YOU NOISY MONKEY Activity Guide B

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Jamboree Storytime Activity Guide B

for Teachers and Parents
Jackie Holderness, Neil Griffiths, Bill Laar
Published by Pearson Education Limited,

Edinburgh Gate, Harlow, Essex, CM20 2JE.
www.pearsonglobalschools.com
Jackie Holderness, Neil Griffiths, Bill Laar 2005
First published by Heinemann Educational Publishers in 2005
This edition published 2011
The moral right of the proprietor has been asserted.
The material in this publication is copyright. The Photocopy Masters may be photocopied for one-time use as
instructional material for a class, but they may not be copied in unlimited quantities, kept on behalf of others,
passed on or sold to third parties, or stored for future use in a retrieval system. If you wish to use this material in
any other way than that specified you must apply in writing to the Publisher.
15 14 13 12 11
IMP 10 9 8 7 6 5 4 3 2 1
Illustrated by Shirley Walker and Keith Sparrow
Typeset by Tech-Set Ltd. and AMR Design Ltd (www.amrdesign.com)
Contents
Introduction
iv
I Looked Through my Window
The Monster Pet
18
You Noisy Monkey!
35
The Cat and the Monkeys Tail
52
I Wish I Had a Monster
70
Photocopy masters
88
Introduction
Who is Jamboree Storytime for?
Jamboree Storytime is a two-level story-based resource
for children starting English at the age of 3/4 or 4/5.
These children are often called Very Young Learners
in ELT (English Language Teaching). For the purposes
of Jamboree Storytime, we will refer to them as ESL
(English as a Second Language) learners, but the
terms EAL (English as an Additional Language), LOTE
(Languages Other Than English) and ESOL (English for
Speakers of Other Languages) are also used widely.
Jamboree Storytime is designed for children who
have not yet started formal education and who are
unlikely to be able to read by themselves. The aim
is that children will encounter English in the context
of a story, and that meaning and understanding will
be supported by the Jamboree Storytime components
available.
Teaching languages to children

One of the underlying principles of Jamboree
Storytime is that children do not use the same
learning strategies as adults.
Jamboree Storytimes activities are pre-reading
activities, for the most part. They aim to be multisensory and meaningful so that they will offer 35
year olds opportunities for social, cognitive and
linguistic development.
Young children may not have a long concentration
span. They need stimulation and plenty of variety.
Jamboree Storytime includes visual aids in the form of
pictures, models etc. to hold their interest. Moreover,
the audio CDs and the animated CD-ROMs will allow
the children to hear the stories several times and see
the language recycled in several different ways.
Children learn best in a stress-free environment. They
will still be uncertain of many concepts and phrases
in their mother tongue. We cannot expect them to
produce perfectly formed sentences in a second
language. Most children go through a stage when
they listen to the language but are reluctant to speak
it. This is perfectly alright and no one should be
made to speak English if reluctant to do so.
iv
If you just speak for a child and smile encouragingly,

he/she may be more likely to take a risk another
time. Gentle acceptance of each childs current
feelings is very important. If a child is feeling
disruptive or aggressive, gently ask him/her to sit
next to you or just out of the circle and watch for a
few minutes until he/she is feeling calmer.
Children are similar to adults in one important

respect. They need to build up their confidence
and be praised for their achievements rather than
continually corrected for their mistakes. Initially, it
is better to accept single words rather than phrases
or sentences and not to be worried by incorrect
sequences e.g. (an) apple green. At this stage getting
a feel for the language should be the most important
concern.
Components
Together with this Activity Guide, Level A consists of:
Five Big Books
These are full-colour books in large formats that
make sharing the book with the group much easier.
They provide lively stories, in authentic English, with
strong visual support for the teacher and the children.
Although all the stories are recorded on audio CD
and presented on CD-ROM, we strongly suggest you
read them to the children yourself as well. This will
involve the children much more and will allow you
more time for using objects, gestures and expressions
at the appropriate moment.
Each of the stories in Jamboree Storytime contains
words and sometimes tenses that the children will not
understand. Gestures and expression will help greatly
in conveying meaning, but grasping the key words
and understanding the central events is sufficient for
children at this stage.
An audio compact disc (CD)
The audio CD contains a wide variety of chants,
rhymes and songs as well as lively readings of each
Big Book story. When you play the children a story
on the CD, show them the story in the Big Book at
the same time.
Some of the material on the audio CD is traditional.
Occasionally the words and concepts may not make
sense because many old-fashioned rhymes are
nonsense rhymes. However, they are still valuable for
helping children to make sounds which may be foreign
to them, and the children will enjoy the rhythms and
actions.
Chants are used to practise the rhythm of English,
to consolidate the pronunciation of new vocabulary,
and for teaching intonation and stress patterns. They
are a fun way of replacing drills.
When introducing a song for the first time, allow the
children to listen to the music first, getting them to
clap or move to the rhythm. Play the song again. It
helps if you have learnt the words and the children
can watch you singing or miming to the music and
doing the actions. As they become more accustomed

to the sounds of the words they will join in. Dont
expect them to sing the song line by line. Key words
are all that is necessary at this stage.
8. Games. Each CD-ROM features two word and

language games, to help the children use the target
language in context. They should be able to play
these games unaided as they are very easy to use.
An interactive CD-ROM
There is an interactive CD-ROM for each storybook.
You can choose whether to use the UK English or US
English version. On each CD-ROM the story is retold
in an animated way, using the books own illustrations.
An Activity Book
Each child should have a personal copy of the
Activity Book. This will enable the children to
practise language introduced through the vehicle of
the storybook. Typical activities include matching
and categorising; drawing and colouring; joining
the dots; making things; listening and doing. The
new individual Activity Books contain two pages
of stickers which are often used with the activities
themselves, as indicated in the instructions. Any spare
stickers can be used to recycle key vocabulary from
each storybook.
You can decide whether to introduce the book to

the children first or whether to use the CD-ROM by
way of an introduction, whichever you feel is most
appropriate for the children. You can also change
your approach for different books. The goal is to
help children love storybooks and become real
readers so using the CD-ROM alone is not advisable.
CD-ROM features
1. Key words. Each storybook contains a few
new vocabulary items. It is helpful if you can
pre-teach these words, using this part of the
CD-ROM and/or the relevant flashcards. Once the
children recognise the item and can recognise the
name, even if they cant yet say it, they can be
introduced to the story.
2. Key sentences. This section of the CD-ROM is
designed to help the children start to build up
an awareness of English sentence structure. The
children do not need to know the names of parts
of speech at this stage. They are learning chunks
of language in context, almost formulaically.
However, these early encounters with sentences
and phrases will support future engagement with
English.
3. Story. Encourage the children to say the story
aloud if and when they can join in. They can
follow the story in their books at the same time.
4. Chant. Practise each line, word by word and slowly
piece the chant together so the children can join in
and later, say it independently. Encourage them to
click their fingers and dance to the rap-like beat!
5. Song. Again, the children need to learn the song
line by line, but they can and should join in as
soon as they can, saying la-la-la if they are still
unsure of any words. Try playing the songs and
chants at the end of lessons for fun.
6. Melody. Each song has the music presented
without the sung lyrics. When the children know
the tune and words, they can just sing the song
without having to follow the lyrics. Encourage
everyone to join in!
7. Storytelling. Here, the children can listen carefully
and join in again. They can also follow the story
page by page in their book, pointing to the
relevant pages.
Flashcards
The flashcard set contains key vocabulary items from
the storybooks, together with familiar objects and
common words, such as happy, sad, pencil, chair,
rain etc.
There are many ways to use the flashcards. Here are
a few suggestions:
Flashcard Hunt. You can place approximately five
to ten cards around the room and the children
have to try to find them. They can get one point
for finding the picture and another for saying its
name. If they dont know what the item is, just
teach it gently, ask them to repeat it and then
they can set off to find a different flashcard.
Whats missing? Use six flashcards. Teach each
item name and then explain you are going to
hide/cover one of the cards, while the children
have their eyes closed or go out into a different
room. When they look again, they will see only
five of the six cards and need to try to guess or
say which one is missing. You can do the same
game by holding the missing card behind your
back.
Odd one out. For this game, you place four or five
cards in a row on the floor or a table. Choose
four which are similar (e.g. all foods or animals
etc.) and one which is different (e.g. a book). The
children have to say which one is different and
(in their own language) why.
A puppet
The level A Activity Books have a parrot puppet and
level B Activity Books have a bear puppet. The puppet
can be used for activities, practice, and revision. It
can also be used to conduct short dialogues with the
children or to act as the reader of the story.
Emphasise that the puppet only understands and

speaks English. This will help you to encourage the
children to speak in English.
Teachers will need to look carefully at the section

headed Preparation to see how much preparation
they should do before each session.
Some teachers are shy to act out the role of the puppet
character but this age group loves puppets and is very
forgiving of teachers amateur acting skills.
Guidance for all the activities in the session follows.

This includes full scripts of rhymes, songs and chants.
The organisation of the Activity Guide

This Activity Guide provides a step-by-step guide
to each session and is suitable for teachers and
parents using any of the Jamboree Storytime products,
including those using the whole-level Activity Books,
the individual Activity Books and the interactive
CD-ROMs. The page references and instructions for
all the activities (including the extra activities found
within the individual Activity Books) are contained
within this guide. The icons indicated in the key
below appear throughout the guide to indicate where
an activity is suitable only for use with the wholelevel Activity Books, or for use with the individual
Activity Books.
The Optional extension activities are given as flexible

extensions to a session or as substitutes for an
activity.
There is a suggested time frame for each activity,
however please note that these are approximate.
Home fun activities may be given to the children to
do at home. It is important to show the parents what
is being learnt in class and to enable them to become
involved if they wish.
Photocopy masters
Whole-level
Activity Books
Level A/B AB p.xx
Pages 88101 can be photocopied. When a

photocopy master (PCM) is required for a session, it
will be listed under the Resources heading.
Individual
Activity Books
[name of individual title,

e.g. Baabooom!] AB p.xx
Language for learning
The language content is presented in language boxes

at the beginning of each session under the following
headings:
Key words: These words form the main language
focus of the session and are important to ensure
understanding.
Active language: This is new language that is
intended to be repeated by the children.
Passive language: This is language that is spoken by
the teacher and intended to be understood, but not
necessarily spoken, by the children.
The Activities section includes a summary of the
variety of activities in a session.
vi
Review activities to enhance recall are based on an

activity from a previous session or from the earlier
part of the session.
The items listed under Resources need to be

collected together or made before the session.
Colouring pens/pencils, chalks and other equipment
that one would expect to find in a nursery or early
years classroom are not included in the lists of
resources. If the audio CD needs to be used in the
session, this is listed in the Resources section. There
is also a musical notes icon beside the activity where
the audio CD is to be used. As the CD-ROM can be
used at any time, it is not indicated in the Resources
section or in the session instructions.
It is important that the children feel relaxed so they

can understand and enjoy the sessions, the stories
and the activities. It is likely, therefore, that you will
communicate a great deal in the childrens mother
tongue. In order to focus the childrens attention, you
can share a simple English-speaking time signal e.g.
a small bell, raise a small English-speaking countrys
flag or wear a special English hat. This signal tells the
children that you will speak English for a short while
and they must try to understand.
Where possible, you can use English for organising
activities and giving instructions, for playing games
and for giving support and praising the children.
Here are some phrases you may find useful, but
remember to show what they mean, using your
gestures and voice tone:
General phrases
Look at me/Listen to me
Sit here/there/next to
like this
Open your books
Find (this picture)
Look at the pictures
Make a circle/Hold hands
Find a friend/Get into pairs
Put up your hand
Stand up/Sit down

Come here/to the front
Hold up/Show me a ___
Bring/Give me a ___
Put it here/there/down/in the box/on the desk
Draw a ___
Give me (your books)
Cut/stick/colour/make/fold
Touch/point
Hands up/Fold your arms/Fingers on lips shh!
Dont touch/push/take
Stop sit down look at me ... listen
Whats this? Whats _____ in English?
Can I have/see?
Choose the correct sticker
Sing along to the karaoke melody
Lets do the actions
What does (puppet) want to say?
(Puppet) can only understand English!
Oh dear, it is too noisy for (puppet). He cant hear ...
Are you listening to (name)?
Providing support/praise
Good/great/fine!
Well done!
Yes, thats nice/right/better.
What a lovely drawing!
Games
One of the best ways for children to use language
in a real way is to use it while playing a game.
Games hold childrens interest and motivate them to
speak. As long as games are suitable in terms of age,
ability level and interests, children will benefit from
co-operating and competing with each other. Here
are some games that are in Jamboree Storytime and
that you can use as extra activities:
SNAP
26 players
You need two sets or more of matching cards use
the cut-out cards from the Activity Guide or make
your own with pictures from magazines etc.
Children shuffle the cards well and share them out
equally, holding them face down.
They take it in turns to turn a card over and put it on
the table in a single pile.
When two identical cards have been turned over, one
after another, the first person to shout SNAP! gets all
the cards in the pile.
Keep playing until one person has all the cards.
THE MEMORY GAME

24 players
Using the same matching sets of cards as in Snap,
spread them over the table, face down.
The children take it in turns to turn over two cards. If
they turn over a matching pair they keep the cards.
If not they turn the cards over again. The trick is to
remember the position of the cards as the winner is
the child with the most pairs of cards at the end of
the game.
SIMON SAYS
The whole class
Using vocabulary that the children know, give them
instructions to follow. Say Simon says before every
instruction e.g. Simon says touch your nose/jump
etc.
At random say the instruction without saying Simon
says e.g. Touch your nose. The children who move
are out they must only do the action that Simon
says.
The winner is the last child in the game.
THE FEELY BAG GAME
Group work or the whole class
You need a large bag and a selection of objects
or pictures of objects. Choose the objects you use
according to the vocabulary you want to practise.
Children should try to guess what is in the bag. If
someone guesses correctly they can keep the object.
The winner is the person with the most objects.
The game could finish here or the winner could
collect some new objects (without the rest of the
class seeing) and start again.
THE GUESSING GAME
Pairwork, groupwork, whole class
Show a set of pictures, cards or objects to the class
and revise the names for each thing.
Get the children to close their eyes and remove one
of the pictures or objects.
Say Guess what it is? The children have to try to
remember which picture/object is missing.
Parent guidance
You can use Jamboree Storytime at home to help
your child learn English in as natural and motivating
a way as possible.
vii
Many of the activities detailed in this guide are

designed to be carried out with a large group
of children. It may be helpful to you to read the
instructions for these group activities, as you may get
ideas of different ways you can present the stories
and key vocabulary, but it is not recommended
that you work in such a structured way with your
children at home.
The main goal is to enjoy the stories and language
together. You may choose to watch the CD-ROM
or read the storybook at bedtime, which can
become a special time together. Jamboree Storytime
is deliberately designed to give you flexibility, so
do whatever works best for your child, always
encouraging and reassuring them, so that the
experience of the stories and support materials is
positive.
You may choose to put aside 20 minutes a day to
work on a story together, where you share the key
words, using real objects around the home or the
flashcards / book illustrations.
Vocabulary: Practise saying the words together. Make
this more fun by asking your child to copy how you
say it. Repeat the word several times, but change
your voice each time. Your child should imitate you,
e.g. whispered, shouted, sung etc.
Storytelling: Watch the storytellers on the CD-ROMs.
Try to tell the stories yourself in as interesting a
way as possible. Do not worry if your accent or
pronunciation is not perfect but if you are very shy in
using English yourself, use the storytelling feature on
the CD-ROM as a model.
viii
Alphabet: Use letters to teach the English alphabet

shapes and names. Have them dotted around the
home and point to a letter occasionally so your child
becomes used to recognising them and not only in
the A, B, C ... sequence.
Flashcards: These can be used to play games and as
reminders of stories and vocabulary. Have them in
the car or take them on the bus to practise the words
while driving around. Always praise your child if
they know a word but never grow impatient if they
have forgotten. Adult learners also forget vocabulary,
just teach the word again. Sometimes we have to
encounter and use a word at least nine times before
it stays with us.
Stickers: These are mainly for use in the Activity
Books but you can also use the spare ones as small
rewards. You can use a plain piece of paper for each
storybook and any time your child has achieved
something worthwhile in English, e.g. remembered
a word, or spoken a word correctly, they can be
rewarded with a sticker.
Final word
It is most important that the children associate learning
English with enjoyment, with good storybooks, catchy
songs, fun games and a lively teaching style. These
early encounters with English and with Jamboree
Storytime will form the basis of their future attitudes
towards learning English. That they hold onto positive
memories of their experiences is far more important
than whether they can always remember a particular
word or can pronounce it correctly.
Session 1 I Looked Through my Window

Level B AB pages 5, 6 / I Looked Through my Window AB pages 3, 4
Key words
bed
bear
ball
book
window
chair
fingers
see
Active language
I look through my window and what do I see?
I see looking at me!
Look
1, 2, 3, 4, 5
Passive language
B words such as butterfly, box and boy
Activities
What do I see? chant
Make a window
Guess the card
Spot the difference (Level B AB p.5 / I Looked Through my Window AB p.3)
Does it begin with B? (Level B AB p.6 / I Looked Through my Window AB p.4)
Resources
Big Book
Flashcards (bed, book, window, chair, box)
Bear puppet
Preparation
Make a window frame for each child using a piece of rectangular card, with
a rectangle already cut from it. Save the rectangle of card you have cut out
from each frame.
You will also need to provide for each child: two strips of card to stick to
the frame (to make the cross bars of the window); two strips of fabric, crepe
paper or coloured plain paper to represent the curtains; another folded strip
of paper or fabric to make the pelmet.
Opener (10 mins)

Point to the classroom window and say window. Say Lets make a window
with our fingers. Look! Hold out your hands with your fingers outstretched in
front of your face. Demonstrate looking through them at individual children.
Now ask the children to look at you through their fingers and repeat after you I
look through my window and what do I see? I see (your name) looking at me!
Choose a pair of children and ask one to hold their hands in front of their face
while the rest of the class joins you in a chant I look through my window and
what do I see? I see (childs name) looking at me! Repeat for the second child.
Now choose pairs to work together. The whole class says the chant but the
children say the names of their partners. Once they have done this as a class
several times, changing partners each time, ask two confident children to come
to the front to act out and say the chant.
Say I look through my window and what do I see? I see (Jane) looking at me!
Repeat this several times using different childrens names.
Session 1
Game (5 mins)
Guess the card

Use the flashcards to teach the key words bed and book. Use the bear puppet
and a ball to teach bear and ball. Emphasise the B sound each time.
Play Guess the card game. Divide the children into small teams of four or split
the class into team 1 and team 2. Hold the flashcards or objects so that the
children cant see them. Choose one (dont show it to the children) and start to
say the word but stick at the B-b-b?. The child who guesses which you have
chosen and says the word e.g. bear can hold the card or object. The team with
the most cards or objects wins.
Use this activity for any other vocabulary and flashcards that begin with B and
which are familiar to the class e.g. box. These words should also be familiar to
the children but do not overload them with too many words!
Big Book time

(10 mins)
Pages 23 (followed by whole book)

Using pages 2 and 3, teach or revise bed, window, chair, star, picture, toy box,
shoes.
Explain that you are not going to read the story yet but that the bear puppet
is going to show the class the pictures. Explain that the children should speak
only English to the bear puppet. If anyone can remember the English word for
something they can see on the page, they can put up their hand and say the
word. Let the children watch as you turn the pages. They can tell the puppet to
do this by saying Turn the page! Turn the page! Try not to say anything. Listen
carefully to which words the children know and which children remember them.
Activity (5 mins)
Level B AB p.5
I Looked Through my
Window AB p.3
Optional extension
activity (15 mins)
Spot the difference

Give each child their Activity Book open at Level B AB page 5 / I Looked
Through my Window page 3. Explain to the children that they have to find and
circle the five differences between the two pictures. They can do this in pairs.
Make a window
Give each child a piece of rectangular card, with a rectangle already cut from
it.
The children will also need two strips of card to stick to the frame using glue
or Sellotape (to represent the cross bars of the window). They now have the
window frame. On the rectangle of card that was cut out from the centre, the
children can draw a picture. Let the children look in the book to copy one
of the animals or the little girl, a star or anything from their previous English
books e.g. a duck, a square etc.
When they have coloured their pictures, they can place the window frame over
their picture and glue or Sellotape it into place.
Give each child two thin strips of the same fabric, crepe paper or coloured
paper, which they can glue on either side to represent curtains. A folded strip
along the top can be added as a pelmet.
Session 1
Activity (5 mins)
Level B AB p.6
I Looked Through my
Window AB p.4

They can then go around the classroom with their pictures saying Look
through my window!

