Hooray!Let's Play TB Sample

Hooray!
Gnter Gerngross Herbert Puchta
Lets play!
Teachers Book
Sample
Introduction
Hooray! Lets play! Level A is a comprehensive course
for teaching English to 4-year-old children in kindergarten. Its main aim is to teach learning through play.
Hooray! Lets play! introduces children to basic
listening and speaking skills in English using simple
principles for young learners:
Developing listening skills is extremely important at
this age, so children are encouraged to listen and
understand right from the beginning. They are also
encouraged to use all of their senses to understand
and reproduce the language they are introduced to so
it is learned and retained.
The course also focuses on building intelligence with
the inclusion of a number of activities designed to
stimulate children to think and process necessary
information. In addition, there is a strong emphasis on
the development of the memory via the use of music,
movement and rhymes.
Stories and games are also used widely to stimulate
childrens interest.
Who is the book for?

Hooray! Lets play! is a three-level course (Starter,
Level A, Level B) for children between the ages of 3
and 5. The course is suitable for all pre-school
classrooms learning English, regardless of the number
of hours or lessons per week. The course emphasises
the use of chants, songs and stories within the
classroom tools which help young children to engage
and interact confidently with English at a low level.
Hooray! Lets play! A is aimed at 4-year-olds and can
be used with children who have not had English
classes before, or as a continuation of the Starter Level.
Main aims of the course

The main aims of Hooray! Lets play! Level A are:
that children use all their senses to learn but, at the
same time, enjoy themselves and have fun
that children see language as a means of
communication
that listening and speaking skills are developed
slowly and accurately (although speaking skills
should be allowed to develop naturally when
children feel confident enough)
to offer a wide range of activities that help the
learning process
to encourage the development of the childrens
social, emotional and spatial skills by encouraging
them to work together, to play, resolve problems
and reproduce actions and key language
that children experience the act of language
learning as a positive one right from the beginning
and are enthusiastic and motivated by the activities
they are required to do
to develop and encourage an open and inclusive
attitude to other people and cultures and to
underline and encourage key social values such as
the value of friendship and helping and
appreciating one another
2
Hooray! Lets play! A Helbling Languages
to provide teachers with teaching notes, games and

activities for original and up-to-date lessons in the
kindergarten classroom
COURSE COMPONENTS
Students Book
The Students Book has 92 full-colour pages consisting
of six activity worksheets for each of the six main units,
with a variety of simple tasks, all featuring Peter the
panda, Rosie the rabbit, Tom the turtle and Connie the
crocodile. The worksheets are perforated so they can
be easily torn out and used. In addition to the six main
units of the book, there is a shorter initial Welcome
Unit and two final shorter units focusing on Christmas
and Easter, each with their own worksheet.
There is one page of stickers at the end of the
Students Book for children to complete the worksheets
with. Children may need help to peel the stickers from
the sticker sheet. You might also want to cut out the
relevant stickers needed for a lesson rather than
presenting children with a full page of stickers.
The Students Book also includes a Songs & Chants
Audio CD plus a picture dictionary. The audio CD
contains all the songs and chants from the course so
children can practise the songs and chants at home
with their parents. The picture dictionary at the end
includes all key words from the course and can be
used as a record of the words the children know in
English. When you finish each unit, show the children
the picture dictionary pages and see which words they
remember from that and previous units. Alternatively,
if parents know some English, they can help their
children check at home.
Teachers Book
The Teachers Book includes detailed teachers notes
for using Hooray! Lets play! A, two audio CDs for
class use and a Teachers DVD-ROM.
The detailed teachers notes include a unit overview
and a lesson overview outlining the main objective, key
words, receptive, classroom, and productive language
and activities with a materials checklist. There are full
teaching notes for each stage of the lessons, including
step-by-step instructions for all the activities, stories
and chants plus scripts of the songs and suggestions
for the language that can be used during an activity.
Each lesson apart from Lesson 6 also has an Optional
Extra Lesson for teachers who want more lesson
material. These lessons allow teachers to revise the
previous lesson and develop it by adding some new
activities and listenings.
Teachers DVD-ROM
The Teachers DVD-ROM contains:
A Teacher Training Video which shows one of the
authors of the course, Herbert Puchta, at work
within the kindergarten classroom with children of
35 years. It shows how some of the materials and
activities can be used within the classroom,
applying multi-sensory teaching techniques which
focus on the needs and cognitive capabilities of
very young learners.
Printable Letters to Parents which can be edited
on-screen and inform the parents of their childs
progress (See p. 19f. for details).
Extra Worksheets to be used with each Optional
Extra Lesson. All worksheets can be printed out and
used in class or at home. Some of the worksheets
will work better if copied onto thicker paper or card.
A list of all the Extra Worksheets can be found in the
appendix of the Teachers Book (See p. 192ff.).
Class Audio CDs

