Teachers Manual Level 1 Unit 1 Complete

Level 1 Unit 1 Class Type 1 Introduction 1 September 2008

UNIT 1 - GREETINGS

Class Type 1: Introduction Aim of class: to learn the names Pingu, Pinga, the salutations Hello, Hi, Bye-bye,

the question Where is? and the introduction My name is…; to practice motor control and begin pre-writing exercises

New language: Pingu, Pinga, Hello, Hi, Where is?, Bye-bye, My name is… Teachers need: Optional:

DVD 1; Study Book 1 Sand trays; Extra paper

Children need: Study Book 1; pencils or felt-tip pens General teaching notes The DVD presents and practices all the language for the Unit. The DVD is designed to run in ‘real time’ so that you do not need to pause it. When children need to respond or carry out tasks, appropriate time is given for them to do so. The DVD lesson lasts approximately 30 minutes. Allow 45 -50 minutes for the complete class. Before the class starts cue the DVD up so that it is ready to play from the start of the unit. - Warm up [5 minutes] Before starting the DVD, say Hello to every child in the class and make sure everyone is settled. Make sure the children are seated so they can see and hear the DVD. Also check that every child has Green Study Book 1 with them (but not open yet) for the activities in the Study Time section of the DVD. - Pingu Episode [5 minutes] (Chapter 1 on DVD) Begin playing Unit 1 on DVD 1. The children should not be looking at the Study Time tasks in the Study Book until prompted to do so by the DVD. Remember, the first time the Pingu episode will play through with no narration simply for the children to enjoy the story and to get an idea of the context of the language to come. - Language Presentation [5 minutes] (Chapter 2 on DVD) The new language for the unit is presented via on-screen flashcards using the same images as the flashcards you and the children have. The language for this unit is presented in the following order:

Pingu, Pinga, Hello, Hi, Where is?, Bye-bye Use the "Pause" button () to stop the DVD if you need to deal with any queries or problems. The DVD then presents the Pingu episode again with English narration. The episode narration script is provided in a separate appendix for reference if required. - Song Time 1 [2 minutes] (Chapter 3 on DVD) Song Time 1 introduces the children to a simple song in English that relates to the unit. Encourage children to sing along if they can. The full version of the song is presented in Song Time 2. See the Teacher’s Guide on the introduction and use of songs.


- Study Time (Chapters 4 - 8 on DVD) (Green Study Book 1 Unit 1 Lesson 1) The DVD will guide the children through the exercises. Many of the tasks involve responding to some spoken English on the DVD. Encourage the children to join in when prompted by the DVD to speak (they will probably feel happier doing this as a class rather than as individuals at first). The children will need Green Study Book 1 open to page 4, and you will need your copy to hold up to the class to show them what they should be doing. Instructions provided here for each exercise show you how to guide the children through them, and what tasks you should try to get the children to perform. The narration script for each exercise is printed in the DVD script boxes for your reference. 1 Listen, point and say. [2 minutes] (Chapter 4 on DVD) (Green Study Book 1 page 4) Aim: to introduce Hello, Pingu and Pinga Tell the children to open their Study Books to page 4. 1. Children listen to the DVD. 2. Hold your book up facing them. Show them where to

point with their fingers [picture 1] and say Hello Pingu.

3. Children point to picture 1 and say with you Hello Pingu.

4. Show them where to point with their fingers [picture 2] and say Hello Pinga.

5. Children point to picture 2 and say with you Hello Pinga.

2 Listen, point and say. [2 minutes] (Chapter 5 on DVD) (Green Study Book 1 page 4) Aim: to learn Bye-bye and review Pingu, Pinga Children should still be looking at page 4 in their Study Books. 1. Children listen to the DVD. 2. Hold your book up facing them. Show them where to

point with their fingers [picture 1] and say Bye-bye Pingu.

3. Children point to picture 1 and say with you Bye-bye Pingu.

4. Show them where to point with their fingers [picture 2] and say Bye-bye Pinga.

5. Children point to picture 2 and say with you Bye-bye Pinga.

6. Children repeat again with you Bye-bye Pingu, Bye-bye Pinga.

3 Listen, point and say. [2 minutes] (Chapter 6 on DVD) (Green Study Book 1 page 5) Aim: to learn Hi + My name is and to review Hello Tell the children to look at page 5 in their Study Books. 1. Children listen to the DVD. 2. Hold your book up facing them. Show them where to

point with their fingers [picture 1] and say Hello, my name is Anna. Hello Anna. Hi Anna.

