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![Activity 1 (5-10 minutes)
1. Hand out the worksheet to the children and ask
them to look at the pictures.
2. Explain that there are eight jobs in the
wordsearch, one (artist) is already circled.
3. Ask the children to try and find the other seven,
using the pictures to help them think of the jobs.
4. Monitor, but don’t give too much help. You
might want to suggest they look diagonally as well as
horizontally and vertically.
5. Put children in pairs and have them help each other.
6. If any pair thinks they have all eight jobs, go over
and check.
7. Finally, check as a class
Activities 2 and 3 (15 minutes)
1. Tell the children they are going to listen to a poem
called Off to work, but before they do there are two
activities connected to the story.
2. Hand out the worksheet and ask the children to
match the people to the jobs – tell them to look at the
names as sometimes there’s a clue, i.e. Mr Green is the
farmer.
3. Tell the children not to worry if they don’t have
any ideas as they can do / check this the first time they
listen to the poem.
4. Next, ask the children to try to match the jobs to
the activities that go with each job.
5. Put the children in pairs and have them discuss
their answers together.
6. Don’t check at this stage as they will do this the
first time they listen.
Activity 4 (15 minutes)
1. Play the recording through once and get the
children to check their answers to Activities 2 and 3.
2. Put the children in pairs, or groups of three, and
have them check together.
3. Monitor and help where necessary.
4. Play the recording again, if necessary.
5. Check the answers as a class.
Activity 5 (15 minutes)
1. Put the children in pairs.
2. Play the recording up until the following line:
My mom is an artist. She paints … [pause]
3. Ask the children to turn to their partner and
whisper what they think the next word is. Encourage
them to whisper to each other and not to shout out.
4. Start the recording again and watch to see the
children’s reactions. If they were correct you’ll know
from their reaction.
5. Repeat the process pausing at key points. Here are
a few suggestions:
•PH
O
TO
C
O
PIA
BLE•
CA
N
BE
D
O
W
N
LO
A
D
ED
FRO
M
W
EBSITE
TEACHER’S NOTES
Selections: Off to work
by Kathleen Rourke
younglearnerstEACHER’SNOTES
© Macmillan Publishers Ltd 2009
YOUNG LEARNERS / Selections / Off to work
Activities author: Adrian Tennant
Level: Starters+
Recommended age: Level 2, primary (7+)
Time needed: Indicated for each activity
Type of English: American
Note: These activities can be done one after
the other, or can be done separately, depending
on the length and focus of your lesson.
F P C J O W B X Q E R R
F I A F D E O W O U L T
G A R B A G E W O M A N
J R P E T Y A X U A N P
O T E C F U S E P J U O
O I N V A I D E I U R E
K S T B R I G Y L X S S
I T E N M O U H O C E S
S O R G E L H I T V N I
Y U X R R K D A E E T Q
P O L I C E M A N A R T](https://image.slidesharecdn.com/englishstories-190612034346/85/English-Stories-Activities-Medium-18-320.jpg)
![•PH
O
TO
C
O
PIA
BLE•
CA
N
BE
D
O
W
N
LO
A
D
ED
FRO
M
W
EBSITE
© Macmillan Publishers Ltd 2009
YOUNG LEARNERS / Selections / Off to work
Selections: Off to work
by Kathleen Rourke
TEACHER’S NOTES
younglearnerstEACHER’SNOTES
He grows … [vegetables]
He puts out … [fires] and saves people from … [danger]
She takes people for rides in her … [airplane]
He makes tables, beds and … [chairs]
She helps to keep the streets … [clean]
Mr Curtis is … [a nurse]. He works in a … [hospital]
Mr Smith is a … [policeman]. He keeps our town … [safe]
What a busy street I [live in]
Note: This activity helps the children to focus
on a variety of linguistic areas from syntax, and
grammatical rules collocations.
Activity 6 (5 minutes)
1. Put the children in pairs and ask them to try to
remember the eight jobs.
2. Make groups of four by putting two pairs together
and have them check together.
3. Finally, check as a class.
Activity 7 (10 minutes)
1. Next, ask the children to work in pairs and write
down the names of as many jobs that they can think
of in English.
2. Monitor and help where necessary, i.e. hinting
if they can’t remember a job in English, checking
spelling, etc.
3. Make groups of four by putting two pairs together
and get them to compare their lists together.
4. Finally, check as a class.
Activity 8 (15 minutes)
r1. Finally, ask the children to look at the question
and think for a minute.
2. Either put the children in groups and get them to
tell each other, or choose a few individuals to tell the
rest of the class.
heir list
s together.
4. Finally, check as a class.](https://image.slidesharecdn.com/englishstories-190612034346/85/English-Stories-Activities-Medium-19-320.jpg)
![Activity 1 (5-10 minutes)
1. Hand out the worksheet to the children and ask
them to look at the pictures.
2. Explain that there are eight jobs in the
wordsearch, one (artist) is already circled.
3. Ask the children to try and find the other seven,
using the pictures to help them think of the jobs.
4. Monitor, but don’t give too much help. You
might want to suggest they look diagonally as well as
horizontally and vertically.
5. Put children in pairs and have them help each other.
6. If any pair thinks they have all eight jobs, go over
and check.
7. Finally, check as a class
Activities 2 and 3 (15 minutes)
1. Tell the children they are going to listen to a poem
called Off to work, but before they do there are two
activities connected to the story.
2. Hand out the worksheet and ask the children to
match the people to the jobs – tell them to look at the
names as sometimes there’s a clue, i.e. Mr Green is the
farmer.
