Primary Music Box Traditional songs and activities for younger learners a ae ee au a a a a Sab Will with Susannah Reed CAMBRIDGE UNIVERSITY PRESSContents os ee = e ‘Map of the book 4 Introduction 19 Resource bank 13 level 1 (ages 6-8) Ten inthe bed 18 Bingo 36 “The whee!s an the bus 21 Old Mcdonald had a rm 39 Hickory dickory deck 2 IT you'te hoppy and you know i 4 Dingle dangle scorecrow D7 There wos on old lady 45 The music mon 30 1. Here we go round the mulberry bush 8 ‘We wish you @ Merry Chiisimos 321.92 Tho1e was o princess kong age 51 Level 2 loges 7- ‘The Hokey Cokey 54 She'll be coming round the mountain n Kookaburra a The enimals went in twa by hwo 75 ‘his old man 60 Jingle bels 78 We've got he whole world in our hanes 63 2.90 Michael Finnegan al De your ears han low? 66 2617 Row, 1ow, row your boat a4 I found @ pect 49 2.12 Orangessand lemons a7 8 Level 3 (ages 10-12) 3.1 Inthe Quartermasters store 90 As Tas going 10 5t Ives 108, 3.2 The house thet Jack built 93 The twelve days of Christmas mn 3.3 Ontopof spagheti % When I first came to this kand 14 B.A ond of he silver birch 99 There's hoe in my bucket iW 3.5 London Bridge is faling dawn 102 The Owl and the Pussycat 120 3.6 The grean gross grew all around 105 Waltzing Matilda 123 Song lyrics 126 €D track listing aa,CREPE Pee hook Aop joined © 194 pooy woynpre. 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LATE ia Avo 2 u soya Buypauey sivalge Aaphians. zLol o> sjjdnd uy suing i up| sito} ewe 1ejsed poatreuoy sReuold, 0 BuNoWy + Asnjnqanon wioy pus Awe spree Suluky! — ZL-OL ua, BE soy souisuy> Buoy « svosonipus = Prom © unos puo siueipaiBuy edioes agus "Bue souisAD Jo 8 24) pune cop oc Buyaunes0y 6 Bhi aia cap cain eapk gLEt wepEIRAL, we: 2 2 sucysonb Aum), Bulkdig « epznd © Bunjeg 2 _suoysenb Aram), Bulky f7znd © Buwag 50H 15 1 = saipp pu soy0l Buy, « soippy Burpuoisepun) « sojzand puo soppy Z[-p1 SusBsomysy Ze 3 a Z TET Te Pare TLL ALL ALL IL LIL LLLWhat is Primary Music Box? Primary Musie Box is @ multilevel, photocopicble resource book bosad oround o collection of 36 tadiioncl songs cord shymes, It has been designed to provide teachers with ready touse materials, thus minimising preparation tims. his intended for uso with primory level English clases of 6 to 12 years ald What does Primary Music Box aim to do? Throughout history, and indeed lang before the writen wore songs lave been wsed ta amuse childven, poss on moral cn cuurol messages, and simply fo create fecling of warmih ‘ond belonging between community members From language teachers perspecive, singing together lows pupils o practise and perfect rhythms and intonation, and memeris language olmost elfoiBessly, in fom, sess {ree ond non-competitive almosphere Trediional songs have an added benefit of introducing some axpacts of native cure in an enjayable and raturl wy So, the cims of Primary Music Box are treated Firsty, to provide 6 sot of highly enjoyable cetvies for pupils and teacher alice; secondly, to practise grammar ond vacabviay, “chick willbe genuinely usaf for al pupils across the primory ‘age range end, finally, te ofler an oppartnity for pupil explore the cullure or topic behind these songs ancl rhymes. What does Primary Music Box contain? + Components — Primary Music Box Resource Book with fullteacher’s notes ‘and lesson plans, phatocopinble worksheets and song lyrics — Primary Music Box CD containing recoidings ofall 36 songs +hevels Primory Music Box is cuganised into three levels with 12 songs at each level. Athough, as she songs are traditional, some of the vecabulary and sirucutes fall outside the recommonded word and structure lists for Cambridge Youngs Learners Starters, Movers and Flyers fess, the songs have boen chosen, fame! in some coses, slightly adopted}, and he lessons adapted to sul the lenguage ‘evel and concaplvcl bilies of pupils in te following groups Lovel 1 suitable for pupils aged 6 to 8 who are starting thoi English studies as beginners. The fist holf of Level 1 has been designed no! le include any reading activites. 10 Introduction Lovel 2: suitable for pupils aged 7 10 10 who aie at an elementary level level 3: suitable for pupils aged 10 0 12 who ore at preintermediae love “Those lovels are intended os « guide only. You shauld use your own udgoment as to whether particular song will ‘york well with your clas. Pupils do not need to understord avery single word in order to filly enjoy and bereft rom the activities based around a song, clthaugh the lesson plans, ilustrotions and worksheets have been designed to give os fll suppaat to the comprehension of the songs 4s posible. + Ready-to-use materials Foch evel of Primary Music Box contains 12 easyioure lessen plans. Each lesion plan is based around one song and is accompanied by Iwo photecopiable worksheets ~ Worksheet 1 exploits the language of the song itself. Fun ctvities and gomes ore designed to help pupils with staged comprehension ofthe song and fo feoch or check vocabulary Worksheet 2 offers an extension o the onic of the song, sual hough a project or creative acy. These worksheats olten offer an opportunity For crosscurricula teaching ‘+ Resource bank {Ideas ate given in the teachers notes for two Follow-up cectivities ot the end of each lesson. A fuller description of how to sol up these and ther ectivites referred fo in the lesson plans is included in the Resource bark [p13 “The Resource bank olta provides genetic ideas For using songs in the classroom. + Song lyrics ‘A complete set of song lyrics is provided [p.1 24). These Cre mainly intended for the teacher, oltrough they can be photocopied ond given ou! fe the pupils, whare appropriate Ifthe song words ere given out, we recommend that you de so afer pupils hove had a chance fo complete worksheet | “whieh has been designed to inkoduce he song meaning and part or all ofthe tex! in a more graded way, I opproprite, the song lyrics con be used to create Rusher ‘actvilies—for examle, cing up the song for pupils le put inthe correct order, or eeoting additonal gaps by vehitng ‘out some ofthe text, Pupils could also be encouraged ta decorate their lyric sheets and take them home to teach the sono their Family We eae uuuIntroduction How can | use Primary Music Box in the classroom? a song The traditional songs in Primary Music Box wore not specifically writen or desiqned to teach or practise English, Rather, they ate songs that native speaker children ofthe saime age willbe singing with their parents and fiends on school fips or eamping holidays or at a party Nevertheless, many of he songs naturally lend themselves tothe practice ofa specific grommar point o¢ lexical set. A breakdown of the language ond themes covered in each song is provided at the top ef each page of teacher's notes under language Facus and inthe Map of the Book Ip. 3). Iris nol necessary to Iollow the songs in Primary Music Box in the order the they appear in the book. Use your judgement to choose the songs that iin bes! with language or other topics that you ore teaching in your curiculum. + Following the teacher's notes ‘The teacher's notes for each song include o summary of language, forget age group, Timings for each stoge and materials needed, Jagether with « clearly staged lesson plan, cand suggestions for Followup acivities, The noes list how mony copies of each worksheet you need for your clas, together with ony additional materials or preparation hat is needed. This additional preparation has been kept loa minimum, You will oko need o copy of the song recording for each lesson. ach lesson is divided into three stops, each of