3. Children point to picture 1 and say with you: Hello, my name is Anna. Hello Anna. Hi Anna.

4. Show them where to point with their fingers [picture 2] and say Hi. My name is Max. Hello Max. Hi Max.

5. Children point to picture 1 and say with you: Hi. My name is Max. Hello Max. Hi Max.

DVD script It’s Study Time 1 Hello Pingu, Hello Pinga. Listen, point and say. Hello Pingu. [pause] Hello Pinga. [pause]

DVD script 2 Bye-bye Pingu, Bye-bye Pinga. Listen, point and say. Bye-bye Pingu. [pause] Bye-bye Pinga. [pause] Good job! Bye-bye Pingu. Bye-bye Pinga.

DVD script 3 Hello, my name is… Listen, point and say. Hello. My name is Anna. – Hello Anna. Hi Anna. [pause] Hi. My name is Max. – Hello Max. Hi Max. [pause]


4 Listen, point and say. [1 minute] (Chapter 7 on DVD) (Green Study Book 1 page 5) Aim: to review Bye-bye 1. Children listen to the DVD. 2. Hold your book up facing them. Show them where to

point with their fingers [picture 1] and say Bye-bye Anna.

3. Children point to picture 1 and say with you: Bye-bye Anna.

4. Show them where to point with their fingers [picture 2] and say Bye-bye Max.

5. Children point to picture 2 and say with you: Bye-bye Max.

5 Listen, point and say. [4 minutes] (Chapter 8 on DVD) (Green Study Book 1 page 6) Aim: to learn Where is? and review Pingu, Pinga Tell the children to turn to page 6 in their Study Books 1. Children listen to the DVD. 2. Hold your book up facing them and say Where is

Pingu?. 3. Show them where to point with their fingers [picture 1]

and say Hello Pingu. 4. Children point to picture 1 and say with you: Hello

Pingu. 5. Hold your book up facing them and say Where is

Pinga?. 6. Show them where to point with their fingers [picture 2]

and say Hello Pinga. 7. Children point to picture 2 and say with you: Hello

Pinga. 8. If some children are able to, get them to ask Where is

Pingu?/Where is Pinga?. 9. The rest of the class point and respond Hello

Pingu/Hello Pinga. - Writing Time (Chapter 9 on DVD) (Green Study Book 1 page 6) When the children have completed Study Time, the DVD presents some letter and number formation tasks. Space is provided in the Study Book for this purpose. 6 Trace and draw. [2 minutes] Aim: to practice drawing straight, horizontal lines in preparation for letter writing Make sure that the children are holding their pencils correctly. Please see the Teacher’s Guide for extra help for left-handed children. 1. Children watch the DVD and then trace the lines in their Study Book. Make sure they are tracing from left to right. 2. They then practice the lines freehand in the space provided or on extra/scrap paper. Go round and help children if they have problems. Many young children may need individual attention to get the pencil grip right. Extension: You can pause the DVD here to give them more time if you think it necessary, however at this stage they don’t need to be perfect as they will get plenty of further opportunities to practice. You can ask children to draw horizontal lines on a whiteboard with a thick pen or on old newspaper. Children enjoy practicing these kind of motor skills in a variety of ways, e.g. with fingers on backs, in sand trays, with paint brushes.

DVD script 4 Bye-bye. Listen, point and say. Bye-bye Anna. [pause] Bye-bye Max. [pause] Bye-bye.

DVD script 5 Where is? Listen, point and say.

Where is Pingu? [pause]

– Hello Pingu! [pause]

Where is Pinga? [pause]

– Hello Pinga! [pause]

Where is Pingu? [pause]

– Hello Pingu! [pause]

Where is Pinga? [pause]

– Hello Pinga! [pause]

Good job everybody.


When they have finished they should close their books and focus on the DVD screen.

- Language Review. [2 minutes] (Chapter 10 on DVD) The Language Review section on the DVD practices all the new and reviewed language before it is put together in a full version of the song. The flashcards are shown with pauses for the children to try to say the word before the narrator. Then a few questions are asked to elicit re-use of the key language of the unit. Encourage children to repeat or say any words they remember. The language review script is provided in a separate appendix for reference if required.