Does it begin with B?

Through my Window page 4. The children have to listen and point. You say
the word and they point to the correct picture. Stress the words which start
with a B. When you have said all the B words, the children can circle them.
(5 mins)
Review
Get the children to use their fingers as a window frame again. They should
look at you through their windows as you show some familiar animal cards
one at a time, to revise them. Before you show each animal, say the chant I
look through my window and what do I see?
Here are some animals you can choose from: hippo, lion, elephant, duck, bull,
cat, fish, snake, dinosaur and monkey.
Home fun
The children could take home a blank rectangle of card. At home, they can
look through their window and draw on the card what they can see.

3
Session 2
Key words
goodnight
Active language
Look through the window
Passive language
window
door
table
chair
The teddy bear song
bed
picture
toy box
Activities
Whos in the window?
Make a bear in bed
Words around the home
The teddy bear song
Whats missing? (Level B AB p.7 / I Looked Through my Window p.5)
Whos outside? (Level B AB p.8 / I Looked Through my Window p.6)
Resources
Big Book (pp.24)
Audio CD (tracks 1, 2)
Flashcards (window, door, table, chair, bed, box)
One envelope and one piece of white or brown card for each child
Preparation
Make a large frame (ideally, using flipchart-sized paper which you can
reinforce with strips of card or light wood) which can act as a window.
Draw a large outline of a house on the board.
Cut the cards into teddy bear shapes which will fit inside the envelopes.
Opener (5 mins)
Whos in the window?

Show the children the window frame you have made and ask two children to
hold it. Ask a third child to pretend to go to sleep on one side of the window.
Say with the class Goodnight, (Martin)! Then ask the children to pretend to be
alarm clocks and say Brrr! The sleeping child then pretends to wake up.
Encourage everyone to say Look through the window! What can you see?
Hello, (Martin)! Hello, hello, hello! Repeat this and let different children take
turns at being the sleeping child.

Activity (10 mins)
Words around the home

Using the flashcards, revise the words around the home which are familiar to
the children e.g. window, door, table, chair, bed, box.
Using Blu-tack, stick the cards on the board, where you have drawn an outline
of a house. Get the children to point to the cards as you say the words e.g.
door. Hold up the card. Dont worry if children do not point at the correct
card. Keep showing the card you mean and repeating the word as you hold it
up.
Finally, call out one child at a time, to come and take one of two cards from
you e.g. you hold out window and door, or table and chair. Say one of the
words and see whether the child can choose the right card. If the child seems
unsure, ask the whole class first and then let the child decide.
Session 2
Big Book time

(5 mins)
Audio CD track 1
Activity (10 mins)

Level B AB p.7
I Looked Through my
Window AB p.5
Listen to the story with the class (audio CD track 1).
Whole book
Whats missing?
Through my Window AB page 5.
Look at the Big Book page 2 together and explain that their picture is the same
or is it? No, it isnt! Its different. Some things have gone! As a group, the
children have to tell you what is missing and then, individually, circle the place
where it should be on their Activity Book page.
Follow-up activity
(15 mins)
Make a bear in a bed

Give everyone an envelope which has been glued closed and then one end cut
off (see the diagram below). Cut the envelopes 5cm down each side (from the
open end). Show the children how to fold one side down, first 2cm, then 2cm
again. This is the bed for the bear to sleep in. The children can now colour the
bedspread and pillow.
Give each child a teddy bear cut from brown or white card. They can colour
the bear brown, or simply draw the face.
Activity (10 mins)

Audio CD track 2
The teddy bear song

Listen to the song on the audio CD (track 2). Teach/revise the actions and get
the children to copy you. Then dance together and sing:
Teddy bear, teddy bear, touch the ground
Teddy bear, teddy bear, turn around
Teddy bear, teddy bear, touch your nose
Teddy bear, teddy bear, touch your toes
Teddy bear, teddy bear, 1, 2, 3
Teddy bear, teddy bear, look at me
Teddy bear, teddy bear, turn around
Teddy bear, teddy bear, please sit down!
Session 2
Final activity
(5 mins)
Level B AB p.8
I Looked Through my
Window AB p.6
Whos outside?
Through my Window page 6.
Revise the animals: monkey, crocodile, bear, snake, dinosaur. The children have
to join the mystery shape outside each window to the correct animal picture.
Home fun
Ask children to find pictures of bedrooms and beds (e.g. in old catalogues and
magazines) to make a collage.
Session 3
Key words
above
under
next to
on
Active language
I look through my window and what do I see?
I see looking at me!
Look
Passive language
Im looking
Where is he?
Is he ..?
table
chair
pond
in
outside
hard
cuddly
Its cuddly
Its hard
toy box
cat
window
Draw a
Is/Are there ..?
Put the toy
Activities
Hard or cuddly?
Prepositions
Listen and do
Wheres the ball? (Level B AB p.9 / I Looked Through my Window AB p.7)
Cuddly toys (Level B AB p.10 / I Looked Through my Window AB p.8)
Resources
Big Book (pp.26)
Flashcards (table, chair, pond, box, book, cat, window)
Preparation
Ask a colleague to leave the bear puppet outside your classroom door once
the session has begun.
Fill a feely bag with hard toys (e.g. a building block, dinosaur, train etc) and
soft, cuddly toys.

Revise the chant I look through my window and what do I see? I see (Sammi)
looking at me!
Now get the children to look at you through their fingers and repeat after you
I look through my window and what do I see? I see (your name) looking at
me.
Take two children to be partners. Ask one of them to hold their hands in front
of their face while the rest of the class join you in a chant I look through my
window and what do I see? I see (other childs name) looking at me. Repeat
this for the second child.
Now choose pairs to work together. The whole class says the chant but the
children say the names of their partners.
Opener (5 mins)
Session 3
Presentation (10 mins)
Prepositions
Before you begin this activity, ask a colleague to leave the bear puppet outside
your classroom door.
Begin the presentation by saying Im looking Im looking for my bear.
Wheres my bear? Pretend to look for the bear in various places saying:
Is he under my chair? No.
Is he above my head? No.
Is he in this box? No.
Is he next to (Maria)? No.
Is he on the shelf? No.
Where is he?
Choose two children to go and look for the bear puppet. Encourage all the
children to chant with you Look, (Jose). Look, (Carla). Look, look, look!
Choose two more children and then keep choosing new pairs until everyone
has had a turn at looking for the puppet. Change the names in the chant as
required.
Now look very puzzled and then act as if you have an idea. Say I know! Lets
look outside. Lets look outside the classroom. Lets look outside the door. Is he
outside the door? (Open the door, find the bear and look amazed.) Say Wow!
Yes! He is outside the door!
Activity (10 mins)

Level B AB p.9
I Looked Through my
Window AB p.7
Wheres the ball?

Ask the children to draw a square, a moon, a star and a circle in the air. Ask
them to draw a ball in the air.
Through my Window AB page 7. Explain that they are going to listen to you
and then draw a small ball in the correct place for each picture.
Hold up a flashcard for each place as you say the instruction e.g. hold up the
flashcard for table and say Draw a ball under the table. Carry on and say
Draw a ball
on the chair
in the pond
next to the box
above the books and under the cat
under the table
outside the window.

Big Book time

(10 mins)
Pages 26
Now open the Big Book and turn to pages 2 and 3. Ask Is there a ball under
the chair? (Point and shake head.) No. Is there a ball under the bed? (Point
and nod.) Yes. Are there two balls under the bed? (Point and nod.) Yes. Look,
theres a racket and some shoes under the bed.
Ask Is there a picture above the bed? (Point and nod.) Yes. Is there a light/
lamp on the table? (Point and nod.) Yes.
Continue for bear outside the window, socks next to the chair, teddy in the
bed etc.
Session 3
Now read on aloud through the book until you get to page 6. Stop at cuddly.
Pass round some soft toys and for each one ask Is it cuddly? Yes, it is! Its
cuddly.
Now take out a hard plastic toy e.g. a robot, a dinosaur or a train. Ask Is it
cuddly? No, its not cuddly. Its hard!

Activity (5 mins)
Level B AB p.10
I Looked Through my
Window AB p.8
Final activity (5 mins)
Cuddly toys
Through my Window page 8. Explain that there are lots of toys in the box but
some are hard and some are cuddly. The children have to decide which are
the cuddly ones and colour them in. They should leave the hard ones blank.
Hard or cuddly?
Explain to the children that you have put some hard toys and some cuddly
toys inside a feelie bag. One at a time, they can come out and feel the bag.
You will ask Is it cuddly? The children can answer with a Yes or No or say Its
cuddly/hard, depending on their confidence.
Optional extension

activity (510 mins)
Listen and do
Give each child a small toy, which they are going to put wherever you say.
Now explain that you will give instructions regarding prepositions e.g. say
Put the toy under your chair. Put the toy in your bag/desk. Put your toy on
the table. The children can listen and do. Have a toy yourself so you can
demonstrate if necessary.
Home fun
Ask the children to choose a cuddly toy from home. They can bring it in for
the next session. You can make a display of these in the classroom (Our
cuddly toys) and use them to revise colours, animals and body parts e.g. legs,
nose, ears, head etc.

9
Session 4
Key words
room
lots of
funny
Active language
Hes funny
sad
angry
Oh no!
Passive language
cuddly
hard
big
small
Any room for me in your nice, warm bed?
Come in
Sorry, theres no room
Colour the
Its not fair
Activities
Sorting toys
All the animals (Level B AB p.11 / I Looked Through my Window AB p.9)
Things to eat (Level B AB p.12 / I Looked Through my Window AB p.10)
Resources
Big Book (pp.117)
Audio CD (track 1)
Flashcards (sweets, peas, apples, bananas)
A collection of cuddly toys (these can be the ones the children have brought
from home)
Some dried peas or a packet of sweets
Preparation
Bring in a blanket or duvet and a cuddly toy e.g. a teddy bear.
Opener (5 mins)
Toy display
Look at the cuddly toys that the children have brought in from home. Talk
together about their names. Encourage the class to say Hello to each toy.
Use the opportunity to revise colours e.g. Look, its a black cat! You can also
revise cuddly, hard, big, small etc.
Make a display in the classroom. Label the toys e.g. a frog or Frodo the frog.
10
Any room for me?

Spread your blanket or duvet on the floor. Hold up your teddy bear or use
one of the childrens and explain that it is tired and needs to go to bed. Now
pretend you are tired. Say Hello, Teddy. Hello, hello, hello! Any room for me in
your nice, warm bed? (Act out nice, warm.)
Go and lie or sit on the blanket. Call one child out to the front. Talk to teddy
and say Hello, Teddy. Hello, hello, hello! Any room for (childs name) in your
nice, warm bed? Yes? Good. Come in (childs name).
Repeat this with as many children as possible until the duvet/blanket is
covered with children.
Activity (10 mins)

Level B AB p.11
I Looked Through my
Window AB p.9
All the animals

Through my Window AB page 9.
Session 4
Revise the colours as you talk about the animals e.g. Colour the crocodile
green. Hes green.
Say Colour the snake red. Hes red. Continue for the other animals:
hippo=blue, bear=white, monkey=brown, lion=orange, dinosaur=purple.
Lots of
Use the childrens own cuddly toys to reinforce the concept of Lots of .
Revise counting by counting the toys. When you get to more than ten, make
sweeping gestures and say Lots of toys lots of cuddly toys!
Repeat this process using classroom objects such as books, pencils, colours,
boys and girls. You can also use dried peas or sweets. Show one pea then ask
different children to give you different numbers of peas. Now ask for Lots of
peas e.g. a large handful.
Activity (5 mins)
Level B AB p.12
I Looked Through my
Window AB p.10
Things to eat
Revise the words for food focusing particularly on sweets, apples, peas and
bananas and show the flashcards.
Through my Window AB page 10. Explain that the children need to draw in
the missing pictures.
Big Book time

(5 mins)
Pages 117
Read the book through until you reach pages 10 and 11. Show the children
the monkey. Explain that he makes the little girl laugh. Say Hes funny and
encourage the children to repeat this.
Now show pages 16 and 17. The little girl looks sad; she looks angry. Mime
the words sad and angry. Say Shes sad. Shes angry.
Act out the little girl. She says Oh no, oh no, oh no! Get the children to repeat
this with you. Fold your arms, pretend you are sulking and say Its not fair!
Activity (5 mins)
Audio CD track 1

Activity (5 mins)
Audio CD track 1
Optional extension
activity (10 mins)
Play the story all the way through (audio CD track 1). The children can join in
with some of the phrases e.g. Oh no, oh no, oh no!
Review
Play the whole story once again. Point with a pointer to the animals the
children already know as you pause the story. See if they know their names. If
they dont, say each animal as you point and get the children to repeat it.
Sorting toys
The children, with your help, can sort toys into different groups e.g. animals/
not animals, cuddly/hard, big/small.
Home fun
Ask the children to collect pictures of people or animals who look sad, angry
and funny. They can bring them in and you can make three collages for the
wall labelled Sad, Angry and Funny.
Oh no!
11
Session 5
Key words
circle
triangle
square
star
moon
Active language
I am big/small/short/tall
Just go!
Get out of my bed!
Passive language
Stand up tall
Sit down small
Listen to me
squashed
I am looking
Where is he?
Is he ..?
Lets look
Simon says
Activities
I am big! chant
Shapes (Level B AB p.13 / I Looked Through my Window AB p.11)
What is outside? (Level B AB p.14 / I Looked Through my Window AB p.12)
Back-to-back
Simon says
Resources
Big Book (pp.1823)
PCM 1 (p.88) Missing window panes
Preparation
Make enough copies of PCM 1 so that there is one for each child. Cut out the
six squares and put the pieces into an envelope with each childs name on it.
Each child will also need a glue stick.
Place the bear puppet inside your bag before the session begins.
Activity (5 mins)
Audio CD track 3
12
I am big! chant
Teach the children the words and actions to the chant below and then do the
actions as you play the audio CD (track 3). The chant is repeated three times.
I am big (stretch your arms wide)
I am small (bring arms and fingers close together and hold one centimetre
between your forefingers)
I am short (push hands downwards and bend knees)
I am tall (stretch on tiptoes and hold hands high above head)
Big, small, short, tall! (put all the actions together in a sequence)
I am big
I am small
I am short
I am tall
Session 5
Activity (5 mins)
Level B AB p.13
I Looked Through my
Window AB p.11
Shapes
Through my Window page 11. Explain that the children have to join a big
shape to its small partner. One example has already been done for them.

Big Book time
(10 mins)
Pages 1821
Read the book from the beginning to page 18. As you read, elicit from the
children any words they can remember as you point to different parts of each
picture.
Now look at page 18 in detail. Model I stood up tall, as tall as can be.
Encourage the children to stand up tall too.
Now play opposites i.e. say Stand up tall. Sit down small. Go faster and faster
until everyone is tired. Stop when the children are sitting down and say Sit up
tall.
Wag your finger like the girl in the story and mime Listen to me. The children
should recognise Listen. Teach them to cup their hands around their ears
when you say Listen.
Turn next to pages 20 and 21 and act out Just go! Just go! (The illustrations
should make the meaning clear.) Teach them to point to the door when you
say Just go!). When they can all echo you with Just go! add Get out of my bed!
Sound angry and encourage the children to repeat the phrase, with similar
expression.
Ask the children to stand up. Now say each phrase several times, in varying
order, so the children can act them out. Change your voice for fun, so it is very
high, very deep, loud, quiet etc. This will mean that the children have to listen
very carefully.
Read page 20. Repeat Its time all you animals got out of my bed! (Point to
your watch.) Dont worry about explaining the following sentences:
And I mean it!
All right, said the monkey.
You win! said the bear.
But you can explain squashed in the sentence Were sorry if we squashed
you by asking two children to sit on one cushion or chair with the bear
puppet and saying Look! Poor Bear is squashed!
Activity (5 mins)
Back-to-back
Practise drawing shapes in the air with the children. Then put the children in
pairs (A and B). A turns his back to B. B draws a shape on As back and A
points to the shape in the book. A may be able to say the shape name as well.
Activity (10 mins)

Level B AB p.14
I Looked Through my
Window AB p.12
What is outside?
Through my Window page 12. Let them point out that some of the window
panes are missing.
Give the children their missing window panes in an envelope (cut out from
PCM1 see Preparation above). Explain that the missing pieces are in the
envelope but that they are all jumbled up. The children must decide where the
squares go. When they have decided, they put their hands up for you to go
around and check and then glue the pieces onto their correct places.
13
Session 5
(5 mins)
Review
Say I am looking I am looking for my bear. Wheres my bear? Pretend to
look for the bear in various places saying:
Is he under my chair? No.
Is he above my head? No.
Is he in this box? No.
Is he next to (Juanita)? No.
Is he on the shelf? No.
Where is he?
Choose two children to go and look for the bear puppet. Everyone should
chant with you Look, (Ramon). Look, (Maria). Look, look, look!
Choose two more children and then keep choosing new pairs until everyone
has had a turn at looking for the puppet. Change the names in the chant as
required.
Now look very puzzled and then act as if you have an idea. Say I know! Lets
look outside. Lets look outside the classroom. Lets look outside the door. Is
he outside the door? (Open the door, and shake your head.) Say No, hes not
outside the door today. So where is he? Lets look in my bag. Wow! Yes! He is
inside my bag.
Activity (5 mins)
Audio CD track 1
Optional extension
activity (5 mins)
Story time
Play the story once all the way through (audio CD track 1).
Simon says
Play Simon says with the children. If you dont know the rules, they are simple.
If you say Simon says walk! then the children must copy you and walk.
If, however, you dont say the words Simon says and simply say walk! the
children should stand still and not follow you. Just vary the instructions each
time and count the number of children who listened carefully and write the
number on the board.
On each round, the class should try to listen even more carefully so that the
number of children doing the actions correctly rises until the whole class
performs the actions only when they hear you say Simon says.
14
Say:
Simon says touch your nose.
Simon says sit down.
Simon says stand up.
Simon says look through your fingers.
Simon says say Hello.
Say Goodbye.
Nobody should speak on the last instruction but let anyone who makes a
mistake carry on playing theres no need for anyone to be out at this age.
Home fun
The children can take home their mini-books to read at home. They should
just look through the pictures and retell the story in their first language.
Explain to parents and carers that they may only remember one or two words
at the moment.
Session 6
Level B AB pages 15, 16 / I Looked Through my Window AB pages 1316
Key words
sorry
dream
clock
Active language
I win!
(Childs name) wins
Its time to
Goodnight
Thank you
Passive language
Im sorry
Sweet dreams
Goodnight
Shes asleep
Shes dreaming
red
yellow
Activities
Dreams (Level B AB p.15 / I Looked Through my Window AB p.13)
Coin game (Level B AB p.16 / I Looked Through my Window AB p.14)
Role-play
I win!
Make a book (I Looked Through my Window AB p.15, 16)
Resources
Big Book
Flashcards (any which are familiar to the children)
A blanket or duvet
A large clock face
One coin for every two children
Counters for the coin game (or small toys)
The window frame prepared for session 2
Preparation
Prepare animal masks or pictures of the lion, snake, crocodile, polar bear,
monkey, dinosaur and hippo.
Stick a yellow spot on one side of each coin and a red spot on the other.
Each child will also need a counter to move along the spaces.
Opener (5 mins)
Sorry!
Read the Big Book for the last time. Teach Sorry. Im sorry, were sorry.
During the lesson, pretend to bump into the children, knock their pencils
off the table and generally be a little clumsy. Each time something happens,
exaggerate your apology and say Oh no! Im sorry. Im very sorry. Sorry!
Review page 22 where the animals go and say Goodnight and Thank you.
Act out Goodnight. (Explain that when you say Goodnight, the children should
rest their heads on their hands.)
Now turn to page 23 and teach Sleep in your nice warm bed.
Look at page 24 together. Explain that sweet can mean good, nice, happy.
Say The little girl is having a happy dream. Shes smiling. Her mummy
says Sweet dreams! Get individual children to point out the different
animals (now they have turned back into toys). Say And the mummy said
Sweet dreams.
15
Session 6
Goodnight, sweet dreams!