The two audio CDs in the Teachers Book are for class use
and contain all the songs, chants, and stories from
Hooray! Lets play! A. They also contain the routine songs,
listening activities and karaoke versions of the songs.
Cartoon DVD
The DVD contains cartoon versions of all the stories
from Hooray! Lets play! A and can be used to
introduce or revise the stories in class.
Hand Puppet
The Peter the panda hand puppet is used in all lessons
and can be used to welcome and praise the children,
as well as introduce the vocabulary and demonstrate
some of the games and activities.
Flashcards and Story Cards

The Flashcards can be used to introduce and practise
key vocabulary. A number of games and activities using
the flashcards are listed later in the introduction section
(See p. 10f.), and more specific suggestions are
included in the lesson plans for each unit.
The Story Cards can be used when listening and
retelling the stories from the book to the children.
Each frame appears on an individual card with the
script on the back of each.
STRUCTURE
Unit structure
Each of the six main units of the Students Book
consists of six Key Lessons, all focusing on a specific
topic. The key lessons from each unit provide a
complete overview of a topic. The Teachers Book
notes also provide five Optional Extra Lessons
focusing on and developing the main topic of each

lesson from the Students Book. These optional lessons
are for teachers who teach more lessons per week, for
longer courses, or simply for extra practice of the
songs, chants and stories when necessary.
The vocabulary and topics are introduced through the
chants and then practised through songs and stories as
well as a wide range of other games and activities.
The Welcome Unit functions slightly differently to the
other units because of the need to introduce the
characters and the classroom routine songs. Thereafter
the units follow the same basic pattern.
Lesson 1 introduces the target language using
flashcards and a chant. The worksheet used during the
Pencil and Paper part of the lesson then reinforces the
vocabulary and the order of the vocabulary in the chant.
Optional Extra Lesson 1 provides further practice of
the vocabulary and the chant, as well as a variety of
games. In Optional Extra Lesson 1 of each of the key
units, children can make mini flashcards to play with
in class and at home.
Lesson 2 introduces a TPR (Total Physical Response)
action story to the children, which uses the target
vocabulary in short phrases. During the Pencil and
Paper section of the lesson, the children are
encouraged to put the pictures of the action story in
the correct order.
Optional Extra Lesson 2 gives the children more
practice of the action story, an item to make and use and
the chance to perform the action story to their parents.
Lesson 3 gives further practice of the target
vocabulary through a song, which is reinforced during
the Pencil and Paper section of the lesson with a
worksheet with a picture.
Optional Extra Lesson 3 gives further practice of the
song, including the option to use the relevant karaoke
track and the chance to make a craft item related to
the song or the target vocabulary.
Lesson 4 practises the target vocabulary through
simple instructions given in a listening activity
completed during the Pencil and Paper section of the
lesson.
Optional Extra Lesson 4 allows the teacher to reinforce
the listening activity by doing a second listening activity
using a similar worksheet. The vocabulary can also be
practised using a variety of games.
Lesson 5 introduces the children to a story in English
using the story DVD. If there is no DVD player
available, teachers can tell the story using the Story
cards with the audio CD instead. Each story reuses the
target vocabulary of the unit in a fun cartoon story
which demonstrates an important life value, such as
friendship or sharing. The worksheet activity uses one
frame from the story.
Introduction
Optional Extra Lesson 5 allows teachers to retell the
story using the Story cards, as well as giving children the
opportunity to order and join in with the telling of the
story. During the Pencil and Paper section of the lesson,
children can make a mini storybook which they can take
home and use to retell the story to their parents.
Lesson 6 completes the unit by using a variety of
games to practise vocabulary from the current and
previous units. In addition, children are encouraged to
use Productive Language, a simple question and
answer that they could use in real English conversation.
During the Pencil and Paper section of the lesson, the
worksheet focuses on Thinking Skills, such as