- Song Time 2 [3 minutes] (Chapter 11 on DVD) With the children standing up in the center of the room sing all the words with the actions as shown below and get the children to join in as much as they can. Make this a fun and lively activity for the whole class. See the Teacher’s Guide on the introduction and use of songs. Hello Pingu

Words Actions Where is Pingu? Where is Pingu? Where, where, where? Where is Pingu? Where is Pingu? Where, where, where?

Look around: hand to eyes

Hello Pingu! Hello Pingu! Hello, hello. Hi Pingu! Hi Pingu! Hi, hi, hi. Hello Pingu! Hello Pingu! Hello, hello. Hi Pingu! Hi Pingu! Hi, hi, hi.

Wave to your neighbors Shake hands with your neighbors

Where is Pinga? Where is Pinga? Where, where, where? Where is Pinga? Where is Pinga? Where, where, where?

Look around: hand to eyes Look up! Look down!

Hello Pinga! Hello Pinga! Hello, hello. Hi Pinga! Hi Pinga! Hi, hi, hi. Hello Pinga! Hello Pinga! Hello, hello. Hi Pinga! Hi Pinga! Hi, hi, hi.

Wave to your neighbors And shake hands

Where is Pingu? Where is Pingu? Where, where, where? Where is Pingu? Where is Pingu? Where, where, where?

Look around: hand to eyes Look behind!

Bye-bye Pingu, bye-bye Pinga, bye-bye, bye-bye! Bye Pingu, bye Pinga, bye, bye, bye! Bye-bye Pingu, bye-bye Pingu, bye-bye, bye-bye! Bye Pingu, bye Pingu, bye, bye, bye!

Wave goodbye to your neighbors

Where is Pinga? Where is Pinga? Where, where, where? Where is Pinga? Where is Pinga? Where, where, where?

Look around: hand to eyes

Bye-bye Pingu, bye-bye Pinga, bye-bye, bye-bye! Bye Pingu, bye Pinga, bye, bye, bye! Bye-bye Pingu, bye-bye Pingu, bye-bye, bye-bye! Bye Pingu, bye Pingu, bye, bye, bye!

Wave goodbye to the teacher

- Bringing the class to a close Always formally bring the class to an end and praise the children for their efforts. Remember to say Bye-bye + [name] to each child as they leave. Encourage them to say Bye-bye to you if they can. - Extension and practice at home Encourage the children to look over the Study Book pages they did in class, or to watch the DVD episode.

Level 1 Unit 1 Class Type 2 Expansion 1 September 2008

UNIT 1 - GREETINGS

Class Type 2: Expansion Aim of class: to review new language; to practice motor control; to encourage pairwork

and co-operation and to develop speaking skills Teachers need: Optional:

Study Book 1; Teacher’s Flashcards: Pingu, Pinga, Hello, Hi, Where is?, Bye-bye; Figurines of Pingu and Pinga Song CD; DVD 1

Children need: Study Book 1; felt tips or pencils; Pinguland Mat and Figurines of Pingu and Pinga

General teaching notes The DVD is not needed for this lesson, but if you are going to use it or the CD as refresher or background for the children, make sure it is cued up and ready to play. - Warm up [5 minutes] Say Hello + [name] to each child when they come into class. Encourage them to say Hello + [name] to the other children when they come in. You could have the Song CD playing quietly as they come in to create a welcoming atmosphere. Get your children seated and settled so that they can all see and hear the DVD if you are going to use it again. Encourage them to sit in the same seats as last time, so that you and the other children can learn the names more easily and to give the children a sense of security and space. Make sure they have Green Study Book 1 and felt tips or pencils ready to use. Play the narrated Pingu episode again if you want to recap on the story. Encourage the class to tell you about the story in their own language. Flashcard language warm up/Review (optional) You may want to use the Teacher’s Flashcards to warm up and to review key words and phrases. Some children respond well to flashcard activities but others will lose concentration quite quickly so stop when the children lose focus and move onto the Lesson 2 Time in the Study Book. Have ready the following flashcards for Unit 1: Pingu, Pinga 1. Show flashcard of Pingu and say Hello Pingu. Children repeat. 2. Show flashcard of Pinga and say Hello Pinga. Children repeat. 3. Stick flashcards on the board or wall and say Where is Pingu? Invite a child to come up and point to the right flashcard and say Hello Pingu. Say Where is Pinga? Invite a child to come up and point to the right flashcard and say Hello Pinga. - Lesson 2 Time (Green Study Book 1 Unit 1 Lesson 2) The children will need Green Study Book 1 open to page 7, and you will need your copy to hold up to the class to show them what they should be doing. Instructions provided here for each exercise show you how to guide the children through them, and what tasks you should try to get the children to perform.