Draw a picture on the board of a girls smiley face with her eyes closed. Say
Shh! Shes asleep! Then add some thought bubbles and a large cloud-shaped
bubble. Explain that the little girl is dreaming. Say Shes dreaming and then
draw a cat in the bubble. Then say Shes dreaming of a cat. Change the
picture by sticking a flashcard over the cat. Use any flashcards that are familiar
to the children e.g. the monkey and say Now shes dreaming of a (monkey).
Activity (10 mins)

Level B AB p.15
I Looked Through my
Window AB p.13
Dreams
Through my Window AB page 13. The children should draw whatever they
decide is being dreamed of by the cat and the girl.
Activity (10 mins)
Role-play
Lay out the blanket or duvet and explain that you need one girl to be the little
girl in the book and seven other children to wear animal masks or hold animal
pictures to act out the animals.
Show the children pages 22 and 23. The lion has to straighten (touch) the
picture. The polar bear and the dinosaur tuck the little girl under the blanket.
The crocodile and hippo tiptoe away quietly. The snake and monkey go
outside the window (the children can mime climbing out over the windowsill).
Activity (10 mins)

Level B AB p.16
I Looked Through my
Window AB p.14
Coin game
Through my Window AB page 14. Revise red and yellow.
Put the children into pairs and give each pair of children a coin with a red dot
stuck on one side and a yellow dot on the other side. Each child will also need
a counter to move.
Explain that each child will toss the coin. If it lands yellow, the child should
move to the next yellow space. If it lands red, they move to the next red
space. The first child whose counter reaches the FINISH box is the winner.
Encourage them to say I win!
16
Optional extension
activity (10 mins)
I win!
Organise a simple running race. Explain that, in English, the winner says I win!
Other people say to the winner You win!
The children can also say after each race (Marco) wins!
Its time
Pointing to a big clock, say This is a clock tick tock clock. Its time
The clock says its time .
Encourage the children to join in with the actions below. Say Look at me and
follow me:
Its time to sleep (pretend to sleep)
Its time to wake up (open your eyes and stretch)
Its time to brush our teeth (brush teeth)
Its time to eat (mime eating)
Session 6
Its time to drink (mime drinking)

Its time to run (pretend to run)
Its time to be quiet (shh! fingers on lips)
Its time to sleep (everyone sleeps)
The children only say the last line.

Activity (10 mins)
I Looked Through my
Window AB p.15
Make a book
Review
(5 mins)
Now, to make the book, explain that the children have to cut out the page
along the dotted lines and then fold down the middle, along the solid black
line. The pages can now be glued together (or the teacher can staple or thread
the pages together with ribbon or string). The page numbers should follow
correctly 18.
Read through the mini-book with the children before they take them home to
recycle the language and story.
Invite the children to pretend to go to bed. They can find a space and lie
down. Then go around pretending to cover each one with a blanket. Say
Goodnight to each child. They can all reply with an individual Goodnight.
You can focus on Thank you at the end of the lesson by giving out a book,
flashcard or even a small sweet (be careful with nut allergies!) to each child.
Encourage them to say Thank you.
Home fun
Encourage the children to read the little books to their families, using as many
English words as possible. Suggest that the children say Goodnight to their
parents in English today.
Alternatively, the children draw their own face (as a smiley face) and then add
a dream bubble. They can draw something they would like to dream about in
the bubble.

17
Session 1 The Monster Pet

Level B AB pages 17, 18 / The Monster Pet AB pages 3, 4
Key words
monster
pet
rabbit
cat
dog
goldfish
bird
yellow
orange
blue
red
purple
Active language
This is a monster
Its a
1, 2, 3, 4, 5
Passive language
Is this a ?
What colour is it?
Show me
I can see
How many can I see?
Activities
Colour fun!
Our pets
Five monsters (Level B AB p.17 / The Monster Pet AB p.3)
Find the monsters (Level B AB p.18 / The Monster Pet AB p.4)
Resources
Big Book (pp.13)
Audio CD (track 4)
Flashcards (monster, rabbit, cat, dog, bird)
A collection of objects each one coloured either purple, blue, yellow, red
or orange (you could gather together cars, flags, teddy bears, caps, flowers,
balls, toy bricks, books etc.)
Five rods or pencils for each child (or any other object that they can count
out and hold up easily e.g. straws)
PCM 2 (p.89) Monsters
Preparation
Cut out the monster shapes from PCM 2 and colour them purple, yellow,
blue, red and orange as appropriate.
Cut out pictures of animals from magazines. These should be animals that
are likely to be kept as pets by the children e.g. dogs, cats, rabbits etc.
Monsters and pets
The Monster Pet
Opener (5 mins)
Show the monster on the cover of the Big Book. Say Monster. This is a
monster. Encourage the children to repeat this.
18
Finally, show the monster again and say Is this a monster? Yes! Yes, it is.
Now show the flashcards for pet animals including rabbit, cat, dog and bird.
Point to the rabbit and ask Is this a monster? The children should reply No.
You say No, its a rabbit.
Ask in the first language if anyone has a pet rabbit at home. You can repeat
this for the other pets (cat, dog and goldfish and bird). If you have a pet
yourself, tell the children what it is.
Session 1
Colours
Point to the yellow monster in the Big Book on page 2 and say Its a yellow
monster. What colour is it? Yellow. Ask again What colour is it? and help the
children to reply yellow.
Repeat this sequence for the orange, blue, red and purple monsters asking each
time What colour is it? and helping the children to reply with the name of the
colour.
Game (10 mins)
Colour fun!
Show the children the collection of purple, blue, yellow, red and orange
objects that you have collected. Let the children look at them and talk about
the different colours.
Play a game with the children. Say Show me a red car/blue flower/yellow cap
etc and the child that points to the correct object, can keep it. The child with
the most objects at the end is the winner.
Activity (5 mins)
Level B AB p.17
The Monster Pet AB p.3

Five monsters
Give each child their Activity Book open at Level B AB page 17 / The Monster
Pet AB page 3. Ask the children to colour the monsters in the appropriate
colours. The children can use the book to help them decide which colour to
use for each monster outline.
As the children are colouring, you can go round the room, pointing to monsters
in the childrens Activity Books and asking What colour is it? The child should
tell you the colour and more able children could be helped to say Its a (red)
monster etc.
When the children have finished colouring, you can reinforce their learning
by asking them to hold up their books and to point to the blue monster, the
yellow monster etc.
Presentation
(510 mins)
How many monsters?

Take the monsters that you have cut out from PCM2 (page 89) see
Preparation above and arrange them on the board. Invite individual children
to point out different monsters e.g. Show me the orange monster etc.
Ask the children to close their eyes while you rearrange the five monsters. Ask
individual children again to identify different monsters e.g. Show me the red
monster etc.
Now remove all the pictures except one and say I can see one monster. How
many monsters can I see? One. Ask the question again How many monsters
can I see? and encourage the children to reply one.
Now remove all the monsters and then put them in various groupings e.g. two
monsters, four monsters, one monster, five monsters etc and with each new
grouping say e.g. There are four monsters. How many monsters are there?
Encourage the children to reply four.
Reinforce the numbers by asking the children to Show me one finger. Show
me three fingers etc. You can also give each child five rods or pencils and ask
the children to hold up the various numbers e.g. Show me four pencils etc.
The Monster Pet
Repeat this process moving up from one to five.
19
Session 1
Activity (5 mins)
Level B AB p.18
Activity (5 mins)
Audio CD track 4
Read page 3 of the Big Book to the children. Now give each child their Activity
Book open at Level B AB page 18 / The Monster Pet AB page 4. The children
need to find and circle the five monsters.
Audio story
Play the story on the audio CD (track 4). Press the pause button and let the
children count with you as you point to the page e.g. 1, 2, 3, 4 monsters. Then
continue the story.
Find the monsters
Our pets
Ask which children have a pet, and then ask each child to name their pet.
Write the name of each pet on the board e.g. rabbit and then place a picture of
the pet animal next to the name.
Now point to each pet one by one and say e.g. Its a rabbit. What is
(Daniels) pet? Its a rabbit. Encourage the children to repeat Its a rabbit with
you. Continue with this until you have named everyones pet.
The Monster Pet
Optional extension
activity (10 mins)
20
Home fun
If possible, give the children some plasticine or modelling clay and ask them to
make a monster at home. They can bring it along to the next session.
Session 2
Key words
breakfast
lunch
supper
food
cheese
Active language
I like
Passive language
1, 2, 3, 4, 5
Maybe he wants to eat?
Im eating my breakfast
What do we eat ?
In the morning we eat breakfast.
At lunchtime we eat lunch.
peas
cake
stew
shampoo
Go to sleep song
At night we eat supper.

What do you like to eat?
(Juan) likes
What does ?
goes to sleep
Activities
Number game
Go to sleep song
My favourite foods (Level B AB p.19 / The Monster Pet AB p.5)
Here is your supper (Level B AB p.20 / The Monster Pet AB p.4)
Resources
Big Book (pp.29)
Audio CD (track 5)
Preparation
Cut out five circles and colour them green to represent peas. (You could
also cut out and colour five cheese wedges and/or cakes.)
Place a small basket and blanket in the corner of the room.
Opener (5 mins)
Monsters
If the children have brought in plasticine monsters, let them show them to the
class. Use them to revise body words.
Activity (5 mins)
Number game
Ask the children to stand up and spread out around the room or hall.
Breakfast, lunch and supper

Show the children pages 2 and 3 of the Big Book and read page 3. Explain the
sentence It hasnt had its supper yet in the childrens first language. Mime It is
hungry and say Maybe it wants to eat? Mime eat and encourage the children
to copy you. Say Mmm, Im eating my supper.
Say What do we eat in the morning? In the morning we eat breakfast.
Breakfast. Encourage the children to repeat breakfast.
The Monster Pet
Say a number and hold up the corresponding number of fingers e.g. three. The
children now have to get into groups of three. Anyone left out must come to
you. You may find you can make at least one more group but any odd ones
left over after this can choose the next number. Alternatively, you can whisper
the number to them and they can shout it out e.g. five. All the children
(including the ones who werent in a group last time) have to make groups of
five.
21
Session 2
Now put up the picture or photograph of lunch (see Preparation above). Say
What do we eat at lunchtime? At lunchtime we eat lunch. Lunch. Encourage
the children to repeat this.
Now say What do we eat at night? At night we eat supper. Supper. The
children can repeat supper. Talk about some of the things the children might
eat for supper.
Explain that the word dinner can be used for a big meal at lunchtime or at
night, and ask the children to repeat the word.
Activity (10 mins)
Level B AB p.19

My three favourite foods

Pet AB page 5. The children have to circle their three favourite food items.
When they have finished, tell the class your three favourite foods. Then ask
individual children What do you like to eat? Help each child to reply I like .
You can repeat (Juan) likes .
You can repeat this with a number of children.
Big Book time

(5 mins)
Pages 39
Read pages 3 to 9 of the Big Book. (You may wish to change the phrase cooks
a stew to gives it stew, and tries shampoo to gives it shampoo to maintain
the consistency of the phrase gives it and to avoid confusion.)
Now take the children back to page 5 and ask What does the yellow monster
give the monster pet? The yellow monster gives it peas. You can repeat this
several times and encourage the children to say peas.
Now ask the children What does the purple monster give the monster pet? The
purple monster gives it cheese. The children should repeat cheese.
Encourage the children to identify and suggest what is happening to the
monster pet as he eats the different foods and objects.
Activity (10 mins)

Level B AB p.20

The Monster Pet
22
(10 mins)
Here is your food

Pet AB page 6. The children have to draw lines linking the objects on the page
to each monster.
Review
Ask the children to close their eyes while you stick some of the paper peas
which you made earlier (see Preparation above) on the board and cover them
with a piece of paper. The children have to guess how many peas you have
hidden. Repeat this with different numbers of peas. If you prefer, you can draw
one to five green dots on the board and cover those with paper.
If you made any cut-outs of cakes and cheese, you can repeat this activity
using them.
Session 2

Audio CD track 5
Go to sleep song
Read the sentence on page 8, They go to sleep. Explain that you are going
to act out the monsters going to sleep and then place the basket you have
prepared in a corner of the room. Tiptoe silently across the room with
exaggerated care, finger to lips and looking backwards at the monster pets
basket. Then say The yellow monster goes to sleep. You can repeat this process
for each of the monsters.
Now say Im going to sing a song to help the monster pet go to sleep. Play the
song on the audio CD (track 5), first and let the children listen then encourage
them to join in with the words:
Go to sleep, monster pet
Go to sleep, little monster!
Go to sleep
Go to sleep
Go to sleep, monster pet!
Home fun
Ask the children to cut out some magazine pictures and make a collage to
show a breakfast, lunch or supper that they like.
The Monster Pet

23
Session 3
Key words
hat
bat
ball
boat
coat
bed
asleep
awake
bubbles
Active language
Its a
(The monsters are) in bed.
Hes awake
Passive language
What is it?
Where are the monsters?
The monsters are asleep.
Is the monster pet asleep?

Go to sleep song
Activities
Find my hat (Level B AB p.21 / The Monster Pet AB p.7)
Bubbles (Level B AB p.22 / The Monster Pet AB p.8)
Blowing bubbles
Go to sleep song
Resources
Big Book (pp.1011)
Audio CD (track 5)
A hat, a bat, a ball, a boat and a coat (if you cant get any of these items,
use pictures instead)
Shampoo (it will be best if you use a no tears brand) and a bowl of warm
water (not too warm!). Some bottles of childrens bubble mix would be
helpful too, although this is optional.
PCM 3 (p.90) Find the word
Preparation
Make enough copies of PCM 3 so that there is one for each child to take
home and complete.
Opener (5 mins)
What is it?
Greet the children and then bring out the hat, bat, ball, boat and coat. Point to
the hat and say What is it? Its a hat. Encourage the children to repeat Its a
hat.
Repeat this process for the bat, ball, boat and coat.
The Monster Pet
24
Big Book time

(10 mins)
Pages 10 and 11
Show the children pages 10 and 11 of the Big Book. Say Where are the
monsters? The monsters are in bed. Ask again Where are the monsters? and
encourage the children to say in bed. If they seem ready, you can help the
children to say The monsters are in bed.
Ask the children Where is the yellow monster? Say The yellow monster is
in bed. Encourage the children to repeat in bed or to try to say The yellow
monster is in bed. Now you can ask an individual child to point to the yellow
monster.
Repeat the process for all the monsters, inviting a child on each occasion to
point to the monster.
Session 3
Say The monsters are asleep. Point to the sleeping monsters, and mime being
asleep.
Repeat this and encourage the children to say asleep and to mime sleeping.
You can point to each monster in turn and say The yellow monster is asleep
etc.
Now ask Is the monster pet asleep? Wait for the childrens responses and then
pointing to the picture and the caption, say Its awake (you can change the
word stays to is).
Activity (5 mins)
Level B AB p.21

Find my hat
Pet AB page 7. The children have to match the monsters to the hats.
Activity (10 mins)
Blowing bubbles
Point to the monster pet in the Big Book (page 11) and ask the children (in
their first language) what the monster pet is doing. Hes blowing bubbles!
Bring out the shampoo and mix some into a bowl of warm water. Show the
children the bubbles it makes. Let the children play with the bubbles. They can
scoop them up and blow them (but do ask them not to blow near each others
faces!) Help the children realise that the shampoo eaten by the monster pet is
causing the bubbles.
If you can, bring in some bubble mix and let the children blow bubbles as
well!
Activity (5 mins)
Level B AB p.22

Bubbles
Emphasise the sound B at the beginning of bed, bear, boy and bubbles.
Encourage the children to practise soft B-B-B sounds, making sure their lips
are pursed together at the start.
Pet AB page 8. Encourage the children to draw lots of bubbles on their page.

Audio CD track 5
Go to sleep song
Play the Go to sleep song on the audio CD again (track 5), and let the
children listen. Encourage them to join in with the words:
Go to sleep, monster pet
Go to sleep, little monster!
Go to sleep
Go to sleep
Go to sleep, monster pet!
Give each child a copy of PCM3 (page 90). The children can have fun at home
completing the word bubbles which appears in dotted form on the sheet.
(Make sure that each childs name is on their sheet before they take it home.)
The Monster Pet
Home fun
25
Session 4
Key words
knife
fork
spoon
glass
Active language
Juice, milk, water etc.
Bread etc.
Yes/No
Passive language
What do we have for breakfast?
Show me
Has monster pet had breakfast?
Have we had breakfast?
plate
bowl
cup
saucer
Its the
In the
What are they?

What is it?
Where is the ?
What do you have?
Activities
Where is it? (Level B AB p.23 / The Monster Pet AB p.9)
Can you find it? (Level B AB p.24 / The Monster Pet AB p.10)
Treasure hunt
Resources
Big Book (pp.12, 13)
Audio CD (track 5)
Flashcards (knife, fork, spoon, glass, plate, bowl, cup, saucer)
Breakfast ingredients e.g. juice, bread, cereals, fruit etc or toy breakfast food;
breakfast crockery and cutlery including forks, spoons, glasses, plates, cups,
saucers
A dolls pram or cradle and a baby doll, a glass and some juice, a box and a
ball, a bag and an orange
Preparation
Make a treasure hunt by hiding around the room some of the objects that
feature in this session e.g. a bat, ball, fork, knife, cup, bowl, hat, baby doll,
cup, spoon, orange, box etc.
The Monster Pet
Opener (5 mins)
26
Whats for breakfast?

Once the children have arrived, put together a simple breakfast using
ingredients with which the children are familiar. Alternatively, you might find
it easier to make a pretend breakfast using toy food. You also need to lay the
table with breakfast crockery and cutlery including a fork, spoon, glass, plate,
bowl, cup and saucer. Put out two to four settings if you can.
When you have finished, point to any drinks and say What do we have for
breakfast? Juice, milk, water etc. Encourage the children to repeat Juice, milk,
water etc.
Now go on to point to the food items and say What do we have for breakfast?
Bread etc. Again, the children should repeat the words.
Session 4
Cutlery and crockery

Point to the crockery and cutlery items. Hold up a knife and say A knife. What
is it? The children repeat a knife. Repeat this sequence with a fork, spoon,
glass, plate, bowl, cup and saucer. You can also use the flashcards to reinforce
the new vocabulary.
Split the children into small groups. Give each group a fork, spoon, glass,
plate, cup and saucer. Say Show me a knife/fork/cup etc. The children have to
choose and hold up the right object.
Big Book time

(10 mins)
Pages 12 and 13
Read pages 12 and 13 of the Big Book with the children. Say Has monster
pet had breakfast? The children should reply No. Now ask Have we had
breakfast? The children should reply Yes. (They will have had breakfast at
home and also perhaps in class with the mock breakfast.)
Now say Show me the purple/blue monster. Show me the monster pet. As the
children point, help them to say Its the purple/blue monster. Its the monster
pet etc.
Say Show me the bubbles. When the children have pointed to the bubbles, ask
What are they? The children should reply bubbles.
Say Show me the bat. Pointing to the bat, ask What is it? The children reply
Its a bat. You can repeat this process for all the objects taught so far including:
knife
fork
spoon
glass
plate
bowl
cup
saucer
hat
bat
ball
boat
coat
bed
When you ask the children to show you the hat, you may find that they have
already realised that the hat is missing. Go on to say Where is the hat? The hat
is in the monster pet. Ask again Where is the hat? and encourage the children
to say In the monster pet.
In
Bring out a dolls pram or cradle and a baby doll, a glass and some juice, a
box and a ball, a bag and an orange.
Put the doll in the pram or cradle and says Where is the baby? The baby is
in the pram. Ask again Where is the baby? The children should reply In
the pram.
You can repeat this sequence with The ball is in the box and The orange is in
the bag.
Activity (5 mins)
Level B AB p.23

Where is it?
Pet AB page 9. Use the pictures to reinforce the preposition in. The children
have to draw each item in the appropriate container as you say The ball is in
the box etc.
The Monster Pet
Pour some juice into a glass and ask Where is the juice? The juice is in the
glass. Ask the children again Where is the juice? Help them to reply In the
glass.
27
Session 4
Game (510 mins)
Treasure hunt
Tell the children that you have hidden some of the objects that have featured
in the session around the room. Try to hide them in different containers and
places. The children have to find as many of the objects as possible.
When the children have found everything, they hold up the items and say e.g.
a ball. Ask each child what they have e.g. (Siti), what do you have? Help each
child to reply with the name of their object.
Activity (5 mins)
Level B AB p.24
Audio CD track 5

Can you find it?