which can be completed in roughly 20 t0 30 minules. Depending on the ‘ime availoble, you can choose to do all three steps together in aingia lesson, or spl them ever three seperate lssons. Step 1 introduces the theme of he song ond the key language. tn this step, pupils wll ston tothe song forthe firs Sime whit completing a simpletest, such es doing actions identifying words and the order ofthe song but will not be asked to sing Step 2is where the song is sung and practised in full and further comprehension and extension work takes place. In Step 3, he theme, grammar and/or vocabulary ofthe song 6 reinforced ond extendad through a project or creaive cctily The suggested timing for each sap is included in the teacher's notes This is intended only os @ guide, Pupils’ capacity to co ary particular lesson or ectvily will depend on ther level of English ond on their coneepival awareness The material is designed so tha, if dane in single lesson, 1 contains 9 good balance of active ond more eclming, dest= based cetvites, Ifyou choose to spli the material over three lessons, make se that pupils write their names an any worksheets they use. Collect them in and keeg them safely forthe Fllowing lesson, ‘Also bear in min that pupils will need reminding ofthe song cond activites in the previous step, before progressing onto the stop for thot day. Suggestions for doing this are included at the start of each sep in the lesson plans. The phrase Hf nacessary inthe lesson plans suxgess that you could ship this inroductory port ofa step if your pupils are doing Wo consecutive sens in one lesson Sometimes optional activities are suggested in the lesson plan, These are indicoted in brockels ‘The Followup actos suggested in the leacher's notes ca either be done os port ofthe sae lesson, or used as the basis ‘of @ separate extension lesson. Further quidence an how to setup eny ofthe activites suggested inthe lesson plans is provided in the Resource bank {p. 13). ‘+ Classroom management While singing together is generally a plecsurable experience, ican give tse to some particular classroom management issues, Suggestions ore given below for dealing wih these: Noise, Pupils can get very enthusiastic with their singing. If the class gets too noisy, ry geting pupils o sing softy or in a whisper on purpose. This is fun and often sohes he problem, Teaching o signe! to Be quiet or Stop singing also helps. = Movement. Some of the songs feature actions which require pupis fo move around the classroom. While they con perform ‘many of he ections at their desks, some songs will ask them to stand up or come-to the front of the closs. Take care 1 organize these movements systematically. Set clear ives fem the outset that pupils must move calmly when doing these clivtioe, Bony activily stars to get out of hand, pupils con be ent bock o their desks immediately. H he rules cre respected allowing pupils to move while they sing will increase bot ‘heir enjoyment of he song and the hearing benetis, = Embarrassment. Some pupils may find singing aloud embarrassing if hey ore nol confident of ther singing voices In is up fo the teacher to take the lead and show thar that there is nothing to worry about. Hoving the recording to sing long 10 will also help everybody heap in tune + Use of English ond £1 ‘We recommend tht the lesions ars taught in English as far as possible. Suggested English phrasing is provided in the lesson plans to facttate this However, there ore alo fimes when use ofthe mother longue provides 6 ussiul classroom management fel. These may include fimes when you want pupils to contribute their ideas oF opinions, especially whon discussing on extension of topic or simply 08.2 quick check of undersionding, Use your judgement to decide when using the LT is appropriate, You could control this by teaching pupils Yo say the phrose Moy F speak (27}? before this is allowed. aayWhat activities does Primary Music Box provide? Frimory Music Bo provides a wealth of acivilies specifically designed to moet the naeds of young learners. The main types of acts ore of follows: + Warmers ‘These ore included ot he beginning of each lesson step. They ‘ae designed! to motivate pupils and get them invaleed in thot slage ofthe lesson and also, in Sleps 2 and 3, remind them of what hes gone before. + Speaking act ‘The laacher’s notes in Primary Music Box include o variety of speaking cavities. These include pair dictions, quizzes, ‘cting out and rattling stories, making up thymes, doing surveys and completing informotion.gep activities. A more detailed descriprion ofthe individucl activities is included in the lesson pluns and in the Resource bent ies + Drama ‘Many lesson plans in Primary Mosic Box ofer pupils an opportunity fo act things out. When pupils are ecting out roleplay, make sure pupils espect each other's turns ond are quiet, so that everyone can see an! hear. + Gomes Games ore an extremely motivating way for pupils ta learn ond proclise new language. Games in Primary Music Box include guessing games, card gumes, word games ancl board games + TPR and mime Total Physica! sponse (TPR) end mimo improve comprehension and memory by increasing pupil! cctiva involvement in lisening, Many of the songs in Primary Music Box hove actions and movements for pupils 1 learn and do ‘they sing he song, These include movements that native speakers wil rodiianally leorn and do when singing these songs 6 home arin he playground ft activities Many of the worksheets contcin an element of eating out or construction. These actives are very motivating for pupils ‘and help with their understanding of « topic, ‘Moko sure thot pupite always have access to all the motecials thoy wil need, 03 described in the teachers notes (6. scissors, sieky tape, glue, pencils, paper or cord). is also useful 1 teach pupils the nemes ofthese objects and ‘era verbs such as cu, fick or Fold 12 Introduction Where possible, make an example of the completed crate to show pupils. Thi will motivate them and also indicate any ‘areas whore they may need extra help, Display pupil’ creations in the classroom if possible or encourage them fo fake them home fo show their porent + Listening activities Fach song in Primary Music Bax provides « neturl listening activity, Pupils ate encouraged to davelop diferent listening skil, including listening for generat meaning or lisening for pectic information, Each Worksheet | provides an active task io angage pupils’ listening sis, such as: listen and draw, ston and order @ sequence, listen and make, listen cond camalete a sentence, et ding activities Reading cetivtes ore included from song 7 of bevel 1. Pupils are exposed 10 @ wide variely of reading texts and octvilies. These include simpler song-specific activities, such os read cond match o gapfil, as wel es stories, information texts and instructions to Fallow, + Writing activities Pupilsare encouraged fo stor writing from the start of Level 12. This is usually in the form of graded activities, such a5 completing 9 gopfiller capying words and sentences ilo the appropriate place on the workshest. The Followup activites suggested include many ideas for eer wating activities, + Cross-currieular activities Tie content of some af the songs in Primary Meste Box lends itself naturally fo extension info cross-euricule: topic work ‘Many of the secand worksheets for each sang aro designed tocxplot this. Examples of topics covered include transport, musical instruments, farm ond wild onimals, North America, the water cycle, the environment, food and food hygiene, imolerials and people involved