img018 (16)
4
Children can also keep their own picture dictionaries by drawing pictures in a smali notebook and labelling each one in English.
5
Play Odd Man Out with word cards. Write sets of
words in a linę, where there is one word which does
not belong to the set. For example:
circle square blue triangle rectangle
brother book sister dad grandma
cat clap wink jutnp sitig
Photocopy the sheets of paper, and give one to each
pair of children. Get the children to circle the 'odd one
out'.
You can also write individual words on cards. Give children sets of cards, and get them to classify the words into sets. ' 4
Story notes
Unit 4 Catandmouse
The following stories can be used to extend the topie in each unit. The language input is richer than the core language input of the Class Book, so it is suggested that the stories are used as a follow-up at the end of the unit. Activities with the stories will be particularly suitable for children in the upper rangę of ability. The stories are recorded on the Teacher's Resource cassette which accompanies Fanfarę 1, and the accompanying visuals in this Teacher's Book (pp. 119-26) can be photocopied for class-room use.
Tapescript
Cat: Where 's the mouse? Is it on the chair? No, it’s not there.
Cat: Where 's the mouse ? Is it under the table ? Umph! No, it's not there.
Cat: Where 's the mouse? Is it in the cupboard? Mmm. Yes.
Dog: Andsoaml!
Cat: O w!
1 Preliminary activity
You need: Two sets of story pictures, cut up into individual pictures, per group
Children work: in groups of eight
• Give out pictures at random to each group. Children describe their pictures in tum, e.g. Child 1 asks (Name), tell me about your picture. Is there a cat? Is there a chair? etc. Children find the partner with the same picture.
2 Listening and sequencing
You need: Paper or notebooks on which to stick story pictures; extra sets of story pictures, cut into individual pictures, one per child
Children work: individually
• Give each child a set of story pictures. Listen to the story tape. Listen again, pausing after each section for children to lay down the relevant picture in the correct sequence. Children then stick the pictures, in the correct sequence, on paper or in notebooks.
3 Reconstructing text
You need: The board, or large strips of card/paper; strips of paper, ten per pair
Children work: in pairs
• Elicit the story text from the children. Ask Look at picture 1. What is the cat saying? Write sentences on the board, or on large strips of card/paper, e.g. picture 1, Where's the mouse? Is it on the chair? No, it's not there.
Children copv ihcse on to their strips of paper. Repeat for pictures .».nul 3. Encourage children to write independentlv il they can, making necessary changes, e.g. Is il undei //„• table? Is it in the cupboard? Yes! Children m.ty wish to add the dog's words And so am /.' for picture 4
• Each pair slmlll,- their strips of paper together. They then read th«- -;tripS again, and stick them under the appropriate pi. turę. They can colour the pictures.
4 Listen and draw
You need: A 'sheet of paper per child Children woit..,) individually, b) in pairs
• Describe a simplc room for children to draw. Say Draw a chair. Drażo n i„hlr. Drażo a cupboard. The cupboard door is open (dem.»ir.iratę wńth a class-room cupboard if necessary). I Jn,„> „ teleoision. Then say Drażo a dog, a cat, a mouse, and a frng in the picture (explain that children decide where to draw the animals).
• In pairs, children play a guessing gamę. Child 1 asks her/his partner Where's the (dog)? Is it (under the table)? If it isn't there, the partner replies No, it's not there. and it is her/his tum to ask. If Child 1 is correct, the partner replies Yes., ti< Ich the animal on her/his picture, and it is Child l's tum again until she/he makes an incorrect guess. 1 he wir,ner is the first one to locate all the animals on her/his partner's picture.
5 Vocabulary
You need: The board or a large sheet of paper; a sheet of paper or nou-book per child
Children worlr individually
• Write three co! ;rnn headings on the board/paper: animals,fumil‘where' words. Help children understand tl rr eaning of them. Children copy the columns on to p*:r or notebooks and list vocabulary from the story the appropriate column. Then encourage cht..:ren to add morę English words in these categories tha*. hey know, or can find out. Compile a class list on th«: v.ard/paper.
Unit 5 Theyisitor
Tapescript
Voice: In a srr^.i rouse, in a smali chair, by a smali fire, zits ar //oman. She sits, and she sews, and zhe tovi a* :he clock...
...ano //ants a visitor.
Then r oo^es a pair of big, big feet.
They /. >/> *' r.er fire, and stand by her chair. And ztill sta and still she sews, and looks at the
c lock.
■. anc z.u ve wants a visitor.
Then ir \rs'*r ■
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