1 Look, point and say. [3 minutes] (Green Study Book 1 page 7) Aim: to review Pingu and Pinga Tell the children to open their Study Books to page 7. 1. Hold up your book to face the class. 2. Show them where to point with their fingers [picture 1] and ask them to point in their own

books and to tell you who it is. 3. Children point to Pingu and say Pingu. 4. Show them where to point with their fingers [Pinga in picture 2] and ask them to point to

her in their own books and to tell you who it is. 5. Children point to Pinga and say Pinga. Extension: If you can, encourage children to say Hello, Pingu and Hello, Pinga too. 2 Look, point and say. [12 minutes] (Green Study Book 1 page 8) Aim 1: to review Pingu, Pinga, Hello and Hi Tell the children to turn to page 8 in their Study Books 1. Hold up your book to face the class. 2. Show them where to point with their fingers [picture 1] and say Hello Pingu. 3. Children point to Pingu and say Hello Pingu. 4. Show them where to point with their fingers [picture 2] and say Hello Pinga. 5. Children point to Pinga and say Hello Pinga. Extension: Use the flashcards of Pingu and Pinga to stimulate children to say Hello Pingu, Hello Pinga and Hi Pingu, Hi Pinga. Personalization: Say to the class My name is …. and point to yourself. Encourage children to say Hello + [your name]. Stand behind the board or door and hold out the flashcard of Pingu and say Hello, my name is Pingu. Class repeats. Stand behind the board/door again holding out flashcard of Pinga and say Hello, my name is Pinga. Children repeat. Go up to a child with flashcard of Pingu and say Hello. My name is Pingu. Encourage child to say My name is … + [name] Repeat with all children in the class. Ask one child to stand outside the room and then come in. Child says Hello. My name is + [name]. The rest of the class says Hello + [name] or Hi + [name]. Repeat until all the children have had a turn. Make it fun! Aim 2: to review Pingu, Pinga, and Bye-bye Tell the children to return to page 8 in their Study Books 6. Hold up your book to face the class. 7. Show them where to point with their fingers [picture 3] and say Bye-bye Pingu. 8. They point to Pingu and say Bye-bye Pingu. 9. Show them where to point with their fingers [picture 4] and say Bye-bye Pinga. 10. They point to Pinga and say Bye-bye Pinga. Extension: Use the flashcards of Pingu saying Bye-bye to stimulate children to say Bye-bye Pingu.


Personalization: Ask one child to walk to the door and say Bye-bye + [name]. The rest of the class says Bye-bye + [name]. If the child can, he turns, waves and say Bye-bye as he leaves. Repeat until all the children have had a turn. 3 Color the picture. [10 minutes] (Green Study Book 1 page 9) Aim: to practice motor control Tell the children to look at page 9 in their Study Books Children color the picture. Many children will find coloring difficult at this age. Check that they are holding their felt tips or crayons properly. Remind them to try and color within the lines but most children will need a lot more practice. You could have the Song CD playing quietly while they work. Extension: In order to keep the children using the language even when they are coloring in, you can ask them to name the characters in the picture for you. i.e. Pingu and Pinga. Children can now close their Study Books as they are not needed for the remaining activities. 4 Play in Pinguland [10 minutes] Aim: to encourage pairwork and co-operation and to develop speaking skills If you do not have time to do this activity now do not worry about it, it is repeated in the Consolidation classes. The children will love doing it again and again. The Pinguland Mat itself is not required for this unit, though you can have it rolled out to ‘set the scene’, if you like. As this is the first time the children have used the Pinguland Figurines allow them time to enjoy handling them. Hold up figurines of Pingu and Pinga one by one and invite children to tell you who they are. When you cover one in your hand encourage children to say Bye-bye Pinga, Bye-bye Pingu. When you open your hand up, encourage them to say Hello Pingu, Hello Pinga. Put one figurine in each hand and hide them behind your back. Ask children Where is Pingu? Where is Pinga? Children take turns to come up to you to guess where the right figurine is. Give encouraging feedback in English. Children can then move to their Pinguland Mats and play in pairs or threes. Go round and help them play the same game with each other. 5 Sing a song [5 minutes] Sing the song again at the end of class using the DVD (Chapter 11) or the Song CD (Tracks 1 and 2). This is a good way of bringing the children together at the end of the class. Remember to get the children doing all the actions you taught them in the Introduction Class. The words and actions for the song are printed in the Introduction Class notes. - Bringing the class to a close Always formally bring the class to an end and praise the children for their efforts. Remember to say Bye-bye + [name] to each child as they leave. Encourage them to say Bye-bye to you if they can. - Extension and practice at home Encourage the children to look over the Study Book pages they did in class.