in-o building projet + Christmas activities Fach level cf Primary Music Box includes one song that can be used ot Christmastime. As well as lecrning a radiionel Christmas song, pupils will meke something that they con take home and give to thee Forily as present rreteteree eee eee ae a |wt WoW WO a let Resource bank ‘his Resource bonk contains ‘+ ideas for exploiting songs generelly 4+ background information for some of the songs end Cetvities in Primary Music Box + instuetions for some ofthe Followup activities suggested inthe teacher's notes Ideas for exploiting songs There are mony ways oFexplotting songs, many of which are suggested inthe specific notes for each song in Primary Music Box. Thay ate listed here for you te ty aut on cther songs with yur ppl + Repetition Ploy the song as offen as necossary, and sing songs again in subsequent lessons, if appropriote. Repetition is ane ol the best ways. learning ond remembering. Learning by cote hos been much erliised but iis recognised that repeated exposure to vocabulary items is aval aspect of learning, and singing together iso valuable means of doing this in o fun way. + Singing rounds ‘Mery songs lend themsaves fo being sung in rounds, far cexcmple, song 2 2 (Kckaburra}. Divide the class ino four groups. Group | star's singing the song alone. As Group | continues with the second line, Group 2 stort singing from ‘he beginning. As Group 1 continues wit the thitd line Grogp 3 srs hom the beginning. Ard finally as Group 1 stats singing the lst ine, Group 4 starts singing from the beginning, The groups can stop after singing the song once Cor tepeat the verse agcin. Some beoutfl harmonies ean be produced ia this way. + Fast/Slow/Fonny Itis great fun to get the pupils to sing the song very quictly, covery slowly, er in a funny voice, for example, very deep or very high They can also sing with porticuler emotions, such ashappiness, sodness, anger or shyness, This activ is best used when pupils are thoroughly forilior wth the song anel its melody, and can concentrate on the special efect they are Irving fo achieve. + Cutting the music/volome ‘As pupils are singing along withthe recording, pause the music suddenly to see ithey sing the next word or phrase cortedly, Star the music again fo chock Aterativly, reduce the volume without stopping the musi to hear how the pupils sound ond ifthey ore folowing he song properly. This cctvity is fun becouse the pupils don't know when you will put hem in the spoligh. I you tun the sound down just before a word or phrase they know well, you wall find they proudly sing slong wth lts of enthusiasm + Clapping The thylhm ofa song, end of the English language, can usally be practised ihrough clapping slong. An exomple of this cam be found in cong 1.7 (Binga). Anesher advantage of this cctivity is thot iis kinaasthetc 2. physical, bul pupils don't have to leave thee sats to do i. _ as yn 1 Group 1 sing | line | Line 2 line 3 Line 4 Group 2 sing line 1 Line 2 Line 3 Line Group 3 sing line 1 line 2 line 3 line 4 Group 4 sing line 1 Line 2 lined Line * Doing actions to the songs + Singing in groups ‘Many of he songs in Primary Music Box feoture taditional foctions that are practised by native speakers os they sing the songs thomselves, Actions can be invented for many of he ‘other songs, too. Acting our songs is © marvellous technique Not only are the pupils folly involved inthe activity they ere also concentrating on the cctions and forge'ting they ore in an English lesson. In this way, he words come naturally and ore remembered more profoundly. Where there are different roles, for example, Henry ond liza in song 3.10 (There's 0 hole in my bucke!, pais of the song can be sung by different pupis or groups. Akrnate fines can be assigned to hwo halves of he class er diferent verses to the aliferont groups and the chorus ¥ everyone. More centident popils can be also assigned individual ines to sing os a solo 13+ Using props Pupils can demonstte their understanding of the song by holding up o certain picture or item ot the epprepriot time ais they listen. This physical activity, involving beth listoning and choosing, based on what they hear, songly reinforces, the leering process and con be exploited wherever song includes strong visual images, + Adding new verses or adopting the song ‘Many of the songs in Primary Music Box are suitable for ‘adlding ne verses or adepling o include information cbout people in he closs. For example, new musical insiemonts con be added to song 1.5 (The musie maa), new body parts 10 song 2.1 {The Hokey Cokey/, dlleren! answers to song 2.6 {found « peanut) or new animals to song 2.8 {The animals ‘went in two by wo), Suggestions are olso made for songs 17 {Bingo}, 1.11 [Here we go round the mulberry bush), 2.7 {She'll be coming round the mountain), 2.1) Row, t0%, row yout beat) ond 3.1 {In the Quartermaster’ store}. This should usually be dane afer the ther activites in the lesson have been completed, and could be assigned to prepare et homework or done in lor lesson. Recording your pupils ‘Allowing your pupils to hear themselves oF see themselves performing on fim gives a remendous boos to their enthusiasm, Is clo.a valuable teaching aid, os pups willbe obke to gave their progress, as wal os identiy things they have to work on, in ‘way hey cont when they re adaly singing. appropricts, the film con ako be shown to friends and family + Putting on a show Pupils con be given the opportunity to show how wel they can sing in English by orgonising a show for the school or parents during @ special event, such as an open dey. This can be-a simple group recite ofthe songs they know, or an elaborate acting out af ctories, clang with costvmes, actions ‘ond different pupils singing different lines. 14 Resource bank Background notes to some of the songs + Song 2.8 (the animals weat in two by two) Step I the story of the Ark In many cubures, there are sores of a great flood. They relate sehere the woter come from and what hoppened to the people and animals on the earth In the story of Noch’s Ark, Moab. is worned that thece will be @ Heed and storis to build large boat, which eon house two of ech animal and himself and his family. When the rain begins, they oll enter the Ark and stay there for 40 days ond 40 nights. The res ofthe world is deskoyed but, evenivally, dry land reappears and they cre saved + Song 2.12 (Oranges aad lemons) Stop 2 playground Pupils stand in to lines Facing each other. Each pupil joins hands with the pupil facing Them and they all hk up ther arms to form a tunnel. Everyone stats to sing the song, The pair of pupils of the top ofthe line then valk down through the tunnel end stand up again atthe for end, rejoining the sennal with their arms inthe cir This confinves unt the last wo ines ofthe song, For thase lies, pupils rove thei hands up ond oven as they sing trapping he pupils walking frough ond leting them go, The pugils caught inthe trap when they sing The Jast man’s dead ore out of the game + Song 2.12 (Oranges diologue Shopkeeper: Hello, how can I help you? id lemons) Step 3 shopping Customer: Jl fke some oppies, please. Sheptooper: How many would you tke? Customer: Three, please Shopkeeper: Hera you are. That's £1.20 please. ‘Customer: Here you are Shopkeeper: Thank you. Bye Follow-up a Each set of teacher’s notes in Primary Music Box includes tw edditiona Follow. activities, Further explanation of howe to set up and! exploit these sctiviy types is giver here. + Bingo {Songs: 1.1 Ten in the bed, 1.3 Hickory dickory dock) For numbers Bingo in Song 1.1 [Ton