Pet AB page 10. The children have to find and circle the ball, spoon, orange,
doll, fork and hat. Encourage them to say the words as they find the objects.
If there is time, the children could sing the Go to sleep song again (audio CD
track 5).
Home fun
The Monster Pet
Ask each child to paint or draw a monster using their favourite colour(s). (You
may find the children bring in pink, purple or multi-coloured monsters!)
28
Session 5
Key words
eyes
nose
mouth
Active language
his hat
(Its) in the monster baby.
blue
red
Passive language
Show me
The orange/purple/blue/red/yellow
monster lost
He lost his
We found
ears
hair
purple
yellow
orange
Its shampoo
What did he lose?

Where is the ?
What did we do?
What is it?
Activities
A monster breakfast (Level B AB p.25 / The Monster Pet AB p.11)
After supper (Level B AB p.26 / The Monster Pet AB p.12)
The monster pet song
Make a monster
Match the flashcards game
Resources
Big Book
Audio CD (track 6)
Flashcards (eyes, nose, mouth, ears, hair)
The monster shapes (cut out from PCM 2 and used in session 1)
Cardboard boxes, scrap materials, glue sticks and paint
Three photographs of yourself (which show you getting older e.g. as a child,
as a teenager or young adult and as you are now)
Preparation
Make lots of picture cards (with no words on them) to match the flashcards
for eyes, mouth, nose, ears, hair. You need to make several copies of each
card and hide them around the room before the session begins.
Opener (5 mins)
Monster paintings
Look at each others monster paintings.
A monster breakfast
Pet AB page 11. Revise the words for knife, fork, spoon, glass, plate and bowl.
Ask the children to draw some breakfast foods on the plate and in the bowl.
Whats in a face?
Read the Big Book up to page 13 and put up the five monster shapes
(prepared from PCM 2 for session 1). Ask the children to point out the various
monsters e.g. Show me the purple monster. Show me the blue monster etc.
The Monster Pet
Activity (5 mins)
Level B AB p.25
29
Session 5
Turn to the yellow monster and point out his facial features e.g. The yellow
monster has two eyes/one nose/one mouth/two ears. Now say Show me
the yellow monsters eyes/ears etc and encourage the children to point to
each feature and say the word. You can use the flashcards to reinforce the
vocabulary.

Big Book time

(10 mins)
Pages 1519
Read pages 15 to 19 of the Big Book and say The orange monster lost his hat.
What did he lose? He lost his hat. The children can repeat (He lost) his hat.
(Some children may manage the whole phrase but others may only say the
noun.)
Now ask Where is the orange monsters hat? Encourage the children to find
the hat. Say We found his hat. What did we do? and help the children to
repeat (We found) his hat.
Now ask Where is the hat? and say Its in the monster pet. Ask again Where is
the hat? Encourage the children to reply (Its) in the monster pet.
You can repeat this sequence for:
Activity (5 mins)
Level B AB p.26

the
the
the
the
purple monster who lost his bat

blue monster who lost his coat
red monster who lost his boat
yellow monster who lost his ball.
After supper
Pet AB page 12. The children have to join the objects in the monster pets
tummy to the matching pictures.
Game (10 mins)
Match the flashcards

Show the children the flashcards for eyes, mouth, nose, ears, hair.
Tell the children that you have hidden matching cards around the room. In
pairs, the children have to find as many of the cards as they can (but they must
only take one of each card). They must try to make a full set that matches the
flashcards. The pair that has found the most cards, and who can say the words
correctly, is the winner.
The Monster Pet
30
Final activity
(10 mins)
Audio CD track 6

Listen to the song on the audio CD (track 6), and teach the children the words:
The monster pet gets bigger and bigger
Hes eating everything up!
As you sing, use your arms to show the monster pet getting bigger and bigger.
Encourage the children to join in with the words and the actions.
Now look at the monster pet on pages 20 and 21 and say to the children Show
me the shampoo. Ask What is it? and encourage the response Its shampoo.
Session 5

Optional extension
activity (10 mins)
Make a monster
Give each pair of children a cardboard box, some scrap materials, a glue stick,
some paint or crayons and colouring pencils.
The children can choose one of the monsters and then, using the cardboard
box for a base, make his head adding on his ears, eyes, mouth, nose and hair.
Home fun
Ask the children to find some photos of themselves getting bigger and bigger
e.g. from baby to toddler to now. It would help if you could produce three
photos of yourself to show as an example.
The Monster Pet

31
Session 6
Level B AB page 27 / The Monster Pet AB pages 1316
Key words
arms
legs
hands
feet
Active language
eyes
nose
mouth
ears
hair
two arms
two legs
Monster pet
Passive language
Show me
What is it?
The (purple) monster has
What does the (purple) monster have?

Who do you think has got them all?
Is this a ?
Activities
Finger puppets (Level B AB p.27 / The Monster Pet AB p.13)
Plasticine monsters
Play the food game (The Monster Pet AB p.14)
What are the monsters eating? (The Monster Pet AB p.15)
What are the monsters wearing? (The Monster Pet AB p.16)
Resources
Big Book
Flashcards (arm, legs)
The monster shapes (cut out from PCM 2 and used in session 1)
Envelopes
A small amount of plasticine for each child
Preparation
Cut out and make up the monster finger puppets from each childs Activity
Book (Level B AB p.27 / The Monster Pet AB p.14) in advance. The finger
puppets can be held together with strong glue or Sellotape. Please note
that users of The Monster Pet AB should complete the activity on p.14
before cutting out the finger puppets on p.13.
Opener (5 mins)
Facial features revision

Read the Big Book to the first part of page 19: The yellow monsters lost his
ball.
The Monster Pet
Now put up the five monster shapes (prepared from PCM 2 and used in
session 1) and say Show me the purple/yellow/blue monsters eyes/nose/
mouth etc. As each child points to the feature, ask What is it? Help each child
to say nose/mouth/hair etc.
32
Now say Show me your nose/ears/eyes/mouth/hair. As the children gain in

confidence you can speed this up.
Body parts
Pick up each monster separately and point to his arms. Say The (purple)
monster has two arms. One, two. What does the (purple) monster have? Point
to the monsters arms and encourage the children to reply two arms. You can
ask individual children the same question. Repeat this sequence with all the
monsters and show the flashcard to reinforce the word arm.
Session 6
Now point to the monsters legs. Pick up one monster, point to his legs and say
The (purple) monster has two legs. One, two. Encourage the children to repeat
two legs and show the flashcard.

Play the food game
Activity (10 mins)
Explain, before you cut out the finger puppets on page 13, that they can play
a food game. They need one counter each and a coin. (Heads = move 1 space.
Tails = move 2 spaces.) The children toss the coin and move along the board.
If they land on a food, they have to say the word. If they dont know it, they
must go back a space. If the other child knows the word, they can say it and
move forward a space. You can add another level of complexity by teaching I
like (name of food) or I dont like (name of food).
Once they have played the game two or three times, they can turn over and
use their scissors to cut out the finger puppets.
Activity (10 mins)

Level B AB p.27

Finger puppets
Give each child the monster finger puppets which you have assembled from
their Activity Books (Level B AB page 27 / The Monster Pet AB page 13 see
Preparation above).
Place the children in pairs, A and B. Give instructions such as Touch your
nose/ears/eyes/mouth/hair. Child A has to repeat this and child B has to
touch their own nose etc. with the finger puppet.
Encourage the children to count the puppets.
Use the puppets to say Hello! Goodbye!
The children can store their puppets in envelopes.
Big Book time

(10 mins)
Whole book
Read the Big Book again to page 19 including Who do you think has got them
all? Explain to the children what this means and then say, in English, Monster
pet has got them all. Ask the children Who do you think has got them all?
Encourage them to reply Monster pet.
Continue reading until the end of the book. Stop and point to certain items
and ask Is this a ? But say the wrong thing deliberately. This will help you to
assess which children need extra help.
Activity (5 mins)
Audio CD track 6

Listen to the song on the audio CD once again (track 6), and encourage the
children to join in with the words and actions (use your arms to show the
monster pet getting bigger and bigger):
Hes eating everything up!
Sing the song through again twice.
The Monster Pet
33
Session 6

Activity (15 mins)
What are the monsters eating?

Explain that the monsters are very hungry! They each have a number. Revise
the numbers 1, 2, 3, 4, 5. Ask everyone to point to monster two or monster four
etc.
Now explain that you will tell the children what each monster is going to
eat. They listen and choose the right sticker, then stick it onto the correct
monsters plate, following your spoken directions. E.g. Monster one is eating
peas. Monster two is eating cheese. Monster three is eating sweets. Monster four
is eating a beef burger. Monster five is eating an apple (or choose different
foods if you prefer).
The children can now ask and answer: Whats monster five eating? (An apple)
Now explain that the children can draw themselves at the 6th table and stick
on, or draw on the plate, what they most like to eat. They can then tell and ask
their friends what they chose: Im eating ...What are you eating?
(5 mins)
Plasticine monsters
Give each child a small amount of plasticine and show them how to model
their own monster.

What are the monsters wearing today?
Activity (15 mins)
The children need to be reminded of hats, boots, flags and the colours. Teach
stripes, spots, stars if necessary.
Explain that the monsters are going out shopping and need to get dressed.
Give out the stickers. The children have to match the patterns by looking
carefully.
They can then draw their own monster on A 4 paper with a hat, boots and a
flag, making up their own design. They can make a shopping bag out of some
paper, folded over and stapled or glued. The monsters can then go shopping.
If you have small pictures or stickers of toys/foods/clothes, the children can
stick these around their monster and then tell each other what their monster
has bought, He bought ... (use Hes buying ..., if you prefer to avoid the past
tense).

Audio CD track 4
Story time
Play the story once again (audio CD track 4), and pause the sound so that the
children can chime in with key words and phrases.
The Monster Pet
Home fun
34
The children can take home their plasticine monster and make a bed for it.
You Noisy Monkey! Session 1

Level B AB pages 2932 / You Noisy Monkey! AB pages 36
Key words
monkey
noisy
quiet
fire
Active language
This is
These are
Passive language
Simon says
Very quiet
Very noisy
He stamps/bangs/chitter-chatters
Is there a in the story?
Are they noisy? Yes!
Activities
Simon says
Is it noisy? (Level B AB p.29 / You Noisy Monkey! AB p.3)
The jungle (Level B AB p.30 / You Noisy Monkey! AB p.4)
The animals (Level B AB p.31 / You Noisy Monkey! AB p.5)
Resources
Big Book (pp.25)
Flashcards (fire, snake, bull, cow, duck, cat, fish, dog)
PCM 4 (p.91) Monkey puppets
Preparation
You will need to prepare Level B AB pp.31, 32 / You Noisy Monkey! AB pp.5,
6 in advance for each child by cutting out the animals (you could consider
sticking them onto thin card to help them last longer). Put the animals in
an envelope for each child. You will also need to keep a set for yourself to
use in other sessions.
Cut out the monkey puppets from PCM 4. You can either mount these on
card or laminate them and add sticks to make them into puppets.
Opener (5 mins)
Simon says
To reinforce the vocabulary used in this session, play Simon says using the
words walk, float, trek, slip, swim, run and climb e.g. Simon says walk!
Say:
Simon says touch your nose.
Simon says sit down.
Simon says stand up.
Simon says look through your fingers.
Simon says say Hello.
Say Goodbye.
In theory, nobody should speak on the last instruction!
You Noisy Monkey!
Heres a quick reminder of the rules for Simon says. If you say Simon says
walk! then the children must copy you and walk. If, however, you dont say
the name Simon and simply say walk! the children should stand still and not
follow you. If the children forget, and do follow you, they are out (although,
if you prefer, there is no need for anyone to be out and everyone can carry on
playing).
35
Session 1
Presentation
(10 mins)
Quiet/noisy
Show the monkey puppets (made from PCM4 page 91). Explain that one
monkey is very quiet but Is the other monkey quiet? Oh no! He isnt! Hes
very noisy! (Raise your voice.) He bangs (bang desk loudly with your hand).
He stamps (stamp your foot). He chitter-chatters (say Eeh-ah-ooh! and act like
a monkey!).
Have another game of Simon says with Simon says stamp. Simon says bang.
Simon says chitter-chatter, eeh-ah-ooh!
Activity (5 mins)
Level B AB p.29
You Noisy Monkey AB p.3
Is it noisy?
Give each child their Activity Book open at Level B AB page 29 / You Noisy
Monkey! AB page 3.
Explain that the children have to circle the things which make a loud noise i.e.
motorbike, drum, baby, balloon, lion, monkey (socks and sun are quiet).
(5 mins)
Whats it about?
Turn the pages of the story without reading it. See if the children can guess the
storyline. Use the opportunity to teach monkey and fire.
Big Book time

(5 mins)
Pages 35
Show the toy animals or flashcards for bull, cow, duck, cat, fish and dog. (Many
of these animals will be familiar to the class from the other Big Books.) Hold
up each animal or flashcard and say its name. Ask Is there a (animal name) in
the story? No, there isnt .
Now bring out the monkey and ask Is there a monkey in the story? Yes, there
is!
Open the Big Book at page 3 and point to the lion. Ask Is there a lion in
the story? Yes! Similarly, you can point to pages 4 and 5 and ask Is there an
elephant/hippo in the story? Yes!
Activity (5 mins)
Level B AB p.30
Activity (5 mins)
Level B AB p.31
You Noisy Monkey!
36
The jungle
Monkey! page 4. While you go round and help each child to fold their animals
(see Level B AB page 31 / You Noisy Monkey! AB page 5 below), the class can
colour in the picture of the jungle.
The animals
Give each child their envelope containing the animals cut out from Level B
AB page 31 / You Noisy Monkey! AB page 5. Show the class how to fold the
animals in half.
If you are unable to complete the cutting activity on You Noisy Monkey! AB
page 5, you can use the jungle pattern on page 6 for children to stick animal
stickers on.
Session 1
(5 mins)
Review
Open the Big Book at pages 2 and 3 and read the story to the class, pointing
to the words as you read. The children can hold up their folded animals
whenever the animal is mentioned in the story. They can also make the animal
noises as they hold up each animal.
Show the flashcards for lion, snake and monkey to the class. Ask Are they
noisy? Yes! Make sure everyone can make the noise of each animal.
Stick each animal flashcard on a separate wall. When you say the word, the
children have to point to the correct wall or even stand up and go to the
correct wall. They can then make the noise of the animal e.g. roar! hiss!
squawk! and eeh-ah-ooh!
Home fun
Ask the children to find pictures of noisy things e.g. trains, planes, cars etc and
to stick them onto a piece of paper or card, like a collage.
You Noisy Monkey!

37
Session 2
Level B AB pages 33, 34 / You Noisy Monkey! AB pages 7, 8
Key words
think
sleep
talk
roar
chase
see
climb
Active language
Yes/No
elephant
hippo
S/hes quiet
Hes noisy
Passive language
think
sleep
talk
roar
chase
see
climb
top
highest tree
up
down
Is s/he noisy?
Is s/he sleeping/dancing/running/
talking?
Activities
Copy cats
Make a palm tree
Find the animals (Level B AB p.33 / You Noisy Monkey! AB p.7)
What are they doing? (Level B AB p.34 / You Noisy Monkey! AB p.8)
Resources
Big Book (pp.17)
Animal cut-outs (from Level B AB p.31 / You Noisy Monkey! AB p.5 in
session 1) and monkey puppets (from session 1)
Each child will need a rectangle of brown paper or thin card, some green
paper rectangles and a card square if they are to tackle the optional
extension activity at the end of the session
Opener (5 mins)
Animal actions
Read the story through until page 7. Let the children use their cut-out animals
(from Level B AB page 31 / You Noisy Monkey! AB page 5) to copy the actions
of the animals in the story.
You Noisy Monkey!
Activity (10 mins)
38
Copy cats
Explain that you are going to act out and say an action. The children must
listen, repeat the word and copy you.
Say and act out:
think (head on fist, look thoughtful)
sleep ( head on hands, eyes closed)
talk (blah, blah, blah use hand actions to indicate talking)
roar (roar like a lion)
chase (pretend to chase someone)
see (pretend to see someone or something)
climb (climbing action)
If time allows you can also revise some of the known actions learnt in previous
lessons e.g. jump, swim, dance, clap, blow, walk and run.
Session 2
Activity (5 mins)
Level B AB p.33

Find the animals

Monkey! AB page 7. The children can use a pencil to circle the hidden
animals. There are four altogether (the lion, monkey, hippo and elephant).
Once they have found them, they can finish colouring the picture.
Big Book time

(10 mins)
Pages 47
Read the story until page 7, using gesture and mime to make clear words such
as top, highest tree and down.
Now return to the spread on pages 4 and 5. Ask Whos this? Is it Lion? No?
Then who is it? Its Elephant. Encourage the children to repeat Elephant.
Go on to ask:
Is she sleeping? (Act sleeping.) No?
Is she dancing? (Act dancing.) No?
Is she running? (Act running.) No?
Is she talking? (Talk in a very quiet voice.) Yes!
Is she noisy? (Talk quietly again.) No?
Shes quiet. (Encourage the children to say in low voices Shes quiet.)
Now bring out the monkey puppet and say But, oh dear, heres Monkey.
Is he quiet? No! Hes noisy! (Encourage the children to say loudly Hes noisy!)
Repeat for the Hippo:
Whos this? Is it Lion? Is it Elephant? No? Then who is it? Its Hippo.
Is he sleeping? (Act sleeping.) No?
Is he dancing? (Act dancing.) No?
Is he running? (Act running.) No?
Is he thinking? (Act thoughtful) Yes!
Is he noisy? (Act thoughtful again.) No.
Hes quiet. (Encourage the children to say in low voices Hes quiet.)
Now bring out the monkey puppet and say But, oh dear, heres Monkey.
Is he quiet? No! Hes noisy! (Encourage the children to shout as loudly as they
can Hes noisy!)
Activity (5 mins)
Level B AB p.34

(10 mins)
What are they doing?