Level 1 Unit 1 Class Type 3 Consolidation 1 September 2008

UNIT 1 - GREETINGS

Class Type 3: Consolidation Aim of class: to review new language; to practice motor control through tracing coloring

and drawing lines. Teachers need: DVD 1; Activity Book 1; Pinguland Mat and Figurines; Computer Time;

Song Book and Song CD; Story Book 1 and Story CD 1; Teacher’s Flashcards: Pingu, Pinga, Hello, Hi, Where is?, Bye-bye; Sand trays; Modeling clay

Children need: Activity Book 1; felt tips or pencils and erasers; Pinguland Mat and Figurines of Pingu and Pinga; Student’s Flashcards

General teaching notes You will need some time before each Consolidation Class to organize the room. Divide the classroom into different work stations so that groups of children are working on different activities at the same time to allow you to go round and provide individual help. To avoid confusion, we would recommend that four work stations only are available in each class at the beginning. As children move to different work stations, make a note of where each child goes so that by the end of the unit all children have visited each work station at least once. Work stations menu Select four of the following to set up as work stations for each Consolidation Class for this unit. Try to vary your selection in each Consolidation Class: MATERIALS LEARNING STYLE DEVELOPED AND SKILLS PRACTICED 1 Activity Book

motor control skills; hand-eye co-ordination; vocabulary practice

2 Pinguland Mat and Figurines

social and speaking skills: interpersonal skills for children who like working together and speaking

3 Computer Time hand-eye co-ordination; vocabulary practice for reflective/ introspective children who work well alone

4 Song Book and Song CD musical skills; sensory/movement/awareness skills; vocabulary practice skills

5 Story Book and Story CD listening skills; word recognition skills; aural development for aural learners; observational skills in visual learners

6 Flashcards – Teacher’s

aural skills; oral skills; sensory/movement/awareness skills

7 Flashcards – Student’s

social and interpersonal skills; vocabulary practice skills

8 Sand trays; Modeling clay

manipulative skill development for lines, letters and numbers,

- Warm up Say Hello + [name] to each child when they come into class. Encourage them to say Hello + [name] to the other children when they come in. You could have the Song CD playing quietly as they come in to create a welcoming atmosphere. Give them time to settle. You may like to start the class with another viewing of the Pingu episode on the DVD to remind children of the storyline and to contextualize the language they are about to use.


Flashcard language warm up/Review You can start each Consolidation Class with an all-class activity using the flashcards in order to review key words and phrases for this Unit. Some children respond well to flashcard activities but others will lose concentration quite quickly so stop when the children lose focus and move onto the work stations. Have ready the following flashcards for Unit 1: Pingu, Pinga 1. Show flashcard of Pingu and say Hello Pingu. Children repeat. 2. Show flashcard of Pinga and say Hello Pinga. Children repeat. 3. Stick flashcards on the board or wall and say Where is Pingu? Invite a child to come up and point to the right flashcard and say Hello Pingu. Say Where is Pinga? Invite a child to come up and point to the right flashcard and say Hello Pinga. 4. Take down the flashcards and say Bye-bye Pingu, Bye-bye Pinga. Invite the children to say Bye-Bye Pingu, Bye-bye Pinga. Encourage the children to wave bye-bye - Work Stations Explain to children that they can now work at different places on different activities and you will come round and help them. Now ask them to go to one of the four work stations you set up. Monitor where they are going and how they are progressing on individual record sheets. Say Hello to each child and encourage them to say Hello back to you as you move around the stations. When you have finished with each child say Bye-bye and encourage them to say it back to you.