3. Tell the children not to worry if they don’t have
any ideas as they can do / check this the first time they
listen to the poem.
4. Next, ask the children to try to match the jobs to
the activities that go with each job.
5. Put the children in pairs and have them discuss
their answers together.
6. Don’t check at this stage as they will do this the
first time they listen.
Activity 4 (15 minutes)
1. Play the recording through once and get the
children to check their answers to Activities 2 and 3.
2. Put the children in pairs, or groups of three, and
have them check together.
3. Monitor and help where necessary.
4. Play the recording again, if necessary.
5. Check the answers as a class.
Activity 5 (15 minutes)
1. Put the children in pairs.
2. Play the recording up until the following line:
My mom is an artist. She paints … [pause]
3. Ask the children to turn to their partner and
whisper what they think the next word is. Encourage
them to whisper to each other and not to shout out.
4. Start the recording again and watch to see the
children’s reactions. If they were correct you’ll know
from their reaction.
5. Repeat the process pausing at key points. Here are
a few suggestions:
•PH
O
TO
C
O
PIA
BLE•
CA
N
BE
D
O
W
N
LO
A
D
ED
FRO
M
W
EBSITE
TEACHER’S NOTES
Selections: Off to work
by Kathleen Rourke
younglearnerstEACHER’SNOTES
© Macmillan Publishers Ltd 2009
YOUNG LEARNERS / Selections / Off to work
Activities author: Adrian Tennant
Level: Starters+
Recommended age: Level 2, primary (7+)
Time needed: Indicated for each activity
Type of English: American
Note: These activities can be done one after
the other, or can be done separately, depending
on the length and focus of your lesson.
F P C J O W B X Q E R R
F I A F D E O W O U L T
G A R B A G E W O M A N
J R P E T Y A X U A N P
O T E C F U S E P J U O
O I N V A I D E I U R E
K S T B R I G Y L X S S
I T E N M O U H O C E S
S O R G E L H I T V N I
Y U X R R K D A E E T Q
P O L I C E M A N A R T](https://image.slidesharecdn.com/englishstories-190612034346/75/English-Stories-Activities-Medium-18-2048.jpg)
![•PH
O
TO
C
O
PIA
BLE•
CA
N
BE
D
O
W
N
LO
A
D
ED
FRO
M
W
EBSITE
© Macmillan Publishers Ltd 2009
YOUNG LEARNERS / Selections / Off to work
Selections: Off to work
by Kathleen Rourke
TEACHER’S NOTES
younglearnerstEACHER’SNOTES
He grows … [vegetables]
He puts out … [fires] and saves people from … [danger]
She takes people for rides in her … [airplane]
He makes tables, beds and … [chairs]
She helps to keep the streets … [clean]
Mr Curtis is … [a nurse]. He works in a … [hospital]
Mr Smith is a … [policeman]. He keeps our town … [safe]
What a busy street I [live in]
Note: This activity helps the children to focus
on a variety of linguistic areas from syntax, and
grammatical rules collocations.
Activity 6 (5 minutes)
1. Put the children in pairs and ask them to try to
remember the eight jobs.
2. Make groups of four by putting two pairs together
and have them check together.
3. Finally, check as a class.
Activity 7 (10 minutes)
1. Next, ask the children to work in pairs and write
down the names of as many jobs that they can think
of in English.
2. Monitor and help where necessary, i.e. hinting
if they can’t remember a job in English, checking
spelling, etc.
3. Make groups of four by putting two pairs together
and get them to compare their lists together.
4. Finally, check as a class.
Activity 8 (15 minutes)
r1. Finally, ask the children to look at the question
and think for a minute.
2. Either put the children in groups and get them to
tell each other, or choose a few individuals to tell the
rest of the class.
heir list
s together.
4. Finally, check as a class.](https://image.slidesharecdn.com/englishstories-190612034346/75/English-Stories-Activities-Medium-19-2048.jpg)
Uploaded byIMSHA LEARNING
English Stories & Activities (Medium)
The document contains a series of educational activities designed for young learners, centered around the poem 'Little Milly-Molly' by Tony Retallack. Activities include matching words to pictures, listening to the poem, drawing and discussing likes and dislikes, and creating a class poem. The lessons aim to engage children in exploring vocabulary and expressing personal preferences through interactive methods.