in the bed, ask pupils 10 choose four numbers ram | to 10 and write ther down on © piece of paper, Read out the numbers in a jumbled order When pupils heor e number they have writen down, they cross if out. The fst pupil to cross cut al four numbers calls out Bingo! ‘The same game con be played with langer numbers or with ony other vocabulary set 0.9. ses of clock faces or times For song 1.3 (Hickory dickory dock) Lad = Woe ye eam eh ge ae ap| [ Ce i re CC C E Resource bank *Suap [Bongs: 1.2 The whools onthe bus, 1.12 There was-e princess long ago, 3.10 There's @ hele in my bucks! Pupils work in pairs. They deol out the cards equally. Pupils then fake turns to place a card from their pock face up on top of a central pile the card they are placing matches the «ne clready atthe top ofthe pil, either pupil can coll out Snap! The fist ployer to callout Snap! wins ihe pile of cards on the tabla, The player who ends up with all the cards isthe winner + Pelmanisen (Songs: 1.2 The wheels oa the bus, 1.3 Hickory dickory dock) This game con be played in pats or groups of three or four Pupils need two sets oF cards e.g. a set of clock faces and a tet of equivolent clock times. They shullle he hro ses of cords ‘rd lay Them out in two sections, face down onthe table Pupils hen take heat ry to find meehing pars. One pupil tus up a card from each section, fhe cards maich, he/ she keeps the pairond has enother turn. they don, he/ the luns he cards face down again in the same pesifion ‘and another pupil has aturn. As the game goes on, pupils wil stort lo remember where eerlain cards ore, and will ind matching peirs by using theic memory += Doing a picture dictation {Songs: 11 Ten in she bed, 1-4 Dingle, dangle scarecrow, 1.6 We wish you a Merry Chrismas, 1.10 There was.an old lady] The teacher can do the detetion for he pupils or pupils eon work in pits. One dictetes/describes o pctute forthe other pupil to drow For exemple, the Christmas dictation fr song, 1.6 could be: There iso big Civisimas hee. Han see four presen. The presents are ved, yellow, green and blue. L ejsunin auoydojfix @ The music man 2 = Hl Es B é 8 x S 8 2 a E 6 @ S < ra 2 5 g a g 5 — 3 3 S c ® £ e e o £ > 2 a @ = > 3 = 2 s 2 2 = S — 2 a £ © = E £ @ 3 s = 2 a 32| Feotves ond customs af a heodiional Chvistwas Step 1: 15 minuies Siep 2: 29 minvies Step 3: 30 minuies wa lyics p28 Step 2 Weotkahoot for each pair of pie, etn lf Step 3 WWoskehoet 2 for eock pupil scissors, card. gue, sing e+ thread, colouring pencils Do. pictus dictation based ‘on @ Chisimas scene (9.15) Pupils raw « picture of food they enjoy eating one spacial doy aie eee eT We wish you a Merry Christmas ‘Step 1 Reviewing/Learning Chrismas lexis ond lsarning and singing the song Siep 2 ‘Spot the eiference’ actly prectsing “Chrisnas’ lex, singing he song Swap 3. Moking Christmas decations Step 1 1. Say Who days ore special? Bliit any public holidays, birthdays an eligious days 2. Say Whor do we do on these days? Elici/Teach hove pasties, give presents, visit family, cot speciol food, sing, dance, 3. Write 25* December on the board. Say What special day is this® [Christos Doy). Repeat for > Junoary (New Year's Dey), Say tha a long ime ago in Bilan at Chrismas, people walked to their Fiends' houses, singing. I wes cold and people gove them nive things to ect and drink 4. Say lo’ fsten to a song thet people sing af Chrisimas. Who! do they say to their friends? Pupils listen to th firs verse. Elicit We wish you @ Merry Christmas ond a Hoppy New Year laced tings » gaod naws: kin = fomihj. Teach end practise the woids ond get pupils to hold theic arms wide in friendship 5 Pupils listen to verse 2 for shal fe singers wan! {some fagy {full pudding and a cup of good cheer fhappiness). Get them to hold heir hands out for food. Pley verse 3. Say Who! tare ihe people saying? (We won' go unil we get some, so bring some out here), Gat them to fod heir arms ond stamp their ft 6 Play the whole song lor pupils to sing the fist and last verse and do actions 16 al the verses. Step 2 1 if necessary, remind pupils ofthe song We wish you a Merry Christos 2. Pur pupils ino poirs. Give each pair one copy of worksheet 1, Picture A. Elicit/Teach present, Christmas ree, snowman, Chrismas pudding, holy, cracker, bell star, snowing, Father Christmos, curtain, window, garden, lorry, rocket Practise/Check the lexis ond concepts with questions like Where are the preseris? (under the Christmas tree), Who brings the presenis? \Father Chrismas), What's on the Christmas hee? fa ar, bell 3 Give each pair of pupils one copy of worksheet 1, Pictye B. Say Look. in picture A there are cruckers on the fable but in pictie B there are no crackers on the table. The picores are ditlerent. Con you find rine more diferent things? In pairs, pupils compore pictures. Elicit the other nine diferences Key 1/8 Thoro are crackers / no crackers en the table; 24/8 The snowman's got / haen't gata ha! on, 3A/B The Chistes pudding hos / hasn’t got holly on i, 48/8 Father Christmas is ist eating Christmas pudding; 5A/B Two children are / One boy is opening presents; 6A/B The boy's goto lory ond a rocket / a lorry; 7A/B There's star / no star ‘on the Christmes tree; 84/8 There are 9 / 12 bells on the troo; 9A/B Tho curtsins are long / short; 10A/B I's snowing / not snowing inthe garden 4 fFrime, ploy ond sing the song agoin.) Step 3 1 Soy fo1's make some Chirstmas decorations 2 Give each pupil worksheet 2. Elicit the wards present, Christmas pudding, snowman, bel, cracker, stor. Help the lass to stick the worksheet on card and colour, cut outand pul sing or thread through the decorations {3 Hong the decorations around he com or let pupils tke them home. 33®@ - _ We wish you « Merry Christmas 1 Find the ten differences between Picture A and Picture B. Picture A fc Box @ Cambridge University Press 2010. 34 Primary ARETE an nn RT TT eePrimary Music Box © Cambridge University Pross 2010 ECR 35 We wish you a Merry Christmas 2 ‘sBulyy SOW}SLY 84} INO yNd Ud INO}OD TL TL TL Mh Th LILthe olphabel, spelling Step 1:20 minutes Stop 2: 30 minatos Step 3:25 minulos Ox Step | Flashcards of blownp pictures ofthe farmer and his dog from worksheet 2 ‘Step 2 ‘Worksheet # copied enough times for each pair of pups ta have one “Bingo card! Step 3 Worksheet 2 far each puri rorcul up, scissors, jotksheot 2 for each pupil to koop 03 record), Tx AB copy of \workshost 2 forthe classroom wall Lysics 9.129 Clogs moke up new fivelettor names fox the dogg and sing the song using them (p. 14) Class moke a word snake ‘around he room with thee cutout eters (p.15) 36 POSS a a a aaa Step 1 Reviewing/Learning he pronunciation and written form ofthe alphabet, listening to verse | of the song Step 2 Ploying spelling Bingo, learning the song and singing it Step 3 Ploying speling games Step 1 1 Say Who knows the alphaber® Pupils come tothe board in teams. Give each team 0 board pen. Eech tecm member writes one lotr ofthe alphaive, then the pan passes rovd the {eam until itis complete, Compare and correct. Establish a clear version For pupils to copy imto their books. Dail 12. Hold up the flashcards. Say Jet's listen to. seng elbout this farmer and his dog, Say What's the dog's name? Accept any answers, Play verse I of the song ond elicit Bingo 3. Say How do you spell Bingo? Pupils spell aloud. Say Who can spel their nme? Pupils came tothe board to write their names end spol thom aloud 4 fime, play Hangman (p.15}) Step 2 1 Soy Whar’ the farmer's dog's name? |Bingo). Say Now lel's play 0 game called Bingo. 