1 Activity Book Children need Green Activity Book 1, felt tips or pencils and erasers. All activities are designed to review new language from the unit and to practice motor control and many tasks suggest that children ‘say’ words in English as they complete them. Check children are holding their pencils correctly and check that they work from left to right. If they get frustrated, encourage them to erase and try again. The times given below are variable, some children may need more time than others. 1 Trace. [4 minutes] [Activity Book 1 page 4] 1. Children trace over the dotted line in the middle of the solid parallel lines from top to

bottom. Give lots of praise! 2. As they complete the line, they can say Hello Pingu 2 Trace. [3 minutes] [Activity Book 1 page 5] 1. Children trace over the line in the middle of the parallel lines. Give lots of praise! 2. As they complete the line, they can say Hello Pinga 3 Trace. [3 minutes] [Activity Book 1 page 6] 1. Children trace over the lines. Give lots of praise! 2. As they complete the lines, they can say Hi Pinga 4 Trace. [4 minutes] [Activity Book 1 page 7] 1. Children trace lines from Pingu to Pinga. 2. As they complete the lines, they can say Bye-bye Pinga. 3. Children trace lines from Pinga to Pingu. 4. As they complete the lines, they can say Bye-bye Pingu. 5. Children trace lines from Pingu to Pinga. 6. As they complete the lines, they can say Hello Pinga. 7. Children trace lines from Pinga to Pingu. 8. As they complete the lines, they can say Hello Pingu.


5 Trace. [5 minutes] [Activity Book 1 page 8] 1. Children trace the dots of either the picture of the boy or of the girl (the boy if they are a

boy; the girl if they are a girl), or both if they wish. 2. They can practice saying Hello. My name is + [name]. You can reply with Hello. My

name is + [name]. 6 Point, color and connect. [6 minutes] [Activity Book 1 page 9] 1. Ask the children Where is Pinga? 2. The children point to Pingu. 3. Ask the children Where is Pinga? 4. The children point to Pinga. 5. The children then use felt tips or pencils to color in the characters. 6. Ask the children to connect the pictures by tracing over the straight lines.

2 Pinguland Mat and Figurines As this may be the first time the children have used the Pinguland Figurines allow them time to enjoy handling them. The Pinguland mat itself is not required for this unit, though you can have it rolled out to ‘set the scene’, if you like. Hold up figurines of Pingu and Pinga one by one and ask children to tell you who they are. When you cover one with your other hand encourage children to say Bye-bye Pinga, Bye-bye Pingu. When you move your hand away, encourage them to say Hello Pingu, Hello Pinga. Put one figurine in each hand and hide them behind your back. Ask children Where is Pingu? Where is Pinga? Children take turns to come up to you and to guess where the right figurine is. Give encouraging feedback in English. Children then work in pairs on their Pinguland mat and play the same game with each other.

3 Computer Time There are four interactive activities for each unit. They serve two main purposes. The first is to give children opportunities to hear the new language of the unit again and to respond to prompts by dragging or clicking. The second is to develop the children’s computer skills, in particular, the motor skills of hand eye co-ordination. For the first two or three units a teacher or assistant may need to sit with each child individually and show them how to use the activities. Each activity is modeled first on the screen so that children can copy the actions as soon as they are familiar with the mouse and the buttons. The activities in this unit are as follows: Activity 1 = Find the object. The child hears an audio prompt and clicks on the

correct object in the picture. Activity 2 = Match the picture. The child hears an audio prompt and clicks on the

correct picture, from a selection given. Activity 3 = Make and color the picture. The child positions objects into the picture

by dragging them from the side and then colors in the picture. Activity 4 = Sled game. The child uses the cursor keys to move the sled forwards,

backwards, up and down. They get points for every obstacle they avoid. Children can do the activities as many times as they like depending on how many computers are available in class and how many children are waiting to use them.