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English Stories & Activities (Medium)
- 1. •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE TEACHER’S NOTES Selections: LittleMilly-Molly by Tony Retallack younglearnerstEACHER’SNOTES © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / Little Milly-Molly Activity 1 (10 minutes) 1. Hand out the worksheet to the children and ask them to match the words to the pictures. 2. Monitor and help if necessary, but don’t give away too many answers. 3. Put the children in pairs and have them compare their answers together. 4. Monitor. 5. Check the answers as a class (you could use a projector for this). Activity 2 (10-15 minutes) 1. Explain to the children that they are going to listen to a poem about a little girl called Milly-Molly. In the poem she talks about what she likes and what she doesn’t like. Point out the boxes next to each picture. The children should listen and check or cross the boxes according to what Milly-Molly likes and doesn’t like. 2. Check the children know what they have to do. 3. Play the recording once (stopping after each verse if necessary). 4. Put the children in pairs and have them check their answers together. 5. Monitor and help where necessary. 6. Play the recording again, if necessary. 7. Check the answers as a class. Answer key: Activity 3 (10 minutes) Note: The poem is a lovely one for children to repeat as it has a regular pattern in the verses. 1. Explain to the children that they are going to listen to the poem again. Ask them to put down their pens and just listen. Play the recording straight through once. 2. Explain that you will play it again, pausing after each line, so that the children can repeat the line. 3. Play the recording, pausing after each line. Encourage the children to repeat the line more or less together. 4. Finally, play the recording through again and have the children say it at the same time. Activity 4 (10-15 minutes) 1. Now ask the children to decide which things they like and which things they don’t like. Show them how to draw a happy or sad face next to each picture from Activity 1. 2. Model the question, Do you like ….? and the answer, Yes, I like … or No, I don’t like … 3. Put the children in pairs and ask them to take turns asking and answering the question Do you like …? about the things in Activity 1. 4. Monitor and help where necessary. 5. Ask a few children what they like and don’t like. Activity 5 (10-15 minutes) 1. Ask the children to think of some other things they like and don’t like and to draw pictures of the things or cut them out of magazines. 2. Monitor and, if they don’t know the words in English, help them by giving them the words they want. 3. Stop after about six or seven minutes. 4. Put the children in pairs and ask them to swap their pictures. Activities author: Adrian Tennant Level: Starters + Recommended age: Level 1, primary (6+) Time needed: Indicated for each activity Type of English: American Note: The activities are suitable for reading or listening. It’s up to you to decide whether to give the children the transcript or not. candy snakes ham ghosts bedtime sunshine bananas fish toast soccer ü û ü ü ü ü û û û û
- 2. subjecttitle •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE Title Author TG or WORKSHEET 5. Ask them to take turns asking and answering the question, Do you like …? about their partner’s pictures. 6. Monitor and help where necessary. 7. Finally, ask a few children to tell the class what their partner likes or doesn’t like. Note: Having the children draw or cut out pictures of the things will help them remember any new vocabulary. Activity 6 (10 minutes) 1. Ask the children to write a class poem about what they like and don’t like. 2. Each child contributes one I like … line and one I don’t like … line. Include their pictures. 3. Finally, display the finished poem on the classroom wall. TEACHER’S NOTES Selections: Little Milly-Molly by Tony Retallack younglearnerstEACHER’SNOTES © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / Little Milly-Molly
- 3. •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE © Macmillan PublishersLtd 2009 YOUNG LEARNERS / Selections / Little Milly-Molly TRANSCRIPT Selections: Little Milly-Molly by Tony Retallack younglearnerstranscript Little Milly-Molly Written by Tony Retallack Illustrated by Christine Davenier Published by arrangement with Macmillan Publishers S.A. de C.V. Little Milly-Molly comes home and she says: I like this … but I don’t like that! I like playing, and I like my toys, but I don’t like soccer and I don’t like boys! Little Milly-Molly walks to school and she says: I like this … but I don’t like that! I like bananas, and I like toast, but I don’t like snakes and I don’t like ghosts! Little Milly-Molly plays games and she says: I like this … but I don’t like that! I like sunshine, and I like my mom, but I don’t like fish and I don’t like Tom! Little Milly-Molly wakes up and she says: I like this … but I don’t like that! I like candy, and I like ham, but I don’t like bedtime and I don’t like Sam!
- 4. subjecttitle Title Author TG or WORKSHEETWORKSHEET Selections:Little Milly-Molly by Tony Retallack younglearnersWORKSHEET © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / Little Milly-Molly Before listening / reading Activity 1 Match the words to the pictures. banana bedtime candy fish ghost •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE ham snake soccer sunshine toast
- 5. subjecttitle •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE Title Author TG or WORKSHEETWORKSHEET Selections:Little Milly-Molly by Tony Retallack younglearnersworksheet © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / Little Milly-Molly Listen and read Activity 2 Now listen to the poem. Put a check next to what Milly-Molly likes and a cross next to what she doesn’t like. ûü After you listen or read Activity 4 What about you? Draw a happy face next to the things you like. Draw a sad face next to the things you don’t like. J L Activity 5 Are there any other things you like or don’t like? Draw some pictures here. !
- 6. •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE TEACHER’S NOTES Selections: Monday byEileen Bourke younglearnerstEACHER’SNOTES © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / Monday Activities author: Adrian Tennant Level: Starters + Recommended age: Level 1, primary (6+) Time needed: Indicated for each activity Type of English: American Activity 1 (10-15 minutes) 1. Hand out Activity 1 to the children and look at the pictures together as a class. If possible, project the pictures onto a whiteboard. 2. Ask the children questions about the pictures to elicit some vocabulary: What do you see? What are the children doing? Collect the children’s language on the board. 3. Divide the class into five groups. Give each group a verse of the poem from the cut-outs on the transcript. 4. The children must decide which picture matches their verse of the poem. Ask one child from each group to come and stick their verse on the board, next to the correct picture. 5. Monitor and help where necessary. Ask questions like, What’s this? and What colour is this? to elicit more vocabulary from the children. 6. Check the answers as a class. Alternative procedure for steps 3-4: Each group gets a full set of cut-out verses. The children decide together in groups which picture goes with each verse. Activity 2 (10 minutes) 1. Tell the children you are going to play the recording of the poem. They should put their pens down and just listen. 2. Play the recording. 3. Play the recording again. This time, the children listen to each verse and repeat as a class. Activity 3 (10 minutes) 1. Tell the children the poem has words that ‘go’ together. Give an example: eat + breakfast. 2. Hand out Activity 3 to the children and have them match the words (a-h) with the words (1-8) to make pairs from the poem. 3. Monitor and help the children where necessary. 4. Put the children in pairs and have them check their answers together. 5. Check the answers as a class. Note: It is fine if children put listen and music together as these would fit, but then making doesn’t go with bell. You might want to check the children understand the difference between listen to music and making music. Answer key: a. 2; b. 6; c. 3; d. 5; e. 7; f. 1; g. 3; h. 4 Activity 4 (10-20 minutes) 1. Now, tell the children that you are going to write a class poem about Saturday. 2. Put the children in pairs and have them write a few ideas for things they do on a Saturday. 3. Monitor and help where necessary. 4. Ask each child for one thing they do on a Saturday. Write each child’s idea on the board to make a class poem. 5. Have the children copy the poem into their notebooks. 6. You could also ask the children to illustrate the poem. Alternative procedure for Activity 4: 1. Tell the children that you want them to write their own poem (or one verse) but with the title Saturday. 2. Before they begin writing the poem, have them write down some ideas of things they do on a Saturday. 3. Monitor and help where necessary. 4. You could also ask the children to illustrate their own poems. 5. Finally, display the finished poems on the classroom walls.