2. Copy a ‘bingo card!’ onto the board. Without seying the ward itself, spell one of the words ‘ond cress iol demonstrate. Continue with the oar words. Say When af the words have e cross, say Bingo ‘3. Put pupils into pairs, Give each poir ane ‘bingo card! from worksheet 1. Using this wordlist, spell words at random, crossing hem off as you de so. De not say the word itself, just he letlors. When a poit say Bingo!, they are the winners alphabet apple, boy; bus, car, ca, dog, dod, egg, elapton fish, giraffe, girl hon, house, insect, jack, kite, leg, monkey, mouse, nose, number, orange, pencil, potato, queen, radio, rober, sun, tena, tain, umbreto, violin, waich, window, xplophone, yellow, yoyo, zebro, 200 ‘Ask the winners to say the worels on their card to check. Check meanings, #tappropriate we Say Now let's sing the song together. Replace 8,LIN.G and © with claps as shown inthe song lyrics. Step 3 1 Give each pupil worksheet 2. Say Who! word begins with ‘2 (applot Whai word begins with 0° (rose. Do the same for other letters ot random 2 Say Curup all the fetors ond ix hero yp. Pupils do this. Soy Now put the fotters in order as fastos you can. @,b, 6... Pupils race to put the leters in alshabetical order 3 Say Now lars spell some words with our fetes, Soy Spel ‘zebr0" Pairs of pup spel swith ther leers. Dictate other words from worktheet 2. Maka the exercise more ficult by choosing words from any ofthe bingo cards hom worksheet 1. Get pupils to write them on the board to check In poirs pupils say words for each other fo spell using their two ses of laters, 2 5 Give each pupil a new whole copy of worksheet 2 te keap (and/or stick the A3 version on the classroom well,| 3 3 Bingo 1 7 @ a a Play Bingo. 2 girl kite zebra! 2 : a of train number orange robot! = 3 giraffe leg watch} doll alphabet zebra pencil | queen 200 : train giraffe | elephant | — robot otato insect kite encil Pi P jacket girl hen. bus: doll yellow “sate ||@ _ Bingo 2 ria lary Music Box ® Cambridge University Press 2010 38 Rees ASDA): Y re ! eee ae Old Macdonald had a farm farm onieals ‘animal sound ‘nina products Step |: 20 minutes Step 2: 20 minutes Step 3:25 minuies GREK yes p12 Step 1 Vx 3 copy of Old Macclonald and the dea from the bos oF serksheet flashcards of blowup copies of cl the animals in ‘worksheet 1, recerding 99 EC falar song] of onimel Step 2 \WWotkahee! | for cach pupil Step 3 Produce / piawres of produes fom form grins 1g. woolen scart, loaher ls, worchsap, wall purse, bog, oF food products {ovoid those in worksbost vworkshest 2 for euch pupil pls | «A copy, fopermorket meyuzines, vwolhor! size cad, sistas, lush Class play Guess the enim! ‘wih onimals kom workshos (0.16) Class make o pastor ranking form onimola from soles! 9 lorgest, adding new animas if appropriate fp. 16) | Step 1 Reviewing/leamning the names of animals end the sounds they make, listing to the song Step 2 Marching picvres of animots and ther sounds, speling ond writing erimal names, leering the song and singing il wih ections ‘Step 3. Making o chart showing shot animals give vs Step 1 1 Hold up the A3 copy of Old Macdoneld and the dog. Say What's he? (a formar) Drill his ame. Soy Whot animals five on Old Macdonald's form? Accept all suggestions, When pupils mention one of cow, duck, sheep. pig, horse, cot sick he fashecrd af tt animel on the board. Elicit/Teach all he animals ond dil 2. Say listen fo this song. Play verse 1. Sey What anima has Okt Macdonald got ew bis farm? {e-cow), Put the cow on the lef of the board. Repec for all verses. Get papi to vider the ‘rimal pictues on the boord eecoxding o the order in the song. Key cow, duck, sheap, pig, ow) 3 Using the onimal noise ae the song recording, say What animal makes this noise? foo moo ~ a.cow), Do the samo vith the other onimals, Key cow ~ mao, moa, sheop ~ ba, eat = mizosr, duck quae, quack; horse ~ neigh: pig ~ oink, oink Check by soying an onimal name end ge¥ing the pupils lo make the noise or vice vers. 4 Floy he song ogain, stopping belors each animal noise for pupils ro moke the noise Step 2 1 Give each pupil worksheet 1. Say The cow goes maa moo. Can you see the fine? New you have lines forthe eoimals. Pupils do his and compare, Check Key see 3 in Step | 2. Wite the name of an animal on the boakd withthe leters jumbled e.g. atc. Say Whats ‘his animol® [ca Pupils label the ‘eat’ picture on worksheet 1. Write the other jumbled names on the board. Put pupils ilo pairs to order loters and find the words. Establish correct spelings on the board. Pupils copy onto worksheet | 3 Say iets sing Old Macdonald had « farm! Dil verse | and perform the following actions |with a moo moo here / here « moo point to somewhere near you; anda moa moo here point fo far away; everywhere @ moo maa open yourcrms 0 indicate everywhere | Ploy the whole song, wih pupils fllowing he arder ofthe first four animals on tho workshoet making the noises and doing the actin. (fie, sing Bvo wore verses ith forse and ca! Step 3 1) Hold up your objacts or pictues of en Jhis come from? and elicit the names ofthe anima 2. Give each pupil workshee! 2. Say What comes fom a sheep? Using Ihe A3 copy of worksheet 2, point our the wonlly hals next to the sheep. Repeat with Gow ard shew the Catlon of milk. Show pups the objects and words round worksheet 2. Say Draw these things next fo the animals they come from. Monitar end check Key sheep —hats, meat, cheese, jumpers, rugs; cow - milk, shoss, mec, cheese, butter; cl products. Fer each ene say What animal does hen — eggs, feathers, mec! 3. Soy De you howe anything that comes from an animal? Pupils shove ond name any wollen ‘of leather lems. Say Can you think of any other tings? Draw them on tne bord with their names for pupils la add to their diagrams. ifiime, use nrogezine pictures of animal products to make o lagu class poster] 39©. oe - Old Macdonald had a farm 1 What do the animals say? Draw lines. Then write the animals’ names. ~y fei Le e Se ES a Sa pate > SS aed”. owe woof woo} EN Van. 40 Primary Mosc Box © Combridge University tess 2010 m| Old Macdonald had a farm 2_ : acy Music | ® What do animals give us? Draw the things next to the correct animal. ® eggs & butter ~ Om cheese shoes Yana)? oP oo oa? ou uo a jumpers feathersparts ofthe body and actions you're... + imperative Step 1: 20 minutes Stop 2. 35 minutes Stop 4: 20 minutes GHA iyics 9 130 Shep 2 ‘Worksheet | for each papi, Jeard, glue, scissors Step 2 ‘Worksheet 2 for each pupil plus 1 x3 copy Pup label he por ofthe body ofthe igutes om ssckshoot 1 Pup make ilstotd posters «sing inerinaten fom he survey (p14 42 d you know it If you’re happy an Step | Reviewing/Leaming nases for ports of he body and action verbs, listening to the song and doing actions Step 2 Singing the song with celions, playing 9 ‘pats of the body’ card game Step 1 1. Draw.e man on the board. Sey Where's his hoad? Pupils paint. Label his head. Repeat for feo, hands, legs, arms, nose, eyes, ears, bady, neck, hoirand mouth. Drill, Check by touching pars of your bady and eliciting he werds 12. Soy tisten fo this song. Play vorsa 1. Say What cid t say? Elicit if you're happy and you know it clop your hands. Establish meaning. Soy Clap your hands. Pupils do the action. 