4 Song Book and Song CD In the Introduction Class and Expansion Class the children sang the song for the unit. Sing the song again doing the actions from the Introduction Class. Some children might not enjoy singing - they are not all musical learners! Ask them instead to clap two fingers on the palm of their other hand as a way of joining in until they feel more confident. Some children prefer to hum the tune at the beginning so show them how to do that. Concentrate first on the actions of the song rather than words at the beginning.

5 Story Book and Story CD Each of the episodes on the DVD is adapted into a simplified story written in the Story Book. These stories are also read on CD. Story 1: Pingu [Level 1: Story Book 1: page 3] Sit with children and read them the story. Encourage children to point to pictures on the page and to say the words with you by asking questions: Where is Pingu?. Repeat and encourage children to repeat with you key phrases from the story for example: Where is Pingu?, Bye-bye Pingu, Hello Pingu. You can also play the story on the CD and encourage children to say the words of the story at the same time. Some children like acting out the story with mime. Read the story and ask one or more children to act out Pinga’s and Pingu’s actions.

6 Teacher’s Flashcards You may have done this flashcard demonstration at the beginning with the whole class, or in the Expansion Class, but repetition is always useful, especially as in the Consolidation Classes you will be working with smaller groups. Have ready at one work station the Teacher’s Flashcards for the unit: Pingu, Pinga, Hello, Hi, Where is?, Bye-bye Use the flashcards of Pingu and Pinga to stimulate children to say Hello Pingu, Hello Pinga, Hi Pingu, Hi Pinga, Where is Pingu?, Where is Pinga?, Bye-bye Pingu, Bye-bye Pinga. Hold the cards up one by one and ask children to say the phrases with you. Put the cards picture face down on the desk and ask a child to choose one and turn it over. The children say the phrases all together. Extension: Ask one child to stand outside the room and then come in. Child says Hello. My name is + [name]. The rest of the class says Hello + [name] or Hi + [name]. Repeat until all the children have had a turn.

7 Student’s Flashcards Ask children to play in pairs with two sets of their Student’s Flashcards. Help them to find: Pingu, Pinga, Hello, Hi, Where is?, Bye-bye Game 1: Children put both sets of flashcards for the unit in a pile face down on the table. They take turns to pick one up, turn it over and say the word or phrase represented by the picture shown on the card. Game 2: Children take it in turns to take a card from the pile. One child holds one card so their partner can’t see it. Their partner guesses the word or phrase. The other child reveals the card. If their partner has said the right word they keep the card. The child with the most cards at the end is the winner.


8 Sand trays and modeling clay Put some sand trays and modeling clay on one of the tables and ask pupils to make straight lines with the modeling clay and to practice drawing straight lines in the sand with their finger or pencil. - Bringing the class to a close Always formally bring the class to an end and praise the children for their efforts. Remember to say Bye-bye + [name] to each child as they leave. Encourage them to say Bye-bye to you if they can.

Level 1 Unit 1 Class Type 4 Review and Assessment 1 September 2008

UNIT 1 - GREETINGS

Class Type 4: Review and Assessment Aim of class: to review new language; to assess progress Teachers need:

DVD 1; Pinguland Mat and Figurines; Computer Time; Story Book and Story CD; Teacher’s Flashcards: Pingu, Pinga, Hello, Hi, Where is?, Bye-bye; Song Book and Song CD; Sand trays; Modeling clay

Children need: Felt tips or pencils and erasers; Pinguland Mat and Figurines of Pingu and Pinga

General teaching notes The aim of this Review and Assessment Class is for you to make sure that all the children have understood the new language of the unit and are beginning to feel confident enough to use it and are beginning to feel comfortable holding a pencil and making straight lines. In this class, after they have watched the DVD episode from the Introduction Class again, the children work in a selection of work stations similar to those in the Consolidation Classes. While they are working on the different activities, go round and ask them to trace some straight lines so you can see how they hold their pencil. Work stations menu You will need to set up the following work stations for this Review and Assessment Class: MATERIALS LEARNING STYLE DEVELOPED AND SKILLS PRACTICED 1 Pinguland Mat and

Figurines social and speaking skills: interpersonal skills for children who like working together and speaking

2 Computer Time motor skills; hand-eye co-ordination; computer/mouse skills; vocabulary practice for children who work well alone