- 7. subjecttitle •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE Title Author TG or WORKSHEET ©Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / Monday TRANSCRIPT Selections: Monday by Eileen Bourke younglearnerstranscript Written by Eileen Bourke Illustrated by Sarah Beise Published by arrangement with Macmillan Publishers S.A. de C.V. Milk in a glass, Apples on a plate, Quick! Eat your breakfast! We are late! Jump on the bus, See all your friends, Drive to the school, Now the journey ends. Listen for the school bell, Go into class, Draw lots of pictures Of sun and green grass. Painting, making music, Time goes so fast! Hurry with your drawing You are the last! Run in the playground, With a yellow ball, Put on a Band-Aid When you have a fall. Monday #
- 8. subjecttitle •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE Title Author TG or WORKSHEETWORKSHEET Selections:Monday by Eileen Bourke younglearnersWORKSHEET © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / Monday •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE Before listening / reading Activity 1 Match the verses to the pictures.
- 9. •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE WORKSHEET Selections: Monday by EileenBourke younglearnersworksheet © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / Monday Listen and read Activity 3 Match the words (a-h) with the words (1-8). After you listen or read Activity 4 Write a poem about Saturday. ! a. apple b. green c. jump on d. listen e. making f. milk g. run in h. see 1. glass 2. plate 3. bus 4. friends 5. bell 6. grass 7. music 8. playground Saturday
- 10. Activity 1 (5-10minutes) Hand out the worksheet that contains Activity 1.1. Tell the children there are seven animals hidden 2. in the wordsearch – the word crocodile is circled as an example. The children need to find and circle the other six words. Give the children about five minutes and then put 3. them in pairs to check together. Monitor and help if necessary.4. Check as a class.5. Key: B C N I F G A Q R Z R A B B I T K Z S O V V T R I I N I C G R R A G W T P O X B K F E R J W D K A Q F R L E H I P P O E E I Z M L Z U X U A O B Y E L E P H A N T Activity 2 (10 minutes) Hand out the worksheet that contains Activity 2.1. Ask the children to look at the pictures of the 2. seven animals and check they know what each one is. Explain that you will play the recording and 3. they should write a number next to each animal to show the order in which it appears in the story, i.e. the crocodile is given number 1 because it is the first animal they hear. Play the recording.4. Put the children in pairs and have them 5. compare their answers. Monitor so you can see how well the children 6. have done with the activity. Play the recording again, if necessary.7. Check the answers together.8. Key: 1. Crocodile; 2. Rabbit; 3. Elephant; 4. Giraffe; 5. Tiger; 6. Lion; 7. Hippo; Activity 3 (5-10 minutes) On the board write the word1. happy and ask the children what kind of word it is. Elicit that it’s an adjective. Hand out the worksheet that contains Activity 32. and ask the children to look at the four adjectives. Ask the children if they can remember which3. animal is described with which adjective and to write the names of the animals in the correct blanks. Play the recording.4. Put the children in pairs and have them compare5. their answers. Monitor so you can see how well they have done6. with the activity. Play the recording again, if necessary.7. Check the answers together.8. Key: beautiful – Mr Tiger (his stripes) fat – Mr Elephant sad – Mr Crocodile (because he’s lost his toothbrush) tall – Mrs Giraffe •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE TEACHER’S NOTES Selections: Mr Crocodile’s toothbrush by Bridgid Slater younglearnerstEACHER’SNOTES © Macmillan Publishers Ltd 2010 YOUNG LEARNERS / Selections / Mr Crocodile’s toothbrush Activities author: Adrian Tennant Level: Grade 1, primary Recommended age: 6+ Time needed: Indicated for each activity Type of English: American
- 11. •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE © Macmillan PublishersLtd 2010 YOUNG LEARNERS / Selections / Mr Crocodile’s toothbrush Selections: Mr Crocodile’s toothbrush by Bridgid Slater TEACHER’S NOTES younglearnerstEACHER’SNOTES Activity 4 (10 minutes) Hand out the worksheet that contains Activity 4.1. Tell the children you’ll play the recording2. again but first they should read the questions and the choices. Give them a few minutes to read through3. the questions. Play the recording.4. Put the children in pairs and have them compare 5. their answers. Monitor and help where necessary.6. Play the recording again, if necessary.7. Check the answers together.8. Key: a. green; d. Mrs Lion; b. red; e. Mr Hippo; c. Mr Rabbit; Activity 5 (5-10 minutes) Play the recording through from1. Is Mr Crocodile’s toothbrush under Mr Elephant? … No, it isn’t! to the end. Tell the children you’ll play it again but you’ll 2. stop it after the question and you want them to reply with No, it isn’t! Play the recording stopping at the3. appropriate places. Encourage the children to say the 4. response with the correct intonation and stress. Note: The main focus here is on the intonation and stress of the response No, it isn’t! Activity 6 (1-5 minutes) Hand out the worksheet that contains Activity 6.1. Ask the children if they can find the missing 2. toothbrush by looking at the final picture of the story. Key: It’s behind the clothes basket. Activity 7 (5-10 minutes) 1. Hand out the worksheet that contains Activity 7. 2. Point out the questions in the clouds. 3. Tell the children to spend a couple of minutes thinking of their answers. 4. Put the children into small groups and ask them to discuss their answers to the questions. 5. Encourage the children to ask each other more questions about each other’s answers. 6. Monitor and listen to a few of the discussions. 7. Ask a few children to tell the class about their group’s discussion. s together. 4. Finally, check as a class.