focusing attention, counting, recognising similarities
and differences, or sequencing.
Lesson structure
Each lesson is split into four sections of about ten
minutes each (although the length of some activities will
depend on the number of children in your class). For
shorter lessons, the Warm-up and Revision and Rounding
Off sections can be shortened to just the Hello and
Bye-bye songs. For longer lessons, there is an If there is
time activity described at the end of each lesson in the
Teachers Book notes which you may wish to use.
Alternatively, any games and activities which the children
have enjoyed from previous lessons can be repeated.
Lessons start with a Warm-up and Revision section
which is introduced in the Welcome Unit. Children sing
the Hello song and greet Peter the panda and the rest
of the class. The children are also encouraged to join in
with a chant, song or activity from a previous lesson.
This is followed by Carpet Time. During Carpet Time,
the Peter the panda hand puppet introduces the
children to new vocabulary, chants, stories and songs
as well as playing a variety of games with them. (It is
not necessary for Carpet Time to be done on a carpet,
any space where the children can sit together in a
circle or semi-circle on the floor can be used.)
The Table song is used to help move the children from
the floor to the tables and for the Pencil and Paper
section of the lesson. During this part of the lesson,
the children practise vocabulary, chants and songs
while completing worksheets or art and craft activities.
Each lesson ends with a Rounding Off section which
includes a final activity or a chance to perform to
parents before they sing the Bye-bye song.
ACTIVITIES
Each unit contains the following activities:
Chants
Action Stories
Songs
Listenings
Stories
Thinking Skills
4
In order for the child to retain their knowledge of a

foreign language, they need to enjoy it and to feel
inspired. Knowledge is more firmly fixed in childrens
memories when it appeals to them. Most information
that reaches our brains via various senses is quickly
forgotten. The information which is retained is normally
information which is most relevant to us. Thus, using
chants, stories and songs which children can relate to is
a good way to inspire and motivate their interest.
The activities in Hooray! Lets play! A are designed to be
compatible with the interests of 4-year-old children and
to facilitate their learning. They involve as many of the
childrens senses as possible so they are engaged at a
variety of levels in learning and producing the language.
Chants
The use of chants encourages students to practise their
pronunciation and intonation and helps them attune
their ear to rhythms of speech. All chants in Hooray!
Lets play! A have been written specially for each unit
and focus on practising key vocabulary. Children
experience the chants in a multi-sensory way. They see
the vocabulary in the chant, listen, perform certain
movements and then say it. By involving as many
senses as possible, the chants are retained in the
memory for a long time.
When introducing a chant to the class, arrange the
appropriate flashcards in order where the children can
see them, then listen to the chant on the CD and point
to each of the flashcards to show the children what they
are chanting. The second time you play the chant, use
gestures and mimes for each of the vocabulary items (the
gestures and mimes should be the same ones that you
used when introducing the vocabulary to the children).
The children watch your gestures and, once they feel
more confident, copy them and begin to join in.
In the Students Book, the chant is represented by
illustrations which the children follow. These illustrations
can also be used to help them repeat the chant during
the Pencil and Paper section of the lesson.
Action Stories
James Asher1 created a method of language teaching
based on Total Physical Response (TRP) where teachers
are encouraged to teach children to understand and
use language using all their senses. Action stories use
actions, gestures and mime. This total engagement of
the children in the story makes learning an active
rather than a passive experience and allows them to
retain and experience the language more profoundly.
It also encourages them to develop good listening
skills. Children hear a phrase then act it out by copying
the teacher, thus linking comprehension directly to
action and, in so doing, fixing the information firmly in
their brains.
1 Asher, J. (1988), Learning Another Language Through Actions: The Complete
Teachers Guide Book, Los Gatos, Ca.: Sky Oaks Publications.
Action stories use all senses and benefit childrens