3 Story Book and Story CD

listening skills; word recognition skills; aural development for aural learners; observational skills in visual learners

4 Flashcards – Teacher’s and Student’s

aural skills; oral skills; observational skills; vocabulary practice skills

5 Sand trays; Modeling clay

hand-eye motor co-ordination skills; manipulative skill development for lines, letters and numbers

- Warm up Say Hello + [name] to each child when they come into class. Encourage them to say Hello + [name] to the other children when they come in. You could have the Song CD playing quietly as they come in to create a welcoming atmosphere. Give them time to settle. - Language review Start the class with the Pingu episode on the DVD as in the Introduction Class. Have ready the Teacher’s Flashcards from Unit 1: Pingu, Pinga, Hello, Hi, Where is?, Bye-bye. Hold up the cards one by one and ask pupils to repeat the words with you. Stick the flashcards on the board or wall and ask each pupil to come up and touch the correct picture when you say the words. - Assessment Work Stations Now ask pupils to go to one of the five work stations you have set up. Monitor where they are going and how they are progressing on individual record sheets. Say Hello to each child and encourage them to say Hello back to you as you move around the stations. When you have finished with each child say Bye-bye and encourage them to say it back to you.


1 Pinguland Mat and Figurines Hold up figurines of Pingu and Pinga one by one and ask children to tell you who they are. Cover one with your hand and encourage children to say Bye-bye Pinga, Bye-bye Pingu. When you move your hand away, encourage them to say Hello Pingu, Hello Pinga. Put one figurine in each hand and hide it behind your back. Ask children Where is Pingu? Where is Pinga? Children take turns to guess where the right figurine is. Give encouraging feedback in English.

2 Computer Time The activities in this unit are as follows: Activity 1 = Find the object. The child hears an audio prompt and clicks on the

correct object in the picture. Activity 2 = Match the picture. The child hears an audio prompt and clicks on the

correct picture, from a selection given. Activity 3 = Make and color the picture. The child positions objects into the picture

by dragging them from the side and then color in the picture. Activity 4 = Sled game. The child uses the cursor keys to move the sled forwards,

backwards, up and down. They get points for every obstacle they avoid. Children can do the activity as many times as they like depending on how many computers are available in class and how many children are waiting to use them.

3 Story Book and Story CD Story 1: Pingu [Level 1: Story Book 1: page 3] Sit with children and read the story, encouraging children to point to pictures on the page and to say the words with you by asking questions Where is Pingu? Repeat and encourage children to repeat with you key phrases from the story for example: Hello Pinga, Bye-bye Pingu Play the CD and encourage children to say the words of the story at the same time.

4 Flashcards Have ready the Teacher’s and Student’s Flashcards for the unit:

Pingu, Pinga, Hello, Hi, Where is?, Bye-bye Use the Teacher’s Flashcards of Pingu and Pinga to stimulate children to say Hello Pingu, Hello Pinga and Hi Pingu, Hi Pinga. Show them each of the Teacher’s Flashcards and say Where is Pinga?, Where is Pingu? then ask them to ask you the same questions. Put the Student’s Flashcards face down on the desk and ask a child to choose one and turn it over. The children say the phrase all together. Get the children to play matching games of the pictures using the Teacher’s Flashcards and Student’s Flashcards.


5 Sand Trays and Modeling Clay Put some sand trays and modeling clay on one of the tables and ask pupils to make straight lines with the modeling clay and to practice drawing straight lines in the sand with their finger or pencil. If any children have problems with the vocabulary production, this is not a problem at this stage: many children go through an extended period of silence when first tackling a new language. They may also have problems with mother tongue development so this is worth checking with their carers. Also check for deafness. If some children seem to have problems in recognizing Hello and Bye-bye, bring them together in a small group. Ask children to take it in turns to stand up The seated children in the group say Hello + [name] all together. When the child sits down encourage them to say Bye-bye + [name]. - Bringing the class to a close If you have plenty of time at the end of the class you can sing the song, get the children to join in and do the actions. Always formally bring the class to an end and praise the children for their efforts. Remember to say Bye-bye + [name] to each child as they leave. Encourage them to say Bye-bye to you if they can.

Documents

Teachers Manual Level 1 Unit 1 Complete