13. For ach verse, establish which body partis mentioned and what to do {stamp your fact {slomp, slam), nod your head (nad, riod), fouch your nase (beep, beep, say Jam! (Fam Ai up the instructions fo check understancting, 4 Play the whole song. Pupils do the actions, Step 2 1 necessary, soy Con you remember the hoppy song? Elicit the parts of the body in order an the board fhands, fet, head, nose}, Dil hem and the ocions thot go with them. Pupils sing and aet out the song. 2. Give each pupil worksheet I. Soy Look at these hoppy people, Point othe fireman and soy What's he® Repeat with nurse and clove, Say Cur up the people inta six cords. (time, get pupils to stick he pietures onto card fst) 4. Use four pupils to demonstrate the card game. Mix iheit 72 cords. Geal hele to each pupil. Place te remoinde in pile face down othe table 5 Each pupil makes as much as possible ofthe fireman, the clown end the nurs from the cards they have, The aim is to make lwo whole cheracters 6 Player | okes.a cord from the pile and says what itis e.g, This isthe Freman’'s feet. they con use the cord, they keep it ancl aut another one of thei cards face down a the bem of the pile on the table. IFnet, they replace it under the pil. 7) Player 2 takes 6 card, identifies ite.g. This is the nurse's arms ond either uses or discarels the card, and so on. The winner is he first player to construct twa complete characters Step 3 1 Say What motes you happy? Draw a caton the board. Smile and sey Cats make mm poppy! Draw rain end on umbrella and frown and say Rain doese’t moke me happ. 2. Give each pupil worksheat 2. Stick the A3 copy of worksheot 2 an the booed. Point fo the first question end drill What iood makes yeu happy’ Pot tothe ice cheam picture ond say fee craam makes me happy. Dril he other questions ond reply for yoursell, drawing ary ‘oppropriate item in each cols, 3 Gor pupils to wile ina Sina question 6g. What mesic/place/day/ .. @ > Say Drow pictures of what mokes you happy it the ‘Me! column, Monitor. 5 Say Now ask three poople what mates them happy. Pupils osk three oftheir classmates the ‘questions, write their names ond drow pictures on the worksheet & Pupils report bock to the class about the people they interviewed. Weer mates Monica hoppy / Woiching television makes Monica hoppy. / Monica's brother makes her hppy, ee Wee AP PT IT It we a at an We it ap itTb db Li Th db th th ih Wh dh WL th tu Us i ti Ui Wh Ta Wk Ua Ui Ue He He Ua Tie th i Te We 1 ie Hh If you're happy and you know it 1 Cut up the people to make a card game.® . If you’re happy and you know it 2 Ask your friends What makes you happy? What food makes you happy? What drink make: Ss Se What colour makes you happy? ee What anima! makes you happy? #23. What toy makes you happy? 9 An Wal ne ey makes you happy? 4a Primary Music ox © Combridge University Press 2010C C C C C C C c C r C C CS C re re rr re Tr r Tr. There was an old lady conimals ond what they eat Stop 1:20 minutes Step 2: 30 minutes Step 3:25 minutes DUB pyres p.190 Sep Blownup and eatou nia’ «nd @ completed “old lady envelope from worksheet 2, worksheet or each pupil plus 143 copy Step 2 Blownup characters from ‘wortshee! 2, weskahee! 2 for och pup ies, que, large separate pisces of card wit the phrases: fon thnow viiy / Thor weed and tke ‘ond tickled inside her / How bard / Foney tat! / Wht hog! /t don kon how! / She's dood, of eoursa! Sep Poster cord, blownp chorecers ram warksheed 2, pupils! cutout characters from worksheet 2, glue, pens, colouring pencils De an animal pieture diction e.g. Draw a big red spider. Give # gran ays, (p15) Closs design a much healthier dio! for the old lady for breaklest, nich ond dinner "Step 1 Reviewing/leorning the names of animal, fllowirg the story inthe song ‘Slep 2 Making he choracias in the song, fearing the song and singing it Step 3 Making 'What do animals eo” posters Stop 1 1 Stick the completed ‘old lady onvalope’ on the board. Say Who's this? (an ol fay 2 Sick the A3 copy of he worksheet | ‘moze! on the hood. Give each pupil a cepy. Say Where's the old fody® Draw a circle round hes 3. Soy What animals con yau see? Teach and drill he animal wards on worksheet ! 4 Domonsrato swatfow. Say What dd the olf lady swollow? lay verse 1 of the song. Ei «Fy. On the maze, circle the ly and draw a line between itand the old lady 5 Soy What can eat the fy? What can sho swallow now? Gel pupil fo guess bul dont say ifthey ore correc, Play verse 2 to check {a spider. Pupils quess what comes next in ecch verse, then stent the song and cicle and join the onimals ko complete the choin. 6 Soy What did the ofd lady swallow? Get pupils to come and stick the blowup enimals on the boord in order Key lly. spider bird, cal dog, cow, horse 7 Play the song again for pupils to check ond follow their mazes’ Step 2 1 ifnecessary, elicit the enimals that he ald lady swallowed. 2B Say Let's mate tho old lady ond the animals. Give each pupil workshoet 2, Pupils cut the characters out. Demonsirate how to make the old lady envelope 3 Soy Who! did ihe old lady swallow frsi? (a fy), Say listn tothe song. Who} does id say about the fiy@ Play the fist verse. Elicit i don’t know why and do a suitable action. Stick the old lady ond the fly on the board with the phrase i don’? know why under the fly Teach Perhaps shot 4 Continue building up the order of he characters and the phrases with suitable oetions tothe end ofthe song. Key spider {Thar tckied and tickled and ikled inside her bird {How absurd]; cat (Fancy shat; dog (What « hoa): cow lI don't know howl; horse [She's dead of cours 5 Say Lars sing the song and make the ofd lady swallow the animals Using the prompts on the board, pupils sing and put the animals into the old kody envelope. Step 3 1. Write on the board What do these animals eatin the song? 22. Stick your cutout animals and the old lady across the board in reverse order from the song (ole lady, horse, cow, dog, cot, bird, spider, fy. 3 Point to the horse. Say Do old ladies eat hersest (Sometimes. They ear meat} Wie onthe ‘board People eat meat. Soy Who else do thay wat? (vegetables, broad, otc.) Add pupils suggestions to the Thay ea! meat sentence. Point the horse and the caw. Say Do horses ec} cows? {No} Elie/Teach gross. While on the board Horses ea! grass 4 Put pupils into poirs. They cofour and stick their cutout envimals from Step 2 onto posters, and write sentences for draw pictures| about what they ect Help with ideas. (horses — hay, ‘grass: dogs - meat, bones; cats ~ fish, small onimals; birds ~ insects, worms, seeds; spiders ~ Hes; Hes — rubbish, old food, plant), Pupils can edd other onimls e.g. rabbits, mice 5 Pupils stick finished posiers on the ctasstoom walls 45aE ap AD AAA AREA 9 5 ysurg | asioy ] Rayuow yupydaya : ae je S ty Bah SKN + 5 Hi D Be CO Lj ! 5 MQ> pag aaby 3 b iy Fase 2010 ay i J * yyy) 3 © | ipo; q \ oP yo i t Qo | yas | E 46 S ‘dn wey} ull 0} Soul MOU “SJOUIIUD By 8]9110 pud Buos 84} O} UAIs!] ZMOTOMS App] pio eu} pip UM,2 There was an old lad: {Poo} 48Y ipo) pjo 84} ea\6 pup Bus pun uejsrq “fipp) plo sy) 64DW pun sjowiUD ayy No ing a addoys of he wok oily acivitios porte of he body clothes Step 1: 20 minutes Step 2: 25 eirutos Step 3: 20 minwtes OM yiesp.131 Step | ‘ha ‘picture’ pari of worksheet fer each popi ples FxA3 copy Sep? Weorksheot | for cach pupil ps 1 A3 copy Sep 3 ‘One ‘pers! and one word to por of worksheet 2 for och pupil, calouring pancis Class rewrite the song based fn the unused ‘evening swords in worksheet | Ip. 14) Pupils wile @ description of fone of the finaly dressed people from worksheet 2 Here we go round the mulberry bush Step 1 Leeming phrases for daily ectvties, listening to the song and dong the ecfions Stop 2 Lecming/Reviewing days of he week, vrting about daily ;oulines, singing the cog Step 3 Lecrning/Reviewing clothes end pars of he hod, ereoting funny people Step 1 11 Wile on the board. #86 am. Say What time is is momning or evening? (early inthe morn 2 Soy listen, This song is chout what people do erly in the morning. Play verse | only. Soy Thoy’re dancing round « litle ee early inthe morning. 