
possible for example the dog is spinning a web, the goat is
rolling in the mud!
 Model the structure as the children guess the animal & the action
until they are more confident.
Writing: gap fill To provide a model for literate  Draw a cow eating some grass & ask the children, “what is the Worksheet 7.3 15 mins
pupils to use language to write cow doing?” to elicit , “ the cow is eating some grass”. What is the
own sentences.  Write The _________is _______ing _________________. On the animal doing?
board with the missing words in a separate box.
 Ask a volunteer to fill in the missing words crossing them off in the
box as they write them.
 Demonstrate with other animals & action verbs from the story to
encourage variations eg the goat is running in the meadow/ the cat
is chasing a dog etc
 Hand out worksheet 7.2. Write the –ing form of the verbs at the top
of the board. Write jump on the board in one colour then add ing in
another to show how the structure is formed. Write eat & ask for a
volunteer to add ing in the appropriate colour. Tell the children to
look at all the ing verbs at the top of the board & ask them if there is
anything different to elicit the different spelling patterns. Highlight

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 the difference in spelling of running & spinning by writing run then
writing another ‘n’ in a different colour before writing ing & explain
in L1 if necessary the rule with CVC( consonant vowel consonant)
words & doubling the consonant. Write spin & ask for a volunteer
to complete the correct ending. Highlight the difference in spelling
of chasing, taking & riding by writing take then crossing out the
‘e’ before writing ing in a different colour. Explain in L1 if necessary
the rule for taking away the ‘e’ at the end when adding ing.
 Tell the children to draw three animals of their choice & write a
sentence underneath to describe what it is doing using the words
on the board, their vocabulary cards & worksheet 6.1 to help them
for spelling & ideas.
 Help & monitor as necessary.
Feely Book To start a feely book project to  Show finished version of feely book. Worksheet 7.4 20 mins
Project allow children to use language  Explain that they are going to make their own book suitable for Feely book
learned & personalise to make visually impaired children. cover
own story.  Give out book cover template & children write their name. templates in
 Tell the children they are going to choose one of their favourite various
farmyard animals for the first page & imagine it is for a visually colours 1/child
impaired child. They must make the main, distinguishing features of Worksheet 7.5
their animal stand out using wool; pipe cleaners etc. Feely book
 Show them an example. pages
 Hand out worksheet 7.4 page templates for literate children to write template
& plain paper for younger children.
 They draw the first animal & decorate the distinguishing parts using
wool, thread, glitter, buttons etc
 Younger children write the name of the animal using their own
vocabulary cards as a model for spelling.
 Older children can write what the animal is doing using their
worksheet 7.2.

Game To play a game of trust. To show  Children get into a line. Flashcards 10 mins
concept of perseverance &  Show the flipchart/flashcard of visually impaired children walking set 5
concentration. together with hands on each other’s shoulders. visually
 Ask children to close their eyes & lead them around the room telling impaired
them to go right or left holding onto the shoulders or waist of the children
child in front of them.
 Repeat in smaller groups with different children as the leaders.
 Ask the children how they felt. How did they know where to go? Did
they listen to the voice of the leader? Did they follow using sense of
touch or hearing or both? Did other voices distract them?

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Review  Children sit on floor at the front of the class. 5 mins
 Children take it in turns to present & read the first page of their
books.

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