Monkey! AB page 8. Explain that there are pictures of different animals on
each side of the page. The children have to match up the animals who are
doing the same thing as each of the monkeys e.g. one monkey is sleeping and
so is the lion.
Review
Play Copy cats with the children again encouraging them to repeat and act
out:
think (head on fist, look thoughtful)
sleep ( head on hands, eyes closed)
talk (blah, blah, blah use hand actions to indicate talking)
roar (roar like a lion)
chase (pretend to chase someone)
see (pretend to see someone or something)
climb (climbing action)
You Noisy Monkey!
39
Session 2

Optional extension
activity (10 mins)
Make a palm tree

Each child will need a rectangle of brown paper or thin card and some green
paper rectangles. They need to roll the card to make a tube, to form the trunk
of the tree. The green paper rectangles can be folded in half and cut to make
fringes, like palm fronds.
Twist the end of each leaf to make a thin point which can be inserted into the
top of the palm tree tube. Some Sellotape can be used to keep the leaves in
place.
Use a card square to make a base. Cut four or five slits upwards from the
bottom of the tree to make tabs which can be glued or taped to the base. Let
the children play with their cut-out animals and the palm tree.
Home fun
You Noisy Monkey!
At home, the children could paint or draw more palm trees and create their
own jungle scene.
40
Session 3
Key words
fire
red
Active language
fire!
fish
farm
flower
fairy
orange
yellow
frog
fig
five
four
Passive language
Shh, Im trying to sleep
Really angry
Whats this?
chased
Its
stand up
What colour is ..?
sit down
Is this your nose/eyes/mouth/head/ear/hand/foot?
Activities
Sleeping lions
Chasing monkey
Does it begin with F? (Level B AB p.35 / You Noisy Monkey! AB p.9)
Take me home! (Level B AB p.36 / You Noisy Monkey! AB p.10)
Resources
Big Book (pp.114)
Flashcards (fire, fish, foot, fork)
A bell or tambourine
session 1)
A large sheet of paper with a jungle scene drawn on it.
Preparation
Prepare streamers, made from red, yellow or orange crepe paper or ribbon.
There should be one for each child and you will need several too.
If preferred for the optional extension activity (Chasing monkey), prepare
four animal masks for Monkey, Lion, Hippo and Elephant. Otherwise use the
animal cut-outs (from Level B AB p.31 / You Noisy Monkey! AB p.5) or toy
animals.
Opener (5 mins)
Sleeping lions
Pretend you are going to sleep. Say Shh, Im trying to sleep. The children will
probably giggle or try to wake you up. Repeat Shh, Im trying to sleep.
The children need to lie on the floor or rest their heads upon their arms, at
their desks. They close their eyes but you go around the room, making silly or
loud noises, gently tickling their noses etc so that they open their eyes, move
or giggle. Play until there are only five players left and give them a round of
applause.
You Noisy Monkey!
Wake up and explain that you are going to teach them a game called Sleeping
lions. Explain (in the first language) that Lion on page 3 of the Big Book is not
sleeping now because Noisy Monkey woke him up! Hes trying to sleep but
he cant close his eyes because of all the noise. The children are going to try
to sleep as well but you are going to tiptoe around the class and try to wake
them up. If anyone moves, makes a noise or opens their eyes, they are out and
have to sit up and watch the rest of the game being played.
41
Session 3
Fire!
Revise fire e.g. show the flashcard of fire and ask Whats this? Its fire! What
colour is fire? Red, yellow, orange yes. Encourage the children to repeat the
colours with you.
Give each child a streamer made from yellow, orange or red crepe paper or
ribbon. The children have to wave their streamers every time you say Fire!
Now use the opportunity to revise introductions and parts of the body. Say
Lets say Hello to each other and see if we can remember nose, eyes, mouth,
head, ear, hand and foot. Point to each part as you proceed then stop and
say Oh no! Fire! The children have to stand up, shout Fire! and wave their
streamers, then sit down again as you start going round the individuals
saying Hello, (Nor). Encourage the child to respond with Hello. Ask Is this
your nose? (Touch their hand.) The child should say No or shake their head.
Ask Is this your nose? (Touch their nose.) The child should say Yes or nod
their head.
Go around the whole class like this but every so often stop, sniff the air and
say Oh no! Fire! The children have to stand up and wave their streamers,
then sit down again as you continue going round the individuals. You can
use a small bell or tambourine as a signal to become instantly quiet and sit
down again.

Activity (5 mins)
Level B AB p.35
Does it begin with F?

Use the flashcards to revise the words that begin with F: fire, fish, foot, fork.
Emphasise the pronunciation of F, with the teeth on the lower lip. The children
can say each word in chorus.
Monkey! AB page 9. Now tell the children they will work in pairs: one child
holds the book and the other acts as a pointer. They need to listen as you
say each of the words on the page, slowly and clearly, and then they must
choose the correct picture. One child points to it, whilst the other holds the
book outwards so you can see what they have chosen.
Once you have revised the words, they can both sit down and circle the F
pictures in their Activity Books.
You Noisy Monkey!
42
Big Book time

(10 mins)
Pages 17
Bring out the large sheet of paper on which you have drawn a jungle scene.
Have the cut-outs of Hippo, Lion, Elephant and Monkey (from Level B AB
page 31 / You Noisy Monkey! AB page 5) and paper flames ready to use as
visual aids.
Read the Big Book through until page 7 and then ask (in the first language)
what the monkey saw. The children should answer Fire! Wave your flames.
Yes, Noisy Monkey saw fire. Theres fire in the jungle! What did Monkey do?
Well, he went to Lion.
Use the animal cut-outs. Stick the lion onto the jungle picture and then bring in
the monkey. Say Lion was sleeping. But look, heres Monkey! Is he quiet? No!
Hes very noisy! He says chitter-chatter chitter-chatter but then he shouts fire!
fire! fire! Stick the flames on the picture.
Frown frown. Lion was really angry! Grrr! he roared. Ill get you noisy
monkey. And he chased Monkey through the jungle. Use the cut-outs to show
what chase means.
Session 3
Optional extension
activity (10 mins)
Chasing monkey
At this point, if you have a playground, you could take the class outside and
give one child a monkey toy, puppet or mask. Another child has the lion cutout (or a mask) and the rest of the children need to spread out and pretend to
be trees standing with their arms outstretched.
Say Stand up (Siti), youre a tall tree. Sit down (Joel), youre a small tree. The
lion can chase the monkey around and in between the trees until he catches
him. As soon as the monkey is touched, everyone stops and someone else has
a chance to play the animal roles.
Now choose two other children and repeat. The first monkey and lion can
become trees. After a few turns, add the hippo and the elephant, so that there
are three chasers after one monkey until everyone has had a turn.
Activity (5 mins)
Level B AB p.36

(5 mins)

Audio CD tracks 7, 8
Take me home!
Monkey! AB page 10. The children have to trace the line between each animal
and its home. They can follow each line with a bright pen.
Review
Play the story from pages 1 to 15 (audio CD track 7).
To finish the lesson, let the children listen to the Jungles burning song on the
audio CD (track 8). (They will learn this in the next lesson.)
Home fun
The children can make a jungle garden from stones, small plants, sticks etc.
They can use an old tray, tin lid or plastic container.
You Noisy Monkey!

43
Session 4
Key words
river
jungle
behind
in
across
next to
above
out
under
Active language
Jungles burning
Run away
Pour on water
Fire!
Ill get you, you noisy monkey!
Be quiet you, you noisy monkey shh!

Monkey was sad
Its coming this way
Now Lion was really angry
Passive language
Hes swimming
Where am I?
Im behind
Whats this?
Activities
Jungles burning song
Revising prepositions
Which monkey? (Level B AB p.37 / You Noisy Monkey! AB p.11)
Fire! (Level B AB p.38 / You Noisy Monkey! AB p.12)
Resources
Big Book (pp.113)
A length of blue fabric or crepe paper (for a pretend river)
session 1)
PCM 5 (p.92) Chasing noisy monkey
Preparation
For Level B Activity Book users, cut out the animal pictures from Level B
AB p.38 and put each set of three in an envelope or in a paper clip (a set for
each child).
Opener (10 mins)

Audio CD track 8
You Noisy Monkey!
44

Play the song, Jungles burning (audio CD track 8), and teach the words and
actions:
Jungles burning, Jungles burning, (wave fingers and bodies like flames)
Run away! Run away! (run on spot)
Fire, fire! Fire, fire! (hold up both hands in horror, look surprised)
Pour on water! Pour on water! (pretend to be pouring water from a bucket or
holding a hose)
Where are the animals?

Spread out the length of blue fabric or crepe paper on the floor. Say This is a
river a long, blue river.
Session 4
Now take the animal cut-outs (from Level B AB page 31 / You Noisy Monkey!
AB page 5) and put them in the following places saying:
Look, Hippo is in the river. (Make him swim.) Hes swimming. Lets swim!
(Everyone mimes swimming.)
And heres Lion. Hes next to the river. He doesnt like swimming. He likes to
sleep next to the river.
Aha! This is Elephant. Whos this? Elephant. Hes swimming in the river. Hes
swimming behind Hippo.
And Monkey is swimming behind Elephant.
Ask a few children to stand in a line, one behind the other. Stand so that
you are second in the line. Say Look! Where am I? Im behind (Stefan). Now
move so that you are third in line and say Now Im behind (Daniela). Ask the
children Wheres (Daniela)? They should reply Behind Stefan. Repeat several
times until everyone has used the word behind.

Activity (5 mins)
Revising prepositions
Use the monkey puppet to demonstrate behind, across, in, out, next to, above
and under.
Say Wheres Monkey? Hes behind the chair. Hes above the table. Hes in the
bag. Now hes coming out of the bag. Hes walking across the table. Hes next
to (Timothy). Hes under the table etc.
Give the monkey to two children. Say Behind (Ferdinand). The children
can be guided by the rest of the class until they hold the toy in the correct
place. Put the monkey in the second childs hand and repeat with a different
preposition e.g. Next to (Alisa).
Activity (5 mins)
Level B AB p.37

Which monkey?
Monkey! AB page 11.
As you give out the instructions, the children should colour the monkey who
is:
above Noisy Monkey = yellow
behind = orange
next to = black
under = blue
Big Book time

(10 mins)
Audio CD track 7
Pages 113
Read pages 1 to 13 and use the illustrations to revise key words known by the
children. Say Whats this? Give the correct word as one of two possibilities e.g.
Is it a tree or an orange? The children will find the alternatives amusing and
enjoy it if you pretend to be genuinely unsure yourself.
As you go through, ask the class to mime the phrases as indicated e.g.
page 3 Be quiet, you noisy monkey shh! (fingers on lips)
page 6 Monkey was sad (look sad)
page 7 Its coming this way (beckon with both hands)
page 9 Now Lion was really angry (wag finger angrily)
pages 9, 11, 13 Ill get you, you noisy monkey! (pretend to pounce with
your hands as claws)
You Noisy Monkey!
45
Session 4
The children will enjoy saying this last phrase as they act out being a cross
lion, elephant or hippo: Ill get you, you noisy monkey! You could even
divide the class into three groups so that one group speaks for each
animal.
Finally, play the story right through to the end (audio CD track 7).
Activity (10 mins)
Level B AB p.38

(5 mins)
Fire!
Monkey! AB page 12. Level B Activity Book users will need the three pictures
cut out from PCM5 (page 92), one set each. They need to glue the animals in
the correct chasing order i.e. Lion first, Elephant second and Hippo third. You
Noisy Monkey! Activity Book users can use the stickers provided.
Review
Put the children into pairs and let them act out pages 2 and 3:
Monkey: Chitter-chatter, ehahooh!
Lion: (snores)
Monkey: Chitter-chatter, ehahooh!
Lion: Be quiet, you noisy monkey! Im trying to sleep grrr!
Monkey: OK, goodbye.
The pairs could practise their dialogues and then perform them for the rest of
the class.
Home fun
You Noisy Monkey!
The children can look for pictures of, and books about, monkeys and other
jungle animals at home.
46
Session 5
Key words
faster
higher
smaller
big
point
jungle
zoo
Active language
higher and higher
bigger and bigger
Passive language
Same?
Different
smaller and smaller

faster and faster
Activities
Sleeping lions
Miming
The odd one out (Level B AB p.39 / You Noisy Monkey! AB p.13)
Monkey goes for a walk (Level B AB p.40 / You Noisy Monkey! AB p.14)
Resources
Big Book (pp.14, 15)
Audio CD (track 9)
Flashcards (fire, hippo, elephant, lion, monkey)
Two toy cars or motorbikes
A balloon
session 1)
Opener (5 mins)
Sleeping lions
Play the Sleeping lions game with the children again (see page 40).
Activity (5 mins)
Level B AB p.39
The odd one out

Monkey! AB page 13. Explain that there are three or four lions on each row.
They are all the same except for one, which is different. The children have to
look carefully and circle the odd one out.
You may use the expressions Same? Yes! Same? Yes! Same? No! Different! But
do not try teaching them to the children.
Faster and faster

Revise adjectives e.g. big, small, sad and angry.
Now hold the vehicles at different heights. Say This car/motorbike is high but
this one is higher. Encourage the children to join in until they are chanting
higher and higher.
Repeat for faster and faster, making the vehicles move at different speeds
Do the same with big, by blowing up a balloon. Say This is getting bigger and
bigger and bigger. (Blow very slowly and the children will soon chime in with
bigger and bigger.)
Now let the balloon go down slowly whilst saying smaller and smaller.
You Noisy Monkey!
Teach fast using two model cars or motorbikes. Say Broom, broom this car/
motorbike is fast! Now pick up the second vehicle and overtake the first. Say
Broom, broom, broom, this car/motorbike is faster!
47
Session 5
Activity (10 mins)

Level B AB p.40
Audio CD track 9
Monkey goes for a walk

Monkey! AB page 14.
Remind the children of the names of the different things on the map e.g. river,
dragon, bus, house, mountain, jungle. Explain that the children will need to
listen to the story of Monkeys walk. They should point at Monkey to start with
and then pretend their finger is Monkey so that they can trace his path as he
travels through the jungle.
Play the audio CD (track 9) or read the script below:
Hello, its Monkey here Noisy Monkey! Chitter-chatter, ooh, ooh,
ooh, ooh, ooh, ooh, ooh! Ooh, ooh, ooh! I live in a jungle. Here I am
at the top of the highest tree. Now I am going down the tree and I am
walking through the jungle.
I am walking faster and faster. I am swimming across the river. I am
swimming faster and faster. Brrr, the river is cold. Brrr, its getting
colder and colder!
Ooh look, its a bus! Its coming this way. Its coming to see Lion. Hello
Lion! Now I am climbing up, up, up the mountain. Im climbing higher
and higher. Theres a house at the top. Its Hippos house. Hello, Hippo!
Now I am going down, down, down the mountain. Oh no, whats this?
Its a dragon. Hes chasing me! Quick! Back up the mountain. Come
on, Hippo down the mountain! Come on, Lion across the cold
river! Faster and faster, and back to the highest tree. Quick! Were
climbing higher and higher. Hooray! Were saved!
Big Book time

(5 mins)
You Noisy Monkey!
Optional extension
activity (5 mins)
48
Pages 14 and 15
Read through pages 14 and 15 twice. Use the cut-outs of Hippo, Elephant, Lion
and Monkey (from Level B AB page 31 / You Noisy Monkey! AB page 5) to act
out the pages as you read.
Miming
Ask four children to come out to the front and show each one a flashcard of
one of the animals (either hippo, elephant, lion or monkey). Each child must
mime the animal they have been shown and the rest of the children have to
guess which child is the lion.
The four children who guess correctly can be the next four to act out the
animals.
Home fun
Ask the children to look through magazines and cut out pictures of people or
animals who are asleep. They can bring their pictures in and you can make a
photo montage called Shh! Im trying to sleep!
Session 6
Key words
look
Active language
Look at
hello
goodbye
Passive language
Im looking at
Where am I looking?
looked
goodnight
Im sorry
Be quiet noisy monkey!
Well done
saved
Activities
Put on a play
Look at
Painting
Who is monkey looking at? (Level B AB p.41 / You Noisy Monkey! AB p.15)
Silhouettes (Level B AB p.42 / You Noisy Monkey! AB p.16)
Resources
Big Book
I Looked Through my Window Big Book
Preparation
For the play (the optional extension activity), you will need to provide
animal masks (alternatively, the children can simply hold their animal cutouts from Level B AB p.31 / You Noisy Monkey! AB p.5). If you decide to
make masks you will need to make sure you have one hippo, monkey, lion
and elephant for each group of five children. The fifth child will need their
streamers (made from red, yellow or orange crepe paper or ribbon and used
in session 3).
Using the outlines on PCM 4 (p.91), cut out a template of Noisy Monkey
from black paper one for each child (for the optional extension activity).
Opener (10 mins)

Audio CD track 8
Play the song Jungles burning (audio CD track 8) again, and encourage the
children to join in with the words and actions:
Jungles burning, jungles burning, (wave fingers and bodies like flames)
Run away! Run away! (run on spot)
Fire, fire! Fire, fire! (hold up both hands in horror, look surprised)
Pour on water! Pour on water! (pretend to be pouring water from a bucket or
holding a hose)
Look at
Play the Look at game with the children. Explain that you will be the first in
the game. Say Look at Mrs/Mr (your name). All the children have to hold one
hand above their eyes (as if searching for a ship) and look at you.
Explain that you will now choose a child and will say Look at (childs name).
All the class have to turn and look at this child. That child then chooses
another child and so on. The faster the game is played the more fun it is!
You Noisy Monkey!
Game (5 mins)
49
Session 6
Activity (10 mins)

Level B AB p.41
Who is monkey looking at?

Say Im looking at (Maria) and (Marias) looking at me. Where am I looking?
At (Maria). (Exaggerate your eye movements as you look!) Say Wheres
(Arun) looking? At (Jerry) etc.
Monkey! AB page 15. Explain that Monkey is looking at only one animal at a
time. The children have to draw an arrow from Monkey to the correct animal.
One example has been done for the children.
Big Book time

(5 mins)
Look!
Remind the children of the Big Book I Looked Through My Window and say I
looked through my window (and what did I see?). Use your fingers to make a
window frame. Now use two hands to shade your eyes as if you were looking
for something far away on the horizon. Say look look look. Point to
Lion and read Lion looked. Elephant looked. Hippo looked. They all saw that
Monkey had saved them (page 16 of the Big Book).
Now pick up the bear puppet and the monkey puppet. Pretend that Bear has
slipped out of your fingers and started to fall. The monkey puppet should
rescue Bear. Say Phew! Well done, Monkey. You saved Bear. The bear nearly
falls again. Again, Monkey rescues him. Say Ooops, careful! Oh dear, poor
Bear! The bear falls and Monkey rescues him. Say Phew! Well done, Monkey.
You saved Bear.
Activity (5 mins)
Level B AB p.42

Optional extension
activity (30+ mins)
Silhouettes
Monkey! AB page 16. The children need to match up the silhouettes and
pictures of the animals. They may need to look through the Big Book to check
if they are correct before they join them up e.g. monkey = page 10, lion = page
15, parrot = page 2, hippo = page 14,
snake = pages 2 and 3.
Put on a play
Choose groups of five children. Each group has one monkey, one hippo, one
elephant, one lion and a fire. The children can wear masks or carry the animal
cut-outs. The child who is fire can carry some streamers.
You Noisy Monkey!
You could use the scripts below:
50
Lion: (snores)
Teacher: Lion is sleeping, shh!
Monkey: Chitter-chatter, chitter-chatter, eeh-ah-ooh!
Lion: (looks angry)
Teacher: Lion is angry and shouts
Lion: Be quiet, Noisy Monkey!
Monkey: Hello, Lion
Lion: Hello, Monkey
Monkey: Chitter-chatter, eeh-ah-ooh!
Lion: Be quiet, Noisy Monkey!
Monkey: Im sorry. Goodbye.
Lion: Goodbye and goodnight!
Session 6
Monkey: Hello, Hippo

Hippo: Hello, Monkey
Monkey: Chitter-chatter, eeh-ah-ooh!
Hippo: Be quiet, Noisy Monkey!
Monkey: Im sorry. Goodbye.
Hippo: Goodbye and goodnight!
Optional extension
activity (10 mins)
Painting

(5 mins)
Audio CD track 7
Review
The children can paint a picture of the fire and you can give each child a
template of Noisy Monkey to stick on their painting (as a silhouette) once
the paint is dry. See Preparation (above) for directions on making the Noisy
Monkey templates from PCM4 (page 91).
Play the story through again, twice (audio CD track 7). The second time,
encourage the children to join in wherever they can e.g. Chitter-chatter,
chitter-chatter, eeh-ah-ooh! or Fire! Fire! Fire!
Home fun
If possible, the children could visit the local zoo to see the monkeys there!
They might also spot other jungle animals from the story.
You Noisy Monkey!