3. Give each pupil the ‘picture’ part of worksheet 1. Say Look a! he pictures. Put o circle round the things you do in the morning. Pupils circle pictures for theraselves, Use the A3 pictne 10 eat and dail sentences forthe pictures pupils have chosen, Combine ling wth suitable mime action. Include the flowing from she song Early inthe morning we wosh our face / comb ove hair / brush our teeth / put on avr cates / goto scheo! / tidy cur rooms / stay in bed. Check meaning by giving instuctions for pupils do the actions 5 Say Now listen fo the song, Play verse 2. Stop the recording. Soy What dd shey say? Ele We wash our face. Shaw pupils where to write @ number 1 by the opprepriats picture Coniinve the song, filing in the numbers 2~7. Chack answers. Key as in & above. © Ploy the cong a final time for pupils todo the actions. Step 2 1. Wile the lotions M, T, W. TF, Sond § vertically on the boord. Say What ore these lees? the first leter of the days ofthe week). Elci/Teach and drill Monday, Tursday, et. 2. Give pach pupil he whole of worksheet |. Say tn the mulberry bush song, what co we do con Monday early inthe morning? (wash ovr face). Use the A3 copy to show pupils how to.complee the sentence for Monday morning, using the phrase from the box. Check and dill (On Monday moraing we wash cur face | Pupils ctcle the phrases inthe word box that rmaich the song 3 Play the song several imes while pupils write in the seven days of the week and the actives inthe song. Monitor ond check. Say Now lets sng the song and do the actions Step 3 1. Soy inthe mulborry bush song, what do we do on Thursday morting? {put an aur clothes, Say tet’ play 2 dressing game. 2. Pui pupils into groups of four. Give each pupil one of he “people’ from worksheet 2 13 Say Don'tshow the others. Draw a face on your person and write « name in the box. Then say Pul some things on your person’s feet and colour them, Pupils then fold the poper to cover whal they've drawn ond pass their person’ fo the next pupil, who draws ond colours clothes on the person's legs and folds the paper agein, The ‘person’ goes fo two more pupil in the group who each draw and colour clothes on the body, arms and hands / on the head. When all our stages are complete, each pupil receives their ‘person’ back and opens toot 5 Give each pupil the ‘words’ port of warksheot 2, Drillond check meaning and pronunciation in pois, pupils describe their person to each other, Mori's wearing bie Cond green socks, black shorts, 0 pink Eshirt and o hal with frog 00, Monitor. 6 You could use the 2% 'person’ on the worksheet fo repeat the activity or for 2 phe dieltion. POPP eee ee ea ae1 Circle the things you do in the mornings. Then listen and write numbers 1-7. Mere we go round the mulberry bush = 2 Complete the sentences about the week. On Monday morning we On Tuesday we On Wed. - we Ont we On we On we On we wash our face [ do our homework | listen to music [ go to school / phone our friends / brush our teeth / eat dinner / stay in bed | comb our hair / read a book | put on our clothes / play games / watch TV / tidy our rooms Primer Maric Hox © Cambridge University Fress 2010 a9 PD UT TTT TTT TT® sic ___ Here we go round the mulberry bush 2 1 Play the dressing game. G lay Ces socks shoes CF watch T-shirt shorts 50 Primary Music Box © Cambridge University Press 2010, Pe ee a ae a a aThere was a princess long ago Stop | Learning lexis from the story, ordering pietwes, listening to the song Step 2 Making crowns, leetning the song and acting it out Step 3 Class write heir own version ofthe song Step 1 soos minutes 1 Drow or show pictures ofa simple lower. Say What isi Elisy/Teach tower ond! lobe t pei selietel ‘Add further picttes to elit/teach window, princess, crow, lores handsome prince, Shep 2: 20 minutes Seiad horse, fairy, word, swrd. Teach woved, nding, woke up, chopped, kised slept 2. Give eoch pupil worksheet 1. Describe picture «. Pupils work in pairs to try to describe the an ramaining pictures to each other. Thon use the A3 version of worksheet | to check, Say BDieMryres 191 Who's this? What's he/she doing? Whereis he/she®, oc sip 13. Say Let's histor to the story. Ploy verse 1 ofthe song. Say What words did you hea? \Werishaet far ack gll (princess). Say Which pictoe is 22 (o]. Show the number T nex! lo piclure aas an example plus 1 xd copy 4 Put pupils into poits and say Now Fis to the song ond write numbers next tothe pictures Ploy the song rwice before checking Sep? ‘worksheet? foreach pun, Key 10,21, 3g, 4b, Sd, 63, 7¢, Bh, Se scissors, gle Sep an a 4 " 1 Ifnecessary, remind pupils of the song. Say Let's make crowns for the prince and princess? copy of tong wares Give each pupil worksheet 2. Shove them haw/to cut their crowns out and sic them for each pupil wih words ae sgoppod [22 point ¥) 2. Divide the class into groups of seven or eight pupil. Three pupils are the beautiful princess, the handsome prince and the novghly fairy. The test stand in a circle round them, Elicl/ Pupils, He Snap groups Teach the words of the verses with suitable actions Crihres oc four mang ae © Theva was a princess jong ago - ‘princess’ stands in centre. Others walk round her eon holding hens pear rorya ve + Ard she lived in big, high lower —citl if rms upto show wall of tower round princess loc (9, tre, era, ¢ Anoughty fairy waved her wand ~ fairy’ goes into centre and waves her wand over the princoss, oc |e frat pupil princess to say thal word (ond not The princess slept for a hundred years — ‘princess’ lies down ond sleeps. °Sap'} wins ell the cords A great big forest grew orcund circle closes in on princess, waving arms like branches, (p.15) Anhandsome prince came riding by - ‘prince’ rides cround outside of circle Class act auto favourite foiry He took is sword and chopped it down = ‘prince’ chops through traes ond goes to Tale 7a Waa Ta princess, trees collopse to their knees aunty (p.13) +) He kissed her kand to wake her up ~ ‘prince’ kisses princess’ hand, she gels up. © Soeverybody’s hoppy now —oll hold hands and dance round. TET — hi PT ont 13 Pupils change roles ond act out the song fo the muse Step 3 11 Give out copies or make on OMT of the words ofthe song wih one word from each verse rrissing. These words are: princess, tower, faty, spy, lores, prince, sword, han, happy. 2 Dictate or write the missing words on the board, Soy Put the words in tie song, Pupils do this ond check together. Then check in whole class Say Now lets change the song! Write the line Thore was a princess long aqo.on the board nd cross out the word princess. Say What shall we write? Accepl any funny suggestions such as feacher/pupil/robor, ek, Continue with verse 2 4 Pupils write their new songs in smell groups or as.a-whole class, then sig them 51a v @ oo There was a princess long ago 1 Listen and number the pictures. TTT TTT Tee ea aSL ae Make a crown for the prince or princess. Act out the song. There was a princess long ago 2 ryt @ Primary Music Box @ Combridge University Poss 2010 EST 53The Hokey Cokey ‘Step 1 Reviewing/Learning parts ofthe body, licking correct pictues in varse T and chorus, learning actions Step 2 Ordoring the song verses, singing the song ond doing the actions, drawing yourself in the picture Step 2 Doing o ‘body’ crossword puzzle and picture dictation Step ¥: 20 monutes Step 1 Step 2. 25 mines 1 Soy We're going to learn « dance called the Hokey Cokey. Elicit ames for ports ofthe body Step 3. 