learning process in a number of ways:
Acting out stories allows children to develop skills in
following instructions and working with other
people. As language and action are closely linked,
meaning is learned directly through action.
Acting out stories is fun. Children can relax and
enjoy the experience. Also, the group provides
security, particularly for those children who take
longer to speak. In this case, they can use other
children in the group as models for the appropriate
language to use.
From the beginning, children learn that they can
achieve something in English. This increases their
confidence in learning a foreign language.
The development of listening skills is important.
Action stories are all about children listening then
speaking with the teacher. This initial listening
allows them to gain confidence in pronunciation
and intonation and the main task of working with
the action stories develops listening comprehension.
The goal is achieved when children can act out an
action story independently after practising it. They
do not need to be able to recite the story or even to
be able to reconstruct it freely it is good enough
that they can act it.
We suggest that you keep the action story mimes and
gestures different from the mimes and gestures used
when introducing the vocabulary. One way to do this is
to always do the mimes and gestures for the action
story standing up, and to do the vocabulary mimes
and gestures sitting down in a circle or semi-circle.
Songs
Children generally enjoy songs at kindergarten age.
Singing in groups is fun and children learn many songs
during the course. The songs in the course have been
written specially for each unit. They revise the
language presented so teachers can easily see how
much of the language students are able to produce
and understand.
The first time the children listen to a new song, sing
along and use gestures or mimes. The children will
then gradually join in with you, over a period of time.
Once the children seem confident singing a song,
dont be afraid to use the karaoke version. You can
also adapt some of the songs by changing the words,
the order of the verses, and, if appropriate, using the
childrens names in the song.
Listenings
The development of childrens listening skills forms an
important foundation both for speaking and
comprehension of the target language. Each unit of
the Students Book contains a listening activity which
requires students to listen, colour, match and identify
various objects. The listenings are short and focus on
key lexis. They encourage the child to listen carefully to
detail and then to use that knowledge in a practical
way. This kind of activity encourages the child to
develop their ear in the foreign language and then to
use that knowledge actively, thus fixing and
developing their auditory skills.
Stories
It is well known that stories make an essential
contribution to the cultural, social and emotional
development of a child:
The story is a cultural universal; everyone everywhere
enjoys stories. The story, then, is not just some casual
entertainment; it reflects a basic and powerful form in
which we make sense of the world and experience.2
In the foreign-language classroom, children learn to
understand sequences of events via stories. They enjoy
good, motivating stories and usually remember them
well if they are presented appropriately and interestingly. They can also be used to develop childrens
enjoyment and appreciation of theatre. In this course,
children can watch the story on DVD then, in the next
lesson, listen to the story using the Story cards and the
audio CD. If there is no DVD player available, teachers
can just use the Story cards with the audio CD or tell
the story themselves.
Students can use the character masks from
Worksheet 1 and the character cut outs from
Worksheet 2 to act out the scenes (See p. 13 for
details).
In addition, each story has its own cut-out mini
storybook for students to make and colour. (For
detailed description of how to work with the mini
storybook see p. 13.)
The stories in the course are also used to teach
children moral values such as helping each other,
friendship or apologising.
Thinking Skills
The Pencil and Paper activity in Lesson 6 of each unit
focuses on Thinking Skills, such as focusing attention,
recognising similarities and differences and continuing
sequences. These Thinking Skills activities aim to
cognitively engage the children in the task as well as
develop and improve the skills they will need before
and after kindergarten.
2 Egan, K. (1986), Teaching as Story Telling, Chicago, University of Chicago Press,

p. 2.
Introduction
SOME TEACHING TIPS
Working with the flashcards
Flashcards visually introduce key words and are an
indispensable part of most pre-school courses