51
Session 1 The Cat and the Monkeys Tail

Level B AB pages 43, 44 / The Cat and the Monkeys Tail AB pages 3, 4
Key words
cat
monkey
cow
farmer
river
cloud
wind
milk
water
grass
please
Active language
Please give me
Passive language
Shake my hand
Activities
Kims game
Making masks
Kims game again
Spot the difference (Level B AB p.43 / The Cat and the Monkeys Tail AB p.3)
Matching cows (Level B AB p.44 / The Cat and the Monkeys Tail AB p.4)
Resources
A tray, a bowl of milk (or a bottle or jug), a cup of water and a plate of grass
Six familiar objects on a tray for Kims game e.g. a cup, ball, toy etc
PCM 6 (p.93) Picture cards
Preparation
Cut up the pictures from PCM 6. Ideally, these could be laminated or stuck
onto card.
You need to make a set of mask templates for the characters in the story (a
cat, monkey, cow, farmer, river, cloud and wind) that the children can colour
in. You can also provide drinking straws (whiskers for the cat mask), shiny
paper (for the river mask) and cotton wool (for the cloud mask). See page
53 for some suggested mask designs.
Set out paints, crayons, glues, straws etc for mask making.
Opener (10 mins)
52
Sequencing
Greet the children by name as they arrive. Say Hello (Jessica), shake my hand!
(The children will enjoy shaking hands!) The children should reply Hello (your
name).
Lay each of the picture cards that you have cut out from PCM 6 (page 93) in
a row on the table. Put them in the order of cat, monkey, cow, farmer, river,
cloud, wind. As you do, say the name of each one and repeat it several times.
Now point to each card, one at a time, and say the name e.g. cat, monkey
etc. Encourage the children to say the name after you. To help the children to
remember add a sound effect to each card. Point to each card and instead of
saying the name, make a sound, e.g.
cat = miaow!
monkey = eeh-ah-ooh! or
ooh! ooh! ooh!
cow = moo!
river = trickle! trickle!

farmer = whistle (actually whistle)
cloud = silent (put your finger on your lips)
wind = whoosh!
Now see if the children can remember them. They will have fun trying to
whistle, trickle and stay silent for a cloud!
Session 1
Choose three cards and lay them on the table in a line. Encourage the children
to look closely at them. Now muddle them up and ask the children to try to
put them back in the original order. Repeat this several times and say the name
of each card at every opportunity e.g. cow, cat, wind etc. If the children are
confident enough, repeat the activity with four or five cards and ask them to
re-order them correctly.
Please give me
This presentation is designed to teach the children the phrase Please give me...
This phrase occurs throughout the story of The Cat and the Monkeys Tail and
it is important that they remember it.
Place on a tray, a bowl of milk (or a bottle or jug), a cup of water and a plate
of grass. Point to them and say milk, water, grass. Encourage the children to
repeat the words.
Say Please give me some milk. Encourage a child to give you the milk. Repeat
this with each item e.g. Please give me some water/grass. The children should
be encouraged to say grass, water and milk.
Now add a childs name to your request e.g. Please give (Nadia) some grass.
The children are now expected to pick up the correct item and give it to the
correct child. This activity may need practise.
Game (5 mins)
Kims game
Remove the items from the tray and replace them with six familiar objects, e.g.
a toy, cup, ball etc. Play Kims game. The children look closely at the objects
on the tray. They then close their eyes. (No peeping!) One object is removed.
They open their eyes and try to remember which item has been removed. If
they can say the English word, even better.
Activity (10 mins)

Level B AB p.43
The Cat and the
Monkeys Tail AB p.3
Activity (5 mins)
Level B AB p.44
The Cat and the
Monkeys Tail AB p.4
Give each child their Activity Book open at Level B AB page 43 / The Cat and
the Monkeys Tail AB page 3. Explain to the children that they need to find and
circle the differences between the two pictures. (This activity is designed to
introduce the children to the setting in the story.)
Matching cows
the Monkeys Tail AB page 4. Fun can now be had matching up the cows to
make three pairs.
Making masks
As the children will be acting out the story of The Cat and the Monkeys Tail
several times over the next six sessions, it will be useful to make a set of masks.
You might like to design your own masks or copy the designs below.
Spot the difference
53
Session 1
The children can be provided with template masks to paint or crayon. They
might want to give the cat whiskers made from drinking straws, cover the river
with shiny paper and the cloud with cotton wool.

Optional extension
activity (5 mins)
Kims game again

Play Kims game with more than six items and move the items into different
positions when the childrens eyes are closed. This will add greater challenge
to the activity.
Home fun
Ask the children to say please to their parents at home. They can also teach
their parents the word.
For next time
Ask the children to bring a soft toy from home.
54
Session 2
Key words
monkey
tail
no
pull
heads
shoulders
knees
long
short
Active language
This is a monkey
Tail on the monkey
Please give me
Passive language
toy
longest
shortest
Activities
Pin the tail on the monkey
Match my tail
Where is my tail? (Level B AB p.45 / The Cat and the Monkeys Tail AB p.5)
How long is my tail? (Level B AB p.46 / The Cat and the Monkeys Tail
AB p.6)
Head, shoulders, knees and toes!
Resources
Big Book
Bear puppet
Extra soft toys

PCM 7 (p.94) Pin the tail on the monkey
PCM 8 (p.95) Match my tail

Blindfold
Preparation
Pin up the monkey picture (on PCM 7) ready for Pin the tail on the monkey.
Make a tail from a piece of paper and put a pin through it. You can use Blutack rather than a pin if you prefer.
Make two labels that say tail and no tail.
Pin the tail on the monkey

Greet the children with the bear puppet. Say Hello and wave the bears paw at
the children.
Show the children the picture of the monkey (on PCM 7 page 94). Say
Monkey. This is a monkey and encourage the children to repeat after you.
They will probably not realise that the tail is missing, as some monkeys have
very short tails. Show them the missing tail and say Tail monkeys tail. Again,
encourage the children to repeat this with you.
Show the children how to play Pin the tail on the monkey. Say Lets pin the
tail on the monkey and pin it in place.
Now blindfold a child and let them try to pin the tail in place. As each child
has their go the other children should say repeatedly Lets pin the tail on the
monkey.
Opener (10 mins)
55
Session 2
Activity (10 mins)

Audio CD track 10
Whole book
Introduce the Big Book to the children. As you read, point to each character as
they appear in the story. To help the children with their initial understanding of
the text, point regularly to the pictures and add sound effects. Here are a few
suggestions, which the children will also hear when they listen to the story on
the audio CD:
Miaow! when the cat speaks

Ooh! ooh! ooh! when the monkey speaks
Moo! when the cow speaks
Whoosh! when the wind speaks
During this first reading, emphasise the words Please give me.
Play the story through (audio CD track 10), and encourage the children to join
in whenever they can.
Tail or no tail?
Ask the children to bring out the soft toys that they have brought in from home.
You might like to bring a few in too, as some children might forget. Let each child
show the group their toy. Say (Vincents) toy! as they hold it for the others to see.
Now look again closely at each toy. If they have a tail say tail and point. The
children should repeat tail. If they have no tail say no tail and point. Again the
children should repeat no tail.
Look at pages 3 and 4 of the Big Book. Point to the monkey on page 3 and say
tail and point. The children repeat tail. Now look at page 4 and say no tail
and point. Again, the children should repeat no tail.
Let the children sort their toys into two piles: those with tails and those with
no tails. Bring out the labels (see Preparation above) for tail and no tail.
Encourage the children to say tail and no tail as they sort the toys.
Activity (5 mins)
Level B AB p.45
The Cat and the
Monkeys Tail AB p.5

Activity (10 mins)
Audio CD track 11
Where is my tail?
Give each child their Activity Book open at Level B AB page 45 / The Cat and the
Monkeys Tail AB page 5. The children can enjoy drawing tails on the animals.
Encourage the children to say the word tail as they do.
Head, shoulders, knees and toes!

Teach the children this short rhyme. Listen to the rhyme on the audio CD
(track 11):
Head, shoulders, knees and toes
Knees and toes!
Head, shoulders, knees and toes
Knees and toes!
As you sing, add in the actions below:
Heads
Knees
Shoulders
Toes
56
Sing the rhyme through several times.
Session 2

Activity (10 mins)
Level B AB p.46
The Cat and the
Monkeys Tail AB p.6
How long is my tail?

the Monkeys Tail AB page 6.
This activity is designed as an oral activity. The children should look closely
at the monkeys tails and say which is long and which is short. You may also
wish to introduce the words longest and shortest.
Pieces of string can also be used to help the children measure the tails. Help
the children to cut pieces of string the same length as each tail. They can then
lay them out on a table and compare them.
Optional extension
activity (5 mins)
Match my tail
If there is time the children can complete the activity Match my tail on PCM8
(page 95).
Home fun
Ask the children to paint or draw a picture of their toy animal or a real pet.
They can then bring their pictures in to show the class. You could make an
animal gallery and display the pictures on the wall.
For next time

Ask the children to bring in pictures from magazines showing different weather
conditions e.g. sun, rain, snow etc.

57
Session 3
Level B AB pages 4749 / The Cat and the Monkeys Tail AB pages 79
Key words
hot
wet
cold
rain
Active language
tail
Passive language
It is cold
It is wet
cloud
wind
sun
no tail
It is hot
Activities
Weather picture
Jigsaw (Level B AB p.47 / The Cat and the Monkeys Tail AB p.7)
Whats missing? (Level B AB p.49 / The Cat and the Monkeys Tail AB p.9)
Resources
Flashcards (fish, cow, duck, monkey, cat, bird)
Big Book
Umbrella, scarf, sunglasses
Some extra pictures showing cold, wet and hot weather
Character masks created in session 1
Paints etc.
PCM 9 (page p.96) Weather cards
Labels (tail and no tail) from session 2
Preparation
Cut out the four weather pictures from PCM 9. Ideally, these could be
laminated or stuck onto card.
If using Level B Activity Book, cut out the jigsaw pieces from each childs
page (Level B AB p.47) and place them in an envelope or paper clip.
Opener (10 mins)
58
Wet, cold or hot?

As the children arrive, greet them wearing the sunglasses and scarf. Carry the
umbrella too. They will enjoy this and it will make a fun start to the session.
Once the children have settled, lay each item on the table, take the umbrella
and hold it above your head. Say Wet it is wet. Repeat this. Hold out your
hand and pretend that rain is falling on it. Say Its raining. My hands wet. The
children say wet. Encourage the children to repeat wet.
Now put down the umbrella and put on the scarf. Say Cold it is cold and
pretend to shiver. The children repeat cold.
Finally change the scarf for sunglasses. Say Hot it is hot and encourage the
children to respond.
Ask the children to lay out any weather pictures they have brought in from
home. Let them look closely at each others pictures. You may also have some
to add to the collection.
Pick up the pictures and say hot, cold or wet as appropriate. Put on or pick
up the appropriate item i.e. the scarf, umbrella or sunglasses. Repeat this with
several pictures. The children respond each time by saying hot, cold or wet.
Session 3
Now let a child choose a picture. They must put on the correct item of clothing
and say hot, cold or wet as appropriate. (Some children will need a lot of support
with this activity.) Repeat this activity with different children, encouraging them
to say hot, cold or wet.
Finally, the children can sort their pictures into sets of cold, wet and hot pictures.
They can also decide what the weather is like today!
Big Book time

(5 mins)
Whole book
Read the Big Book. As you read the story this week, the emphasis should again
be on the characters in the story: cat, monkey, cow, farmer, river, cloud, wind.
Use the masks that the children created in session 1. Hand them out and as
the character appears in the story encourage the children to hold up the mask.
Reinforce each of their names as they appear e.g. say Cat and then miaow!
(5 mins)
Review
Turn to pages 3 and 4 of the Big Book. Point to the monkey on page 3 and say
tail and hold up the label. The children respond.
Now turn to page 4 and say no tail, holding up the label. Again, encourage
the children to respond. Keep turning the pages as the children shout out the
appropriate response.
Whats the weather like?

The next activity is designed to introduce the weather words that appear in the
Big Book and to encourage the children to enjoy movement and mime.
Talk to the children about what happens during each of these weather
conditions. As you talk about these activities, act them out in mime. The children
will enjoy copying you. There are some suggestions below.
Sun sunbathing, licking ice-cream, swimming, rubbing on sun cream,
wearing sunglasses
Rain splashing in puddles, putting up umbrellas, dashing for cover,
bringing in washing
Cloud looking at the sky to check for rain, watching clouds pass by,
taking off sunglasses, wrapping up in warmer clothes
Wind leaves blowing, trees bending, hanging out washing, umbrellas
blowing inside out, flying a kite
Now hold up each weather card in turn and say sun and encourage the children
to repeat after you. The children can respond in mime to a sunny day.
Repeat with wind, rain and cloud.
Introduce each weather condition. Bring out the four weather cards (cut up from
PCM9 page 96) for sun, rain, cloud and wind.
59
Session 3
60
Activity (5 mins)
Level B AB p.47
The Cat and the
Monkeys Tail AB p.7
Activity (5 mins)
Level B AB p.49
The Cat and the
Monkeys Tail AB p.9
Jigsaw
Teach the children the vocabulary needed: fish, cow, duck, monkey, cat, bird
and tree. Use the flashcards and play a hide and guess game. Stick the card on
the board, under a black piece of paper or some dark fabric and the children
have to guess which of the six items is covered. Now give them their stickers
and explain they must listen to you as you say where to put each animal or the
tree. Throughout the activity, and at the end, they can hold up their books so
you can see whether they have listened carefully.
Now turn the childrens books to The Cat and the Monkeys Tail AB page 8
and practise counting different objects and people with them, one to five.
Revise the concept of the odd one out and make sure the children understand
they have to circle the one cow which is different before cutting the pieces out
to make their jigsaw.
(If using Level B AB, give each child the jigsaw pieces already cut out from
page 47). The children can now enjoy completing their own weather jigsaw
picture. Encourage them to say sun and cloud once it is complete.
Optional extension
activity (10 mins)
Whats missing?
Use flashcards to teach Whats missing? Show five cards with animals, colours
or foods, etc. and then stick up four of them on the board, or use four children
to hold one card each. The rest of the group have to try to recall which card is
missing. Use this game to revise vocabulary the children already know.
the Monkeys Tail AB page 9. The children need to spot what is missing in the
picture i.e. the flowers without stalks, the bike with one wheel, the bench with
no legs and the shed with no roof.
After theyve recognised what is missing, children can complete the picture by
sticking the missing objects onto the picture (stickers of which can be found in
the middle of the book).
Weather picture
The children can now enjoy painting their own weather scene. They will have
to decide if it is to be wet, cloud, hot or windy. Encourage them to talk about
the weather as they paint or draw their pictures.
Home fun
The children can take home their weather jigsaw to play with.
Session 4
Key words
blow
bubbles
balloon
floating
red
yellow
green
blue
Active language
Blowing bubbles
Balloon in the wind
Bigger!
Please give me
Passive language
Look!
Blow, blow, blow!
Bubbles in the wind
The balloon is floating

Who does ..?
What colour?
Activities
Balloon race!
What colour?
More colours
Balloons (Level B AB p.50 / The Cat and the Monkeys Tail AB p.10)
How many candles? (Level B AB p.51 / The Cat and the Monkeys Tail
AB p.11)
Resources
Big Book
Audio CD (track 10)
Balloons (four colours needed: red, yellow, green, blue), bubble mixture
Pictures showing weather (these can be cut out from magazines)
Straws (one for each child)
Paints, etc.
Candles and cake
Preparation
If it is possible to bring in a cake with birthday candles on it, it will make
the final activity more exciting.
Opener (15 mins)
Balloons and bubbles
Let some of the balloons go before you have tied them. Say Whoosh! as you
do this. The children will love watching them whizz around the room! The
children can mime blowing a balloon and whizzing around the room.
Settle the children down after the excitement. Blow some bubbles to help
them calm down. Ask them to watch them float around the room. Say Look!
Bubbles! The children repeat Bubbles! Then say Bubbles in the wind and
repeat several times. Let the children enjoy blowing bubbles. As they do say
Blowing bubbles! Encourage them to repeat this.
Now show the children the balloons you have blown up. Say Balloons! Look!
Balloons! The children repeat this. It is important to have at least one red,
yellow, green and blue balloon. Let the children watch you blow up a balloon.
Say Blow! Blow, blow, blow! and repeat. The children say Blow!
As the children arrive, pretend you are almost too busy to say Hello as you are
blowing up balloons and you are out of breath! Say Blow! Blow, blow, blow!
The children should repeat Blow!
61
Session 4
As the balloon gets bigger, stop and say Bigger! Blow a little more then stop
again and say Bigger! The children repeat this.
Tie the balloon and throw it into the air and let the children watch it float.
Say The balloon is floating. Balloon in the wind. Let the children have fun
throwing balloons to each other. They should be encouraged to say Balloon
balloon in the wind!

Big Book time

(5 mins)
Audio CD track 10
Whole book
By now, the children should have become more familiar with the story.
Todays focus should be upon sequencing. As you read the story, stop at the
end of each page and ask the children Who does the monkey ask next? Whos
this? Whats this? For example, stop at the end of page 7 and ask the question.
The children should say farmer. Ask the question again at the end of page 9
and the children should say river.
Play the story (audio CD track 10). Encourage the children to join in with
Please give me , and with the sound effects for the characters.

Activity (15 mins)
Balloon race!
Let the children have fun racing balloons! Hold up a balloon and say balloon
and encourage the children to repeat this with you. Show them how to blow
a balloon across the floor with a straw. Say Blow! The children should repeat
this.
Blow a balloon across the floor and say, several times, Blowing balloons. The
children should repeat this. Now have fun blowing and racing balloons!
Activity (10 mins)
What colour?
Ask the children to show each other the coloured items which they have
brought in from home. Place them on the table and talk about them.
Hold up a red balloon and say red. Point to other red objects and say Red.
What colour? Red. The children reply red. Repeat the activity with the yellow,
green and blue balloons.
Now hold up another balloon and ask the children to hold up objects of the
same colour. They should be encouraged to say red, yellow, green, blue etc.
Finally let the children sort their objects into colour sets. Say What colour? Red!
Yellow! Blue! Green! etc. Encourage the children to say and remember each
colour.

Activity (5 mins)
Level B AB p.50
The Cat and the
Monkeys Tail AB p.10
Activity (5 mins)
Level B AB p.51
The Cat and the
Balloons
the Monkeys Tail AB page 10. The children can now enjoy colouring in the
balloons. They should be encouraged to say the colours as they are working.
How many candles?

Light a candle and let the children enjoy watching the flame. Blow it out and
say Blow! as you do. Now let a child blow out the candle. Encourage the class
to say Blow!
It will be even more fun if you can place several candles on a cake. They will
62
Session 4
be harder to blow out! You could share out the cake at the end of the session.
Review the numbers 15. Encourage the children to write the numbers in the
air, on each others backs (they can guess the number), and on paper.
the Monkeys Tail AB page 11. Help them to count the candles on each cake
and write the number below each one.

Optional extension
activity (5 mins)
More colours
Introduce balloons of other colours for more able children to learn e.g. purple,
orange etc.
Home fun
Give each child a different colour to look for at home (e.g. red, blue, green
or yellow). Ask the children to make a list in their first language, with their
parents or carers, of all the red or yellow, green and blue items they can find.

63
Session 5
Key words
head
shoulder
knee
foot
arm
hand
clap
stamp
wiggle
What colour is it?
Active language
Please give me
Passive language
Shake my hand!
Activities
Hokey-cokey song
Monkey, monkey song
Draw round me!
Footprints!
Draw me! (Level B AB p.52 / The Cat and the Monkeys Tail AB p.12)
What is it? (Level B AB p.53 / The Cat and the Monkeys Tail AB p.13)
Whats in a face?
Resources
Big Book
Audio CD (tracks 1113)
Flashcards (head, hand, foot, knee, arm)
A cup of water, a bowl of milk and a plate of grass
Four blown-up balloons (red, blue, yellow, green)
A large sheet of white paper (it needs to be large enough for a child to lie
down on it whilst you draw around them so you might need to stick several
sheets together or use white wallpaper)
PCM 10 (p.97) Whats in a face?
Preparation
Mix paints in trays for making footprints, collect some sponges (to put the
paint on the childrens feet), lay out large sheets of white paper and have
bowls of soapy water and towels ready to wash and dry the childrens feet.
Opener (10 mins)

Audio CD track 12
64
Hokey-cokey song
Greet the children as they arrive and shake their hands. Say Hello! Shake my
hand! The children should reply Hello (your name).
Play the first verse of the Hokey-cokey song on the audio CD (track 12). Ask
the children to form a circle. Teach the children the words and actions:
You put your left arm in
Your left arm out
In out! In out!
Shake it all about!
You do the Hokey-cokey
And you turn around
Thats what its all about!
Whoa-o the Hokey-cokey
Knees bend, arms stretch,
Ra! Ra! Ra!
(Put left arm in circle)

(Take left arm out of circle)
(Move arm in and out of circle)
(Shake arm)
(Clasp hands)
(Turn around)
(Bend knees, stretch arms)
Session 5
Play the subsequent verses in which the words right arm, left leg, and right leg
are substituted for the words left arm. Encourage the children to sing along.