30 minutes ‘and write them across the boord. Include arm, whole self nose, ears, leg, knees. autres at 2. Elicit/Teach toftand sight. Get pupil to stord up. Say Show me your eight arm, Demonstrate Op yes p 132 cond check, Repat wih left arm, sight fg and fe feg. 13 Teach the words and actions (wave, shake, bead, tum around, straigh), Call out instructions Seep 1 2g, Shoke your left lag. Knees bend. Wave your hand. Put your eight cm ot straight, els Wtshea foreach BP! ie aoch pup woke! | and sch he A copy onthe bond, Say ison occ the if pictures forthe things you hear. Play verse |, pausing os necessary. Pupils circle the correct Step 2 pictures. Check, Spite! Bexonchipurl Key right orm, right arm, shake, tur around, kness, arms 4 AN oe '5 Pupils stand in a circle. Ploy verse 1 and the chorus of the song. Pupils clothe actions. For op 3 ‘Yow de the Hokey Cofay, pupil tll arms over each other. For Oh, ob, the Hokey Cokey, Wosbee! 2 fox om ent pupils join hands ond move in ond out ofthe circle plus 1 A3 copy Stop 2 1 FFnecossary, give each pupil woiksheet 1 and elicit he name ofthe dance (The Hokey okey). Sick the A3 copy on the board. 2 Soy look at what the children are singing. Reed the speech bubbles and poiat out he example. Say tiston to the song ond wile numbers, Pay the recording, Check Key Ie, 26, 36, 4b, 52 13 Pupils stond in acirele. Say Let's sing and do the Hokey Cokey. A. While sill inthe circle, ask pupils for new ideas e.g. lef arm, right knee, and sing them in the song 5 Pupils sit down and write theit favourite new instruction into the last speach bubble, hen rave themselves doing thal action in the empty box Step 3 1 necessary, review body pars Bit oko toes, Hinges, neck. shoulder, eyes, mouth, fot hand ‘and feet, Writs them on the board and drill. Then play a Spot he Mistakes gome e.g, Sey Bond your right knee and do an opposite action. Pups de the action for what yeu are saying, ot what you are doing 2. Give each pupil worksheet 2 end sick the A3 copy on the board. Say This is body’ crossword. Reod Ine defrition for 1 Across. Pupils find the matching piciue (mouth), Pert out the werd mouth in the crossveord, Pupils complete the crossword in pairs Play Sion Says {p.15} Explore the senses (6.16) 13. Elicit the correct answers and write the words on the board. Pupils check spelling, Key Across: | mouth, 3 fingers, 6 hand, 8 toch, 1 ear, 11 legs. Down: 2 toes, 3 foot, A nose, 5 shoulder, 7 neck, 9 eye 4 D04 picture dictation. Read oul this tox, using the crossword numbers or the worl. Tis isa funny monster. He's gota big head Ho's got o long 7 down faeck) He's ger smd 9 down feyes) ond a big 4 down {nose}. He’s goto small body. He's got long 17 across ffegs), He's got big 6 cross {hands} and dong 3 across (fingers). He's got small 3 down {feet Pupil listen ard drow, thea compare thei 54 CT a PP AS IS HP st SP PSP eae eee| y yy You put your 2 i TT a Arms Knees left leg right arm ~ in, out, in, out, 5 we it all about wave shake You do the Hokey Cokey andyou 35, / EP, That's what it’s all about! Oh, oh, the Hokey Cokey! Oh, oh, the Hokey Cokey! Oh, oh, the Hokey Cokey! D1 OD) wort, LAY 1 EL, straight, rr, rt You put your whole self ing : NC y You put your left leg in. —— \ You. put your oe right arm in, 1 Ne pO WO WT TAD TT , 1 Listen and circle the words in the song, 1) Zi in, your a jump turn about around arms knees 2 Look at what the children are singing. Listen and number. Then write your own line for the song. { out, & right arm left foot Or put your [one nose in NO You put your two ears in. Vv You put your in ] ar Primary Music Box ® Cambridge Univers Press 2010) 55® _ The Hokey Cokey 2 Read the clues and find the pictures. Then write the words in the crossword puzzle. Across 1 You put food in this. 3 You've got five of these on your hand. 6 This is at the end of your arm. 8 You bite an apple with these. 10 You hear with this. 11 You run with these. Bown 2 You've got five of these on your foot. 3 This is at the end of your leg. 4 You smell flowers with this. 5 This is at the top of your arm. 7 This is between your head and your body. 9 You see with this. 56 BERTERAEING Peimary Music Box © Combridge Univorsity Press 2010 = m band| PATA TTT TTA = hy 3 Tee Mele eae Ur dr Th Kookaburra Australian animals and ‘geegraptical lacuros| deseribing animels W's gor rea Step 1:25 minutes Step 2:15 minutes Step 3:20 minutes OMA yresp.132 Step Wesld map or globe, pictres of kangaroo, om, crocodile kooks, worksheet 1 ond & pica of lank paper for ach pupil, sme gum drop soos Sep? ‘Worksheet I fr eech pupil, teolouring pene, gum crops) Sep 3 Worksheet 2 for eoch pupil ples 1 AS copy Play Guess the animal f.16) Pupils exeoie their own fact «ord obout on onimal Step | Reviowing/Learning cbout Ausiralic and its animals, drawing a kookabura, fstenng tothe song and ordering pictures Step 2 Gaptilling and singing the song Step 3 Describing anime, filling in Australian animal fot cards Step 1 1 Say Wo'e going to listen to er song abeut Auskaka, Show Australio on your map or globe. 2 Ack questions about Austalia 1s Ausivalia a smati country? What Austalian cites do you know? Sey Whats the Auskation counkyside cafled? Teach bush 3 Say What animals five ia the Ausizalian bush? Write suggestions on the board. include kkangoroo, koola, enw, and crocodile end show the pictures. Say kookaburta, but don't shaw a picture 4 Say Listen to 0 Kookaburra Play the kookaburra’s call on the recording, Say ls he happy or sai? thoppy|. Why? (Ho's faughing) 5. Give each pupil some blank paper and say Now draw the kookabwuera, Pupils drave their imaginory onimal and compare, Give wach pupil worksheet 1, Pupils compare their drawings wih the kookabura 7 Using the worksheet, say Whore does the kookabura live? (in tree. Teach the worl gum tree (on Austrian Inee with a sicky sop called ‘gum’, which the kookabura is eating inthe picture). Show pupils the gum drops you have brought and say they have the same name. Say Who ore his Fiends? {monkeys 8 Say Now listen tothe song and put a number by the pictures. Play the recording. Pupils number the pictures 1 10:3. Check by calling out the key words from euch verse Key {from lft 0 right) 2 eoting/gum drop: 3 coursing/monkeys; 1 king/lough Step 2 1 Itnecossory, remind pupils about the kookaburta, Soy Is the kookobuera happy or sa? Where does he ive® Who are his fiends? What does he eat? 2 | necessary, give each pupil heir own worksheet 1. Pupils rood the word in the word box. Explain vocabulory os necessary Pupils guess where the words goin the song. Then they lisien and write them in. Key 1 gum tree, 2 bush, 3 Eating, 4 there, 5 Kookaburra, 6 monkeys 3 Praclise any new words. Show pupils how to frown and wag ther fingers crossly for Sop, Kookaburra! and Hey, Kookaburra! Say Who says That one’s nota monkey —that one's ‘mol’ boy in picture 2) Sey Now fe’ sing the song. Play the recording. Pupils sing together and do the actions 5 [Tiime, pupils colour the pictures and eat the gum drops you have brought! Step 3 1 Give cach ppl worksheet 2. Stik the AS copy on the board. lic Australion animols on the fact cards (crocodile, emv, koaler and kangaro) he nomes of the 2 Ack quesiions obout the cnimols, including all she animals and the facts on the worksheet 2.g, Whal’s his? Has 2 goto long kil? What's the name ofthis bie? Com it Bly? (No). 3. Show pupils the missing sentences. Say Now read ana maich. Pupils do this individually or in pairs, choosing ond copying the correct sentences. Check Key crocodile 2, 8, 1], koala 3, 5, 9:emu 1, 6, 18; kangaroo 4, 7, 12 A Ask questions e.g. Can 0 kangaroo swim? Can « crocodile clin trees? 57