- 12. subjecttitle •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE subjecttitle © Macmillan PublishersLtd 2010 YOUNG LEARNERS / Selections / Mr Crocodile’s toothbrush TRANSCRIPT Selections: Mr Crocodile’s toothbrush by Bridgid Slater younglearnerstranscript Mr Crocodile’s toothbrushMr Crocodile’s toothbrush Written by Bridgid Slater Illustrated by Amiko Hirao Meet Mr Crocodile. He’s green. He has nice clothes. He has big white teeth. He brushes his teeth every day. Every morning, Mr Crocodile goes for a walk. He sees his friends. ‘Hello,’ he says.‘Hello, Mr Crocodile,’ say his friends. Mr Crocodile is a very happy crocodile. He smiles and laughs. But not today. Today Mr Crocodile is sad. Why is he sad? He’s sad because he can’t find his nice red toothbrush. Mr Crocodile is looking for his nice red toothbrush. Where is it? Mr Rabbit is helping Mr Crocodile.
- 13. •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE subjecttitle © Macmillan PublishersLtd 2010 YOUNG LEARNERS / Selections / Mr Crocodile’s toothbrush TRANSCRIPT Selections: Mr Crocodile’s toothbrush by Bridgid Slater younglearnerstranscript First they meet Mr Elephant. Mr Elephant is big and fat. Is Mr Crocodile’s toothbrush under Mr Elephant? Let’s look. No, it isn’t! Next they meet Mrs Giraffe. Mrs Giraffe is very tall. Is Mr Crocodile’s toothbrush on her head? Let’s look. No, it isn’t! Next they meet Mr Tiger. Mr Tiger has beautiful stripes. Is Mr Crocodile’s toothbrush next to you, Mr Tiger? Let’s look. No, it isn’t! Mrs Lion is sleeping under a tree. She has a big mouth. Is Mr Crocodile’s toothbrush in Mrs Lion’s mouth? Let’s look. No, it isn’t! Where is Mr Crocodile’s nice red toothbrush?
- 14. subjecttitle •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE subjecttitle © Macmillan PublishersLtd 2010 YOUNG LEARNERS / Selections / Mr Crocodile’s toothbrush TRANSCRIPT Selections: Mr Crocodile’s toothbrush by Bridgid Slater younglearnerstranscript Published by arrangement with Macmillan Publishers S.A. de C.V. This is Mr Hippo’s bed. Mr Hippo is sleeping! Is Mr Crocodile’s toothbrush under Mr Hippo’s bed? Let’s look. No, it isn’t! ‘Where is my toothbrush? Oh, where is my nice red toothbrush?’ says Mr Crocodile. He is very sad. Let’s try again. Is Mr Crocodile’s toothbrush under Mr Elephant? … No, it isn’t! Is Mr Crocodile’s toothbrush on Mrs Giraffe’s head? … No, it isn’t! Is Mr Crocodile’s toothbrush next to Mr Tiger? … No, it isn’t! Is Mr Crocodile’s toothbrush in Mrs Lion’s mouth? … No, it isn’t! Is Mr Crocodile’s toothbrush under Mr Hippo’s bed? … No, it isn’t! Where is Mr Crocodile’s nice red toothbrush? It’s in the bathroom. But where in the bathroom? Can you see it?
- 15. Before listening /reading Activity 1 Find the animals in the wordsearch. subjecttitlesubjecttitle •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE WORKSHEET Selections: Mr Crocodile’s toothbrush by Bridgid Slater younglearnersWORKSHEET © Macmillan Publishers Ltd 2010 YOUNG LEARNERS / Selections / Mr Crocodile’s toothbrush B C N I F G A Q R Z R A B B I T K Z S O V V T R I I N I C G R R A G W T P O X B K F E R J W D K A Q F R L E H I P P O E E I Z M L Z U X U A O B Y E L E P H A N T rabbit hippo crocodile giraffe lion elephant tiger
- 16. subjecttitle •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE subjecttitle WORKSHEET Selections: Mr Crocodile’stoothbrush by Bridgid Slater younglearnersWORKSHEET © Macmillan Publishers Ltd 2010 YOUNG LEARNERS / Selections / Mr Crocodile’s toothbrush Listen or read Activity 2 Put a number next to the animals in the order you hear them. 1
- 17. •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE subjecttitlesubjecttitle WORKSHEET Selections: Mr Crocodile’stoothbrush by Bridgid Slater younglearnersWORKSHEET © Macmillan Publishers Ltd 2010 YOUNG LEARNERS / Selections / Mr Crocodile’s toothbrush Activity 3 Listen again. Which animal is described using these adjectives? beautiful ________________________ fat ________________________ sad ________________________ tall ________________________ Activity 4 Listen and answer questions below. Draw a circle around the correct answer. a. What color is Mr Crocodile? white / green / red b. What color is his toothbrush? white / green / red c. Who helps Mr Crocodile? Mr Rabbit / Mr Tiger / Mrs Lion d. Who has a big mouth? Mr Elephant / Mrs Lion / Mr Hippo e. Who is sleeping in a bed? Mr Elephant / Mrs Lion / Mr Hippo Activity 6 Where is the toothbrush? Activity 7 Answer the questions in the clouds. What have you lost? Did you find it? Where did you find it? ?