(5 mins)
Review
Place a cup of water, bowl of milk and plate of grass on the table. Say Please
give me some grass. Repeat this and choose a child to give you the grass.
Repeat this with milk and water.
Encourage the children to have a go and to say Please give me (they can
choose what to ask for).
Revise colours by holding up different coloured balloons and saying What
colour is it?

Big Book time
(5 mins)
Whole story
Read the story. The focus today should be on the items the monkey asks for:
milk, grass, water, rain, wind.
As you read the story, point to each item. Encourage the children to join in
with as much as they can remember and hold up the masks as the characters
are introduced.
Activity (15 mins)

Audio CD track 11
Draw round me!

Ask a child to lie down on a large sheet of paper. Let the children help you
draw an outline around the childs body. Talk about different parts of the
body. Play follow me. Touch a part of the outline body on the paper. The
children then touch the same part on their own bodies.
Play the rhyme Head, shoulders, knees and toes again (audio CD track 11).
Encourage the children to join in and do the actions. Now lay five flashcards
on the body outline: head, hand, foot, knee, arm.
Now see if a group of children can place the flashcards back on the body in
the correct places. Encourage them to say the words as they do so.
Let the children look closely. Point to each word and say it e.g. hand, foot etc.
The children should repeat the word and point to that part on their own body.
Hold each flashcard up and say head, knee etc. The children should repeat
and point to the body part on the outline.
65
Session 5
Activity (5 mins)
Level B AB p.52
The Cat and the
Draw me!
Teach half and half is missing. Use flashcards and cover up top half / bottom
half or left half / right half of each picture. The card should show known
vocabulary items. Say Half the monkey is missing; Half of Kakadu Jack is
missing etc.
Use real sweets or fruit to cut half a piece for each child. Say You can have
half, you can have half
Draw half of something simple like a square or circle on the board and ask a
child to complete the other half of the shape.
the Monkeys Tail AB page 12. The children can enjoy drawing the other half
on to the body.
Activity (5 mins)
Whats in a face?
Give the children the face on PCM10 (page 97) to help them learn the names
of parts of the face. They can take this home to learn too.
Final activity
(10 mins)
Audio CD track 13
Monkey monkey song

This final activity encourages children to enjoy dance and discover how to use
parts of their body to express themselves. Let the children watch you to begin
with and then encourage them to join in with the words and actions:
Monkey, monkey, what can you do?
He can clap clap with his hands.
He can stamp stamp with his feet.
He can wiggle wiggle with his tail.
Clap, stamp, wiggle clap, stamp, wiggle.
He can wiggle, wiggle, wiggle with his tail.
Repeat this several times and then play the song (audio CD track 13). Let the
children enjoy clapping, stamping and wiggling to the music! Encourage them
to say the words as they move.
66
Optional extension
activity (15 mins)
Footprints
Place large sheets of paper on the floor. Fill a tray with ready-mixed paint and
use a sponge to paint the soles of each childs feet and let them walk over the
paper creating patterns! Have a washing-up bowl of soapy water and towels at
the ready to clean and dry their feet afterwards!
Home fun What is it? (Level B AB p.53 / The Cat and the
Monkeys Tail AB p.13)
Let the children take home their Activity Books and ask the parents and
carers to help their children complete Level B AB page 53 / The Cat and the
Monkeys Tail AB page 13.
For next time

Ask the children to bring in a bottle of their favourite drink and a small snack
they really like to eat for next weeks lesson.
Session 6
Key words
bananas
grass
milk
cow
cat
monkey
Active language
I like
Yes/No
Cows eat grass
Cats drink milk

Monkeys eat bananas
hand
Passive language
This is nice
Do girls/boys drink milk?
Do girls/boys eat grass?

Do girls/boys eat bananas?
Activities
These are my favourite foods (Level B AB p.54 / The Cat and the Monkeys
Tail AB p.14)
Put the pictures in order (Level B AB p.55 / The Cat and the Monkeys Tail
AB pp.15, 16)
Picnic time!
Animal menu
Resources
Big Book
Flashcards (head, knee, foot, hand, arm)
Bananas, grass, milk
Extra food and drink (for children who may have forgotten to bring
something from home)
The cat, monkey and cow picture cards cut out from PCM 6 (used in session 1)
A picture of a boy and a girl (this can be cut out from a magazine)
The body outline made in session 5
Skipping rope tail
Bucket of water and a bottle of water
Preparation
Cut out each childs set of pictures from Level B AB p.55 / The Cat and
the Monkeys Tail AB p.15 in their Activity Book and put the pictures in an
envelope or a paper clip.
Food favourites
As the children arrive, eat something that you really like. Say Hello. Mmm, this
is nice! and repeat.
Hopefully many of them will have brought in things they like to eat and drink.
Have some extra food and drink ready for children who may have forgotten.
Let the children show each other what they have brought in to eat and drink
and show the children what you have brought.
Say I like (apples) and repeat this. Encourage each child to say I like and then
they can hold up the food or drink and say the name in their first language.
You might like to say the English word too.
Place the bananas, grass and milk on the table. Say bananas and point to
them. The children should repeat this. Say grass and point to it. The children
may now know this word and will need little prompting. Finally say milk and
point to it. Again the children may now know this word.
Opener (10 mins)
67
Session 6
Place the picture cards for the monkey, cow and cat, together with a picture
of a boy and a girl, on the table. Say the name of each card and point to it.
Encourage the children to repeat each word.
Ask the children which animals eat which food. Can they match the food to
the animal? Say:
cows eat grass
cats drink milk
monkeys eat bananas
Repeat each line and encourage the children to say the words too.
Now hold up the picture of the boy and the girl and ask the following
questions to which the children should reply either yes or no:
Do girls drink milk?
Do girls eat grass?
Do girls eat bananas?

Activity (10 mins)

Level B AB p.54
The Cat and the
(5 mins)
Do boys drink milk?

Do boys eat grass?
Do boys eat bananas?
These are my favourite foods

the Monkeys Tail AB page 14. Talk to the children about their favourite foods.
Let the children draw their favourite food whilst you write the words for them
if you wish.
Review
Bring out the body outline that the children made in the previous lesson and
place it on the floor or on a table. Place the flashcards for hand, foot, arm,
knee and head in a pile. Hold each card up in turn and say the word on it e.g.
hand. Give the card to a child and ask them to put it in the correct place on
the body outline. As they do they should say hand.
Repeat this for each body part.
68
Big Book time

(20 mins)
Role-play
The children are going to perform the story today. They will need to practise
first. Have ready the masks for each character. You will also need some grass,
a bowl of milk, a bucket of water and a bottle of water (to shake for rain). You
will also need to give a pretend tail to the child who is playing Monkey.
As you read the story the children can join in with as much as they have now
learnt and remembered. The sequence of actions for the children to perform is:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Cat pulls the tail from Monkey and runs away with it
Monkey visits Cow, Farmer, River, Cloud, Wind
Wind makes Monkey dance
Wind gives wind (blowing noises) to Cloud
Cloud gives rain to River (by shaking the water bottle)
River gives the bucket of water to Farmer
Farmer gives grass to Cow
Cow gives milk to Cat
Cat gives Monkeys tail back to him.
There is plenty of opportunity for sequencing activities to be added to this part

of the lesson.
Session 6
Activity (5 mins)
Level B AB p.55
The Cat and the
Put the pictures in order

Give each child the pictures you have cut out from Level B AB page 55 / The
Cat and the Monkeys Tail AB page 15 in their Activity Book. Let the children
enjoy trying to sequence the story. Many will need help with this activity.
Explain that if the children have sequenced the story pictures correctly, they
will find they can turn over and they will see a complete picture. If the picture
does not look correct, their sequence will need rearranging (a self-correction
mechanism).
Picnic time!
Now let the children enjoy eating and drinking everything they have brought
in. Share out the spare food and drink amongst any children who may have
forgotten to bring some.
As the children enjoy their picnic, encourage them to say the English words for
the food and drink. Say I like (name of food or drink).
If there is time, sing the Hokey-cokey song or Head, shoulders, knees and
toes.
Home fun
The children can ask family members what their favourite food is. They can
also paint or draw a plate of their own favourite food. (You can give them a
paper plate to take home for them to paint or draw on.)

69
Session 1 I Wish I Had a Monster

Level B AB pages 57, 58 / I Wish I Had a Monster AB pages 3, 4
Key words
Max
water jar
paint brush
paint box
mouse
Maxs Dad
Active language
Its
Hello Max
Passive language
Who/What is it?
Lets say hello
What is it?
Where is ?
kitchen
egg
bread
spaghetti
pan
Max is in the chant

The big, hairy spider song
Look at
Show me
Its not very scary.
Activities
Vocabulary
What is in the kitchen? (Level B AB p.57 / I Wish I Had a Monster AB p.3)
My paint set (Level B AB p.58 / I Wish I Had a Monster AB p.4)
Resources
Big Book (pp.2, 3)
Audio CD (track 15)
A water jar, paintbrush and paintbox similar to the ones in the Big Book and
a screen to hide them behind (or large sheet of paper)
PCM 11 (p.98) Mouse puppet
PCM 12 (p.99) Max and Maxs Dad
Preparation
Make a copy of PCM 11 and cut out the mouse outlines. Mount them on
card or laminate them, add a string tail and join them together (adding
a stick) to make a mouse puppet. (The children will make their own mice
puppets in session 3 so keep the PCM safe.)
Cut out Max and Maxs Dad from PCM 12 and either laminate or stick
them onto card.
If possible bring in an egg, a piece of bread and a pan.
70
Opener (5 mins)
Meet Max and mouse

Show the children the cover of the Big Book and introduce Max. Point to him
and say Who is it? Its Max. Repeat Who is it? and encourage the children to
reply Its Max. Reinforce the learning by pointing to individual children and
saying Who is it? Its (Renata). The children can repeat Its (Renata).
Say Lets say Hello to Max. The the children should now say Hello, Max. Point
to the water jar Max is holding and say What is it? Its a water jar. Ask again
What is it? and help the children to repeat after you Its a water jar. You can
repeat this sequence for the paintbrush and the paintbox.
Session 1
Hide the water jar, paintbrush and paint box behind a screen or large sheet of
paper. Bring one of the items out from behind the screen, hold it up, and ask
What is it? You can repeat this several times with all three objects. You can
also invite individual children to come out, choose one of the objects and ask
the rest of the class What is it?
Now bring out the mouse puppet (prepared from PCM11 see Preparation
above). Say Is it a water jar? No. Its a mouse! Lets say Hello to mouse.
Practise introductions with the mouse.
Spend time practising the pronunciation of M for Max and M for mouse.

Big Book time

(5 mins)
Audio CD track 15
Pages 2 and 3
Show the children pages 2 and 3 of the Big Book. Point to Maxs Dad and say
Who is it? Its Maxs Dad. Encourage the children to repeat Its Maxs Dad.
Now teach the word kitchen. Reinforce it by playing the first verse of the chant
Max is in the kitchen (audio CD track 15). Encourage the children to join in
with the words:
Max is in the kitchen
With his Dad.
Now ask the children Where is Max? They can repeat after you Max is in the
kitchen. With his Dad.
If the children are ready, you can sing the second verse of the chant. Place the
figures of Max and his Dad (cut out from PCM12 see Preparation above) in
the classroom and then encourage the children to join in:
Max is in the classroom
With his Dad.
Activity (5 mins)
Vocabulary
Now hold up the egg, bread, and pan you brought in. Use this opportunity to
revise colour names with the class e.g. Look at the bread. Its brown. The egg
is brown etc. Go through the book and find the pictures of the paint brush and
paint box. Use these to revise colour names.
As you hold up each object, or point to the picture in the book say What is it?
Bread/egg/pan etc. The children should repeat the name of each object.
What is in the kitchen?

Give each child their Activity Book open at Level B AB page 57 / I Wish I Had
a Monster AB page 3.
You can reinforce the new vocabulary by asking the children Show me the
water jar/bread/spaghetti/pan/egg/mouse/paintbrush/paintbox. The
children then have to point to the corresponding object on Level B AB page 57
/ I Wish I Had a Monster AB page 3 and circle it.
Activity (5 mins)
Level B AB p.57

AB p.3
71
Session 1
Activity (5 mins)
Level B AB p.58
AB p.4
My paint set
Revise the colours yellow, red, blue, orange, purple and green with the
children.
a Monster AB page 4. Tell the children that they need to fill in the palettes in
the paintbox with the following colours:
1
2
3
4
5
6
Big Book time

(10 mins)
=
=
=
=
=
=
yellow
red
blue
orange
purple
green
Page 3
Read page 3 of the Big Book and explain the meaning of the page in first
language. Point to the mouse and say What is it? Its a mouse. Encourage the
children to repeat Its a mouse. Say to the children Its not very scary and
explain in first language what this means.
Turn the pages of the Big Book and get the children to clap their hands when
they see a mouse.
Home fun
The children can collect pictures of kitchens and food etc at home and bring
them into class to make a big display. Add a few kitchen utensils of your own
and create a kitchen area where the children can play cooking.
72
Session 2
Level B AB page 59 / I Wish I Had a Monster AB pages 5, 6
Key words
cup
saucer
egg cup
plate
up
down
spider
A big, hairy spider!

The spiders climbing down the wall.
Active language
Passive language
Show me
What is it?
Its a
Activities
Find the object (Level B AB p.59 / I Wish I Had a Monster AB p.5)
Make a spider
Whats missing (I Wish I Had a Monster AB p.6)
Resources
Big Book (pp.2, 3)
Audio CD (track 16)
Flashcards (spider, cup, saucer, pan, plate)
A toy or cut-out spider
A paper plate for each child, some paper straws or pipe cleaners, tissue
paper and a length of elastic for each child to make a model spider.
PCM 13 (p.100) Picture grid for Level B AB p.59
Preparation
Make sets of the following flashcards: cup, mouse, plate, water jar, saucer
and paintbox. There should be one complete set for each group of four
children playing the flashcard game in the Opener.
For Level B Activity Book users, cut up the pictures on Level B AB p.59 from
each childs Activity Book and place in an envelope or paper clip. You will
also need to make enough copies of the grid on PCM 13 so that there is
one for each child when they are using Level B AB p.59.
More crockery
Hold up the flashcards (or real objects) and teach four new kitchen items
which appear in the Big Book: cup, saucer, pan and plate.
Encourage the children to repeat each word and to point to the correct
flashcard/object when you say its name.
Now open the Big Book and point out the objects as they appear on each
spread. Pretend you have forgotten the name and sometimes point to the
wrong object. The children will be quick to correct you!
Opener (5 mins)
73
Session 2
Game (5 mins)
Flashcards
Revise with the children some of the words that they learnt in the last session
e.g. paintbrush, paintbox, egg, bread, pan and mouse.
Show the children the flashcards for jar, cup, mouse, plate, saucer and paintbox.
Divide the children into teams of four and give each team their own set of the
flashcards (which you will have already copied see Preparation above).
As you say a word, e.g. mouse, the first team to hold up the matching
flashcard wins a point.
Activity (10 mins)

Level B AB p.59
AB p.5
Find the object

Give each child their envelope or paper clip containing the picture cards cut
up from Level B AB page 59. Hold up the pictures individually and say e.g.
Show me a water jar etc. The children have to find and hold up the matching
picture.
Now give each child the picture grid (photocopied from PCM13). Where
possible, hold up the flashcard for each of the objects on PCM13 (for the
pictures which dont have an accompanying flashcard, hold up the cut-out
picture card). The children have to find the matching picture card in their
set and place it on the matching picture square on the grid. (You will see
that eight of the pictures on the grid are easy to recognise but a little more
challenge has been added for the remaining eight; the children have to pick
up the visual clue e.g. the top of the paintbrush, the nose of mouse etc before
they can place their card.)
Turn to I Wish I Had a Monster AB page 5. Say each object in a random order,
using a specific colour, e.g. ask the children to Use red to circle the xxx, Use
green to circle the xxx. The children should listen and then circle each one in
the colour. They can then compare their pages against each others.

Whats missing?
Activity (10 mins)
AB p.6
74
Presentation
(10 mins)
Give the children their Activity Book open at I Wish I Had a Monster AB page
6. Start by encouraging children to name the animals, or by reminding them
of the vocabulary. Children should then draw the missing legs onto the duck,
ladybird, chick and spider.
Its a spider!
Read page 2 of the Big Book to the children and invite someone to point to
the spider, which is in the top left-hand corner. Use a toy or cut-out spider to
show how the spider is climbing and show the flashcards for spider. Say Up,
up, up as you make it climb the wall. Say Down, down, down as you make it
descend.
Encourage the children to repeat up or down as appropriate.
Say Its a spider. A big, hairy spider! What is it? Help the children to say
Spider. If they can manage the whole phrase, Its a spider. A big, hairy
spider! then help them to say it with expression and encourage then to make
themselves look big and scary as well!
Move your spider down and say The spiders climbing down the wall. The
children can demonstrate climbing down with their own model spider as they
repeat down.
Session 2

Audio CD track 16

Tell the children that you are now going to sing The big, hairy spider song.
Let them listen to the first verse of the song on the audio CD first (track 16)
and then encourage them to sing along and mime the actions of the spider:
Its a big, hairy spider
And its climbing down the wall!
Encourage the children to sing along with the second verse, and to mime the
spider going up the wall.
And its climbing up the wall!
Optional extension

activity (10 mins)
Make a spider
Each child can make their own model spider using a paper plate for the body
and paper straws or pipe cleaners for the legs. The children can paint or
crayon the body and add some eyes using rolled up tissue paper. When the
spider is finished, thread a piece of elastic through the middle of the body.
Make your own spider too!
Home fun
Ask the children to collect books and pictures about spiders.

75
Session 3
Key words
mouse
monster
eyes
Active language
Max is in the kitchen chant
Hes painting
Hes washing plates
Its a mouse
Hickory-dickory dock song

Its a
Two red eyes
up
down
in
outside
above
Passive language
Whats doing?
Is the mouse/monster scary?
No, its a mouse!
Yes, hes scary!
What is it?
Activities
Make a mouse puppet
Find the mice and spiders (Level B AB p.61 / I Wish I Had a Monster AB p.7)
My monster (Level B AB p.62 / I Wish I Had a Monster AB p.8)
Resources
Big Book (pp.25)
A stick, some string (for the tail) and glue for each mouse puppet
Draw a clock (or use a real one) where the time is set to 1 oclock
PCM 11 (p.98) Mouse puppet
Preparation
Make enough copies of the mice puppets on PCM 11 so that there is one
for each child. To make them more durable, you could mount each one on
card and add a stick.
Make two green monster eyes from cardboard.
Opener (5 mins)
Audio CD track 15
76
Chant
To start the session, encourage the children to join in with the chant (audio CD
track 15), clapping as they say:
With his Dad.
With his Dad.
Now hold the mouse puppet up in front of the kitchen scenes where Max
and his Dad are depicted (Big Book pages 4 and 5). Teach the children a
new verse:
Mouse is in the kitchen
With Max and Maxs Dad.
Session 3
Presentation
(10 mins)
Painting pictures washing plates!