- 18. Activity 1 (5-10minutes) 1. Hand out the worksheet to the children and ask them to look at the pictures. 2. Explain that there are eight jobs in the wordsearch, one (artist) is already circled. 3. Ask the children to try and find the other seven, using the pictures to help them think of the jobs. 4. Monitor, but don’t give too much help. You might want to suggest they look diagonally as well as horizontally and vertically. 5. Put children in pairs and have them help each other. 6. If any pair thinks they have all eight jobs, go over and check. 7. Finally, check as a class Activities 2 and 3 (15 minutes) 1. Tell the children they are going to listen to a poem called Off to work, but before they do there are two activities connected to the story. 2. Hand out the worksheet and ask the children to match the people to the jobs – tell them to look at the names as sometimes there’s a clue, i.e. Mr Green is the farmer. 3. Tell the children not to worry if they don’t have any ideas as they can do / check this the first time they listen to the poem. 4. Next, ask the children to try to match the jobs to the activities that go with each job. 5. Put the children in pairs and have them discuss their answers together. 6. Don’t check at this stage as they will do this the first time they listen. Activity 4 (15 minutes) 1. Play the recording through once and get the children to check their answers to Activities 2 and 3. 2. Put the children in pairs, or groups of three, and have them check together. 3. Monitor and help where necessary. 4. Play the recording again, if necessary. 5. Check the answers as a class. Activity 5 (15 minutes) 1. Put the children in pairs. 2. Play the recording up until the following line: My mom is an artist. She paints … [pause] 3. Ask the children to turn to their partner and whisper what they think the next word is. Encourage them to whisper to each other and not to shout out. 4. Start the recording again and watch to see the children’s reactions. If they were correct you’ll know from their reaction. 5. Repeat the process pausing at key points. Here are a few suggestions: •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE TEACHER’S NOTES Selections: Off to work by Kathleen Rourke younglearnerstEACHER’SNOTES © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / Off to work Activities author: Adrian Tennant Level: Starters+ Recommended age: Level 2, primary (7+) Time needed: Indicated for each activity Type of English: American Note: These activities can be done one after the other, or can be done separately, depending on the length and focus of your lesson. F P C J O W B X Q E R R F I A F D E O W O U L T G A R B A G E W O M A N J R P E T Y A X U A N P O T E C F U S E P J U O O I N V A I D E I U R E K S T B R I G Y L X S S I T E N M O U H O C E S S O R G E L H I T V N I Y U X R R K D A E E T Q P O L I C E M A N A R T
- 19. •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE © Macmillan PublishersLtd 2009 YOUNG LEARNERS / Selections / Off to work Selections: Off to work by Kathleen Rourke TEACHER’S NOTES younglearnerstEACHER’SNOTES He grows … [vegetables] He puts out … [fires] and saves people from … [danger] She takes people for rides in her … [airplane] He makes tables, beds and … [chairs] She helps to keep the streets … [clean] Mr Curtis is … [a nurse]. He works in a … [hospital] Mr Smith is a … [policeman]. He keeps our town … [safe] What a busy street I [live in] Note: This activity helps the children to focus on a variety of linguistic areas from syntax, and grammatical rules collocations. Activity 6 (5 minutes) 1. Put the children in pairs and ask them to try to remember the eight jobs. 2. Make groups of four by putting two pairs together and have them check together. 3. Finally, check as a class. Activity 7 (10 minutes) 1. Next, ask the children to work in pairs and write down the names of as many jobs that they can think of in English. 2. Monitor and help where necessary, i.e. hinting if they can’t remember a job in English, checking spelling, etc. 3. Make groups of four by putting two pairs together and get them to compare their lists together. 4. Finally, check as a class. Activity 8 (15 minutes) r1. Finally, ask the children to look at the question and think for a minute. 2. Either put the children in groups and get them to tell each other, or choose a few individuals to tell the rest of the class. heir list s together. 4. Finally, check as a class.
- 20. •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE Selections: Off towork by Kathleen Rourke TRANSCRIPT younglearnerstranscript © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / Off to work The people in my street go to work every morning. What do they do? My mom is an artist. She paints pictures for an art gallery. Mr Green is a farmer. He grows vegetables for us to eat. My dad is a firefighter. He puts out fires and saves people from danger. Miss Swain is a pilot. She takes people for rides in her airplane. Off to work Written by Kathleen Rourke Illustrated by Ilene Richard
- 21. subjecttitle •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE Title Author TG or WORKSHEET ©Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / Off to work TRANSCRIPT Selections: Off to work by Kathleen Rourke younglearnerstranscript Published by arrangement with Macmillan Publishers S.A. de C.V. Mr Stack is a carpenter. He makes tables, beds and chairs. Miss Brown is a garbagewoman. She helps to keep the streets clean. Mr Curtis is a nurse. He works in a hospital and helps people get well. Mr Smith is a policeman. He keeps our town safe. What a busy street I live in! There’s an artist, a firefighter, a farmer, a pilot, a carpenter, a nurse, a garbagewoman and a policeman!
- 22. subjecttitle •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE Title Author TG or WORKSHEET Beforelistening / reading Activity 1 Write the words under the pictures. Then circle the words in the wordsearch. WORKSHEET Selections: Off to work by Kathleen Rourke younglearnersWORKSHEET © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / Off to work _ _ _ _ _ _A _ _ _ _ _ _ _ _ _ _ _F _ _ _ _ _ _F _ _ _ _ _P _ _ _ _ _ _ _ _ _P_ _ _ _ _ _ _ _ _C _ _ _ _ _N F P C J O W B X Q E R R F I A F D E O W O U L T G A R B A G E W O M A N J R P E T Y A X U A N P O T E C F U S E P J U O O I N V A I D E I U R E K S T B R I G Y L X S S I T E N M O U H O C E S S O R G E L H I T V N I Y U X R R K D A E E T Q P O L I C E M A N A R T _ _ _ _ _ _ _ _ _ _ _ _ G
- 23. subjecttitle Title Author TG or WORKSHEET Canyou match the people to the jobs? The first one is done for you. Activity 3 What does an artist do? paints pictures Match the jobs to the things the people do. The first one is done for you. After you listen / read Activity 6 Can you remember the eight jobs? Write them here. ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ WORKSHEET Selections: Off to work by Kathleen Rourke younglearnersWORKSHEET © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / Off to work •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE Here are the people Mom Dad Mr Green Miss Swain Mr Stack Mr Curtis Mrs Brown Mr Smith Here are the jobs Artist Carpenter Farmer Firefighter Garbagewoman Nurse Pilot Policeman Jobs Artist Carpenter Farmer Firefighter Garbagewoman Nurse Pilot Policeman What they do grows vegetables helps people get well keeps the streets clean keeps the town safe makes tables and chairs paints pictures puts out fires takes people for rides Activity 2 The people on my street go to work every morning. What do they do?
- 24. subjecttitle •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE Title Author TG or WORKSHEET subjecttitle Title Author TGor WORKSHEET Activity 7 Can you think of any other jobs? Write as many as you can. Activity 8 When you are older, what do you want to be? I want to be … ___________________________________________________ WORKSHEET Selections: Off to work by Kathleen Rourke younglearnersWORKSHEET © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / Off to work
- 25. Activity 1 (5-10minutes) 1. Put the children in pairs. 2. Hand out the worksheet with activity 1. 3. Ask the children to look at the pictures and discuss the questions with their partner. 4. Monitor and help where necessary. 5. Finally, ask a few children to report back on their discussion with their partner. Note: See if the children can pick up the difference in the boy’s expression between the four pictures with catching, jumping, etc. and the one where the boy is diving. Activity 2 (5 minutes) 1. Ask the children to match the action words / verbs on the left with the things / nouns on the right. 2. Monitor and help where necessary. 3. Put the children in pairs and have them check their answers together. 4. Check the answers as a class. Answers: 1. d; 2. a; 3. c; 4. e; 5. b. Activity 3 (10 minutes) 1. Ask the children to look at the pictures from Activity 1 again. 2. Explain that you will play the recording (or they will read the text) and they should number the pictures in the order they hear / read them. There is a box for the children to write the numbers underneath each picture. 3. Play the recording of the poem or get the children to read the text. 4. Get the children to number the pictures. 5. Put the children in pairs and have them check their answers together. 6. Monitor and help where necessary. 7. Play the recording or get the children to read the text again if necessary. 8. Check the answers as a class. Answers: Note: If you are going to get the children to read the poem, they will need to read the text used in Activity 4 with the gaps. Alternatively, you could do Activity 4 first, followed by Activity 3. Activity 4 (10-15 minutes) 1. Hand out the worksheet with Activity 4 to the children. 2. Explain that you will play the recording, or they should read the text, and they will fill in the gaps with the phrases in the box. 3. Put the children in pairs and get them to look at the text and the phrases in the box and see if they can complete the gaps while they listen or read. 4. If the students are listening, play the recording and have them complete the poem. You can pause after each verse to give them time to write. 5. If they are reading, remind them that poems often have a pattern and use rhyme. 6. Monitor and help where necessary. 7. Check the answers as a class. •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE TEACHER’S NOTES Selections: I can’t catch that ball! by Leo Kingsmill younglearnerstEACHER’SNOTES © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / I can’t catch that ball! Activities author: Adrian Tennant Level: Movers+ Recommended age: Level 4, primary (9+) Time needed: Indicated for each activity Type of English: American Note: These activities can be done one after the other, or can be done separately, depending on the length and focus of your lesson. 2. 3. 4. 5. 1.