Read pages 2 and 3 from the Big Book to the children. Ask the children Whats
Max doing? The children should reply in first language that he is painting. Say
Hes painting and encourage the children to repeat this.
Now ask the children what Dad is doing. The children will say that he is
washing the plates. Say to them Hes washing plates. Ask the children again
Whats Dad doing? and encourage them to repeat Hes washing plates.
Ask one child to come up. Start pretending to paint a picture and encourage
the child to copy you. Ask the class Whats (Paulo) doing? and get them to
repeat with you Hes painting.
Now call up a second child and mime washing dishes. Ask Whats (Pepe)
doing? Hes washing plates. Again, encourage the children to repeat this.
Finally, encourage all the children to stand up and mime painting pictures and
then washing plates. Make it fun by speeding up the instructions: Wash plates
Paint pictures Wash plates and vary the pattern e.g. Paint pictures
Paint pictures (someone is bound to automatically wash plates!).
Activity (10 mins)
Make a mouse puppet

Give each child a cut-out mouse (from PCM11 page 98) to colour in. They
can also add a string tail. When they have finished, they can glue or tape a
stick to the back of the puppet. (You will already have made your own mouse
puppet for session 1.)
When the children have made their mice puppets, ask Is the mouse scary? Mime
scary and then say No, its a friendly mouse. Its a kind mouse. Its a sweet mouse!
Activity (5 mins)
Audio CD track 17

Hold up your mouse puppet and say What is it? The children should reply Its
a mouse.
Now play the song Hickory-dickory dock on the audio CD (track 17). Let the
children listen and then encourage them to join in with the words:
Hickory-dickory dock
The mouse ran up the clock
The clock struck one
The mouse ran down
Hickory-dickory dock!
Activity (10 mins)

Level B AB p.61
AB p.7
Find the mice and spiders

a Monster AB page 7. The children need to find and circle the five mice and
four spiders that are hidden in the picture. Once they have finished, you can
point to the mice in the picture to reinforce the words for up, down, in, above
and outside.
As you sing, use your mouse puppet to run up and down the clock (either real
or drawn see Preparation above).
77
Session 3
Activity (10 mins)

Level B AB p.62
AB p.8
My monster
a Monster AB page 8. They need to draw two green eyes and then colour the
monster.
Now hold up one of the two green monster eyes (see Preparation above). Ask
What is it? and say Its a green eye. Encourage the children to repeat this.
Show the children the second green monster eye and say Two green eyes. Now
say Max painted two green eyes and encourage the children to say Two green
eyes.
Ask Is the monster scary? and mime being very scary! Say Yes, hes scary. Grrr!
etc.
Now say But the mouse is not scary. Oh no, hes sweet. Act out cuddling and
stroking your mouse puppet. Say You can take him home. Hes not scary.
Home fun
The children can look at home for pictures of mice and toy mice.
78
Session 4
Key words
kitten
knife
fork
spoon
towel
Active language
Its a
miaow!
purr!
Yes/No
Max wants a monster chant
Passive language
What is it?
What does the kitten say?
Is it a ?
Show me the
Wheres ?
Activities
Kittens eating spaghetti (Level B AB p.63 / I Wish I Had a Monster AB p.9)
Is it yellow? (Level B AB p.64 / I Wish I Had a Monster AB p.10)
Max wants a monster
Flashcards
Resources
Big Book (pp.17)
Flashcards (kitten, towel, fork, knife, spoon)
A toy kitten or picture of a kitten
As many of the following items as you can find: water jar, paint brush, paint
box, cup, saucer, egg cup, egg, plate, bread, pan, spaghetti, mouse and spider
Preparation
Paint a blue monster with green eyes (you could copy the monster on Level
B AB p.62 / I Wish I Had an Monster AB p.8 in the childrens Activity Books).
Draw and cut out some yellow, terrible teeth that you can stick onto the blue
monster. Also, cut out small yellow teeth for each child to stick on Level B AB
p.62 / I Wish I Had an Monster AB p.8
Prepare a piece of card or paper for each child to take home headed Yellow
things.
Opener (5 mins)
Meet the kitten
Now encourage children to make kitten noises such as miaow and purr and
say What does the kitten say? Miaow, miaow, miaow! The children repeat
Miaow, miaow, miaow!
Now ask again What does the kitten say? Purr, purr, purr! and encourage the
children to repeat Purr, purr, purr!
Show the children the toy kitten (or picture) again. Point to each feature and
say:
A kitten has
Four paws
Two ears
Long whiskers
Hold up a toy kitten or a picture of a kitten. Say What is it? Its a kitten. The
children should repeat Its a kitten. Explain that a kitten is a baby cat.
79
Session 4
Two gleaming eyes

And a long, furry tail.
Repeat this and, as you mention each feature, the children should point to it
on their own body or mime them e.g. waving hands for paws, using fingers for
whiskers etc.
Activity (5 mins)
Level B AB p.63
AB p.9
Kittens eating spaghetti

a Monster AB page 9.
The children must trace the spaghetti strands to discover which pairs of
kittens are eating the same piece of spaghetti. (Kittens 1 and 3 are eating
the same piece of spaghetti and kittens 2 and 4 are eating another piece
of spaghetti.)
(10 mins)
Review
Read pages 1 to 7 of the Big Book. Revise the childrens knowledge of the
kitchen objects that were named in the previous lessons e.g. water jar, paintbrush, paintbox, cup, saucer, egg cup, egg, plate, bread, saucepan, spaghetti,
mouse and spider.
Now show the children the collection of kitchen items that you have gathered
together (see Resources above). As you hold up each one, ask What is it? The
children should reply Its a pan/mouse/spider etc.
Activity (10 mins)
Flashcards
Hold up the flashcards for the kitchen objects: towel, fork, knife and spoon.
Say each item and get the children to repeat the words with you.
Play a flashcard game. Hold one of the cards close to your chest and say Is it
a fork? All those who say Yes can stand up, nod their heads or hold up their
thumbs (if this action is not offensive in your culture). If they think it is a
different object they act out the negative, by staying seated, shaking their heads
or giving a thumbs down.
Now show which card you have been holding and applaud those who guessed
correctly. Repeat this process for each of the cards and carry on playing until
the children tire of the game.
80
Big Book time

(5 mins)
Page 6
Read page 6 to the children and encourage the children to join in.
Bring out your painted monster picture (see Preparation above). Now show the
children the cut-out yellow, terrible teeth and stick them onto the picture. Say
to the children: Show me the green, gleaming eyes and Show me the yellow,
terrible teeth.
The children can turn back to their copies of the monster on Level B AB page
62 / I Wish I Had an Monster AB page 8 in their Activity Books. They can add
the yellow, terrible teeth you have cut out for them.
Session 4
Activity (5 mins)
Audio CD track 18
Teach the children the chant below (audio CD track 18). You can mime the
adjectives:
Activity (5 mins)
Level B AB p.64
p.10
Max wants a monster

Max wants a monster
A big, hairy, scary one
With green, gleaming eyes
And yellow, terrible teeth!

(5 mins)
Audio CD track 14
Max wants a monster
Is it yellow?
a Monster AB page 10. The children should colour the sun, teeth, flower, star,
banana and chicken in yellow.
Story time
Play the story all the way through (audio CD track 14). Focus on the mouse,
spider and monster and the phrase Wheres ? Pause in places and ask
Wheres the mouse? Wheres Max? etc.
Home fun
Ask the children to find pictures of yellow things and ask them to stick them
on the piece of card or paper which you have given them to take home
(headed Yellow things see Preparation above).

81
Session 5
Key words
dog
rabbit
eyes
bottom
teeth
legs
feet
nose
ears
goat
Whats this?
Whos this?
Put the on the monster
Active language
Passive language
Has it got ?
Yes, one, two
Show me
Activities
Monster features
Which way home? (Level B AB p.65 / I Wish I Had a Monster AB p.11)
Dogs friends (Level B AB p.66 / I Wish I Had a Monster AB p.12)
Body parts
Resources
Big Book (pp.111)
Audio CD (track 16)
Flashcards (eyes, teeth, legs, feet, nose, ears)
A large ball of string
Preparation
Make five or six copies of a monster on plain paper this should be a blank
outline and as similar to Maxs picture as you can make it. You also need to
make cut-outs of the monsters features e.g. his eyes, teeth and legs so that
the children can stick them onto the monster using Blu-tack. Again, these
should be made from plain paper.
Opener (5 mins)
Audio CD track 16

Tell the children that you are now going to sing The big, hairy spider song
again. Let them listen to the song on the audio CD first (track 16). Then
encourage them to sing along, miming the actions:

And its climbing down the wall!
82

And its climbing up the wall!
Activity (5 mins)
Level B AB p.65
p.11
Which way home?

Lay out a trail of string around the classroom e.g. from your desk to the chair
of a particular child. Ask one child to follow the trail to see where it goes.
Next draw a maze-like route on the board for a dog to find its friend, the
rabbit. Use the flashcards or a toy dog and rabbit to teach these new words.
Session 5
a Monster AB page 11. Explain that the children are going to find a route for
the spider. They can then trace the spiders path through the maze.
Game (10 mins)
Body parts
Draw a rabbit on the board and teach eyes, teeth, legs, feet, nose and ears.
Play a game where you say a body part e.g. foot and the children have to
touch each others body part with their own e.g. foot to foot, leg to leg.
However, be sensitive to cultural expectations and safety issues here.
Big Book time

(5 mins)
Pages 111
Read the Big Book up to page 11, pointing out the following features: the
monsters eyes, teeth, legs, spots and bottom and also mouse, kitten, rabbit, dog
and goat.
Note that goat is a new word for the children. Use the picture in the Big Book
to teach it and to revise body parts e.g. Has it got legs? Yes, one, two, three,
four legs. Has it got eyes? Yes, one, two eyes.
Read the story again stopping to ask individual children to point out the
different features and creatures e.g. Show me two eyes/a rabbit etc.
Activity (10 mins)

Level B AB p.66
AB p.12
Dogs friends
Revise the names of the animals shown on Level B AB page 66 / I Wish I Had
a Monster AB page 12 with the children i.e. kitten, dog, rabbit, spider, mouse
and goat.
Stress the initial letter of each name and practise pronunciation. Say the animal
and get the children to produce the initial sound e.g. rabbit = r-r-r.
a Monster AB page 12. Explain that dog only likes some of the other animals.
The children must listen and join the dog to the animals he likes. Say Dog
likes Rabbit. Dog likes Goat. Dog likes Spider. Dog likes Mouse. Ask the children
which animal the dog does not like.
Final activity
(10 mins)
Monster features
Divide the class into four or five teams or into pairs, then put copies of the
monster (without any features see Preparation above) around the walls.
Home fun
Give each team their own set of the monsters features and say e.g. Put the legs
on the monster.
Give the children some plasticine to take home and ask them to make a small
model rabbit that they can bring back next time.
83
Read the Big Book again up to page 11 and point out the features on each page:
Yellow, terrible teeth
Wild, waving legs
Explain wild, waving legs in their first language and get the children to lie on
their backs and pedal in the air to experience wild, waving legs!
Session 6
Level B AB page 67 / I Wish I Had a Monster AB pages 1316
Key words
rubbish
Active language
Max wants a monster chant
Incy-wincy spider song
Passive language
What does Max want?
put the rubbish in the bin
Where ?
I made a monster
bin
In the bin
My spider has
Whats this?
Whos this?
Wheres ?
Activities
Flashcards
My spider (Level B AB p.67 / I Wish I Had a Monster AB p.13)
Make a monster
Animal shadows (I Wish I Had a Monster AB p.14)
Make a book (I Wish I Had a Monster AB pp.15, 16)
Resources
Big Book
Flashcards (monster, eyes, spider)
Some rubbish for the children to put in the bin
Plenty of scrap materials for each child to make their own monster
PCM 14 (p.101) Incy-wincy spider
Preparation
Make enough copies of PCM 14 so that there is one for each child to follow
as you sing Incy-wincy spider.
Make three copies of each of the following flashcards and place them
around the room: monster, eyes and spider.
Make and decorate a monster from scrap materials (old boxes, egg cartons,
coloured paper). Make sure it has very distinctive features e.g. one eye, four
arms, six legs etc.
Opener (5 mins)
Chant
Read the Big Book up to page 13 and encourage the children to join in. Ask
What does Max want? Help the children to say:
84
Max wants a monster

Repeat this process with the yellow, terrible teeth and the wild, waving legs
and then say the chant again with the children (note that a new last line has
been added):
Max wants a monster
Max wants a monster
Yellow, terrible teeth
And wild waving legs!
Now point to the features in turn and encourage the children to call out the
phrase or name e.g. yellow, terrible teeth or just teeth.
Session 6
Activity (10 mins)

Audio CD track 19

Play the song Incy-wincy spider (audio CD track 19) and let the children listen
to it.
Hand out copies of PCM14 (page 101) to the children and, as you sing each
line, point to the corresponding picture.
Now encourage the children to sing the song with you:
Incy-wincy spider climbed the water spout
Down came the rain and washed the spider out
Out came the sunshine and dried up all the rain
So Incy-wincy spider climbed the spout again.

Activity (5 mins)
Level B AB p.67
AB p.13
My spider
Big Book time (5 mins)
Whole book
a Monster AB pages 1316. Each child draws a picture of a spider on the end
of its thread. Encourage the children to tell you what colour it is, and to point
out its eyes and legs. Practise counting 18 and make sure each spider has 8
legs.
Read the Big Book as far as page 13. Point out the rubbish Dad has put in the
bin and say Dad put the rubbish in the bin.
Give each child some scrap paper, straws and boxes etc and invite the children
to come out one by one and put their rubbish in the bin. As they do so say
(Canto) put the rubbish in the bin.
After each child has done this, say (Canto), where did you put the rubbish?
Help each child to say In the bin.
Read pages 12 and 13 again and ask the children to predict what is likely to
happen on the next page when Max sees the spider. Now read pages 14, 15
and 16 to the children. The children act out Maxs reaction to the spider.
Finish reading the book and ask the children why Max wishes for a mouse at
the end.
Activity (15 mins)

Animal shadows
AB p.14
Now open up the Activity Books to page 14 and explain that they must join
each animal to their shadow.
If its a sunny day, go out into the playground and let the children use chalks
to draw around each others shadows on the ground or up a wall. Whose
shadow is the longest? Whose is the biggest?
What makes shadows? Teach sun / sunshine. Ask the children to look for
shadows in pictures and storybooks.
Make sure everyone knows the word for each animal. Play charades where
a child acts out one of the animals and the others have to guess what it is.
Another good activity to practise vocabulary would be to show a card of the
animal but have only a small part showing, e.g. a foot or an ear. The class have
to try to guess the animal. If it is too hard, expose a little more of the card each
time.
85
Session 6
Activity (5 mins)
Flashcards
Show the children the flashcards for monster, eyes and spider and encourage
them to repeat the words.
Put the children into pairs and tell them that you have placed three copies of
each flashcard around the room. When you hold up one of the flashcards, the
children have to search for the matching card.
When all the cards have been shown, each pair of children can show their
matching cards and name the objects on them. The pair with the most cards
wins.
Activity (15 mins)

Make a book
AB pp.15, 16
Use mime and objects to teach I wish I had ... For example:

I want to brush my teeth ... I wish I had a ... (toothbrush)

I want to write ... I wish I had a ... (produce a pen)
I want to sleep ... I wish I had a ... (produce a pillow)
I want a pet ... I wish I had a ... (produce a toy cat)
(If you feel it is appropriate, you could also use flashcards to teach the
opposite: I dont want a ... For example: I dont want an elephant, I want a
dog )
Now check everyone knows the animals on pages 15 and 16 by using
flashcards.
You could use black card cut-outs of each animal, and a lamp or projector
to make shadows of each animal on the wall of the room. The children can
also make shadow puppets of the animals using their fingers and hands e.g. a
rabbit or a spider are quite easy.
Now, to make the book, explain that the children have to cut out the page
along the dotted lines and then fold down the middle. The pages can now be
glued together (or the teacher can staple or thread the pages together with
ribbon or string). The page numbers should follow correctly 18.
86
Show the children their stickers and go through the story, page by page.
Children can draw their own monster on page 1, then draw a head onto the
boys body on p.2 and stick a mouse sticker into the thought bubble. On
pages 37 children can draw their own face beneath the thought bubble and
stick stickers onto the pictures of animals if they wish. On page 8 children
can choose from the stickers of eyes, noses and mouths to make their own
monster. They can then get into pairs and retell the story using their minibooks as prompts. Later they can take the books home to recycle the language
they have learned.

Optional extension
activity (10 mins)
Make a monster
Show the monster model that you made in advance of the session (see
Preparation above) and say I made a monster. Point out the distinctive
features of your monster e.g. My monster has one eye/four arms/six legs etc.
Now give the children some scrap materials so that they can make their own
monster. Ask them to think about one of the special features of their monster.
They can incorporate this into the sentence My monster has (you can
complete the English word(s) for them).
Session 6
(10 mins)

Audio CD track 14
o
Audio CD track 19
Review
Play the story all the way through again, twice (track 14). Do this once without
stopping, and once with you using the pause button, asking Whats this? Whos
this? Wheres Max? etc.

Play the song Incy-wincy spider (audio CD track 19) again and encourage the
children to sing along. This time, mime your actions:
Incy-wincy spider climbed the water spout
Down came the rain and washed the spider out
Out came the sunshine and dried up all the rain
Home fun
Give each child PCM14 (Incy-wincy spider page 101) to take home and
colour.
So Incy-wincy spider climbed the spout again.
87
1Make a whale
bookmark
PCM 1Missing
window
panes
88
Pearson Education, 2011
PCM 2Monsters
1Make a whale bookmark
The Monster Pet
89
The Monster Pet
PCM 3Find
1Makethe
a whale
word bookmark
90
PCM 4Monkey
1Make a whale
puppets
bookmark
You Noisy Monkey!
91
You Noisy Monkey!
PCM 5Chasing
noisy bookmark
monkey
1Make a whale
92
PCM 6Picture
1Make a cards
whale bookmark
93
PCM 7Pin
1Make
thea tail
whale
on bookmark
the monkey
94
PCM 8Match
1Make amy
whale
tail bookmark
95
PCM 9Weather
1Make a whale
cardsbookmark
96
PCM 10Whats
1Make a whale
in a face?
bookmark
97
PCM 11Mouse
1Make a whale
puppet
bookmark
98
PCM 12Max
1Make aand
whale
Maxs
bookmark
Dad
99
PCM 13Picture
1Make a whale
grid for
bookmark
AB p.59
100
PCM 14Incy-wincy
1Make a whalespider
bookmark
101

YOU NOISY MONKEY Activity Guide B

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YOU NOISY MONKEY Activity Guide B

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Jamboree Storytime Activity Guide B

Published by Pearson Education Limited,

I Looked Through my Window

The Monster Pet

You Noisy Monkey!

The Cat and the Monkeys Tail

I Wish I Had a Monster

Teaching languages to children

If you just speak for a child and smile encouragingly,

Children are similar to adults in one important

doing the actions. As they become more accustomed

8. Games. Each CD-ROM features two word and

You can decide whether to introduce the book to

Emphasise that the puppet only understands and

Teachers will need to look carefully at the section

Guidance for all the activities in the session follows.

The organisation of the Activity Guide

The Optional extension activities are given as flexible

Level A/B AB p.xx

Pages 88101 can be photocopied. When a

[name of individual title,

Language for learning

The language content is presented in language boxes

Review activities to enhance recall are based on an

The items listed under Resources need to be

It is important that the children feel relaxed so they

Stand up/Sit down

THE MEMORY GAME

Many of the activities detailed in this guide are

Alphabet: Use letters to teach the English alphabet

Session 1 I Looked Through my Window

Opener (10 mins)

What do I see? chant

I Looked Through my Window

Guess the card

Big Book time

Pages 23 (followed by whole book)

I Looked Through my Window

Spot the difference

Does it begin with B?

I Looked Through my Window

The teddy bear song

Whos in the window?

I Looked Through my Window

Activity (10 mins)

Words around the home

Big Book time

Activity (10 mins)

Listen to the story with the class (audio CD track 1).

Make a bear in a bed

Activity (10 mins)

The teddy bear song

I Looked Through my Window

I Looked Through my Window

What do I see? chant

I Looked Through my Window

Presentation (10 mins)

Activity (10 mins)

Wheres the ball?

I Looked Through my Window

Big Book time

Final activity (5 mins)