- 26. •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE © Macmillan PublishersLtd 2009 YOUNG LEARNERS / Selections / I can’t catch that ball! Selections: I can’t catch that ball! by Leo Kingsmill TEACHER’S NOTES younglearnerstEACHER’SNOTES Answers: (1) I’m jumping up and down. (2) I really can’t catch that ball! (3) And shivers down my back. (4) I think I’m going to fall! (5) But I won’t fall off, I hope. (6) I’m going to hit the wall! (7) And my feet becoming flat. (8) I’m really not that tall! (9) I’m happy as can be. Extra ideas: 1. Why not get your students to read out the poem aloud? This can be fun either done chorally as a whole class or with different children reading different lines. Alternatively, play the recording, stopping before each chorus, and get the children to say the chorus together. Note: This kind of activity can be a lot of fun and really motivating for the children. 2. If you want, you could ask some comprehension questions here – but ones that go a little bit deeper than merely the contents of the poem. For example: a. Why does the boy say he looks like a clown? b. What happens when he runs? c. Why does the boy have a big smile on his face? Activity 5 (5-10 minutes) 1. Put the children in small groups of three or four. 2. Hand out the worksheet with Activity 5. 3. Ask the children to discuss the questions together. 4. Monitor and help where necessary. 5. Finally, ask a few children to report back on their discussion with their group. Activity 6 (15-30 minutes) 1. Tell the children they are going to write their own poem about sports and hobbies. Ask the children to use the outline of the poem to help them write their own poem. 2. Monitor and help where necessary. 3. Once the children have completed their poems, post them around the classroom on the walls. 4. Get the children to stand up and read each other’s poems. 5. You could get the class to vote on which of the poems is their favorite. heir list s together. 4. Finally, check as a class.
- 27. •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE Selections: I can’tcatch that ball! by Leo Kingsmill TRANSCRIPT younglearnerstranscript © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / I can’t catch that ball! I’m trying to catch the baseball, I’m jumping up and down. I feel my legs start shaking. I look just like a clown. I’m swinging from a trapeze. I’m climbing up a rope. I feel my right hand slipping. But I won’t fall off, I hope. I wasn’t born to do this. It’s not my thing at all. Please don’t make me do it! I really can’t catch that ball! I’m sprinting down the field. I’m running around the track. I feel my muscles hurting, And shivers down my back. I can’t catch that ball! Written by Leo Kingsmill Illustrated by Gene Barretta I wasn’t born to do this. It’s not my thing at all. Please don’t make me do it! I think I’m going to fall! I wasn’t born to do this. It’s not my thing at all. Please don’t make me do it! I’m going to hit the wall!
- 28. subjecttitle •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE Title Author TG or WORKSHEET ©Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / I can’t catch that ball! TRANSCRIPT Selections: I can’t catch that ball! by Leo Kingsmill younglearnerstranscript Published by arrangement with Macmillan Publishers S.A. de C.V. I’m jumping over fences. I’m trying to use a bat. I feel my knees get weaker And my feet becoming flat. I wasn’t born to do this. It’s not my thing at all. Please don’t make me do it! I’m really not that tall! I’m diving off the clifftop. I’m as happy as can be. My smile is ten times bigger. This is the sport for me!
- 29. subjecttitle •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE Title Author TG or WORKSHEET Beforelistening / reading Activity 1 Look at the pictures and answer the questions. What can you see? Does the boy look happy in each picture? Why? Why not? What do you think he says about each sport? Activity 2 Match the actions (verbs) in A with the things (nouns) in B. WORKSHEET Selections: I can’t catch that ball! by Leo Kingsmill younglearnersWORKSHEET © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / I can’t catch that ball! A B 1. catching a. rope 2. climbing b. track 3. diving c. clifftop 4. jumping d. baseball 5. running e. fence
- 30. subjecttitle Title Author TG or WORKSHEET I’mtrying to catch the baseball, (1) ____________________________ I feel my legs start shaking. I look just like a clown. I wasn’t born to do this. It’s not my thing at all. Please don’t make me do it! (2) ____________________________ I’m sprinting down the field. I’m running around the track. I feel my muscles hurting, (3) ____________________________ I wasn’t born to do this. It’s not my thing at all. Please don’t make me do it! (4) ____________________________ I’m swinging from a trapeze. I’m climbing up a rope. I feel my right hand slipping, (5) ____________________________ I wasn’t born to do this. It’s not my thing at all. Please don’t make me do it! (6) ____________________________ I’m jumping over fences. I’m trying to use a bat. I feel my knees get weaker (7) ____________________________ I wasn’t born to do this. It’s not my thing at all. Please don’t make me do it! (8) ____________________________ I’m diving off the clifftop. (9) ____________________________ My smile is ten times bigger. This is the sport for me! WORKSHEET Selections: I can’t catch that ball! by Leo Kingsmill younglearnersWORKSHEET © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / I can’t catch that ball! •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE Listen or read Activity 4 Listen to / read the poem and complete the text with the phrases in the box. And my feet becoming flat. And shivers down my back. But I won’t fall off, I hope. I’m going to hit the wall! I’m happy as can be. I’m jumping up and down. I’m really not that tall! I really can’t catch that ball! I think I’m going to fall!
- 31. subjecttitle •PH O TO C O PIA BLE• CA N BE D O W N LO A D ED FRO M W EBSITE Title Author TG or WORKSHEET subjecttitle Title Author TGor WORKSHEET After you listen or read Activity 5 What about you? Answer the questions together. 1. What sports are you bad at? 2. What sports are you good at? 3. Do you enjoy sports? 4. How do you feel if you aren’t very good? Activity 6 Now write your own poem about sports and hobbies. I’m _____________________________________ ________________________________________ I _______________________________________ ________________________________________ I wasn’t born to do this. It’s not my thing at all. Please don’t make me do it! _____________________________ I’m _____________________________________ ________________________________________ I _______________________________________ ________________________________________ I wasn’t born to do this. It’s not my thing at all. Please don’t make me do it! _____________________________ ________________________________________ ________________________________________ My smile is ten times bigger. This is the sport for me! WORKSHEET Selections: I can’t catch that ball! by Leo Kingsmill younglearnersWORKSHEET © Macmillan Publishers Ltd 2009 YOUNG LEARNERS / Selections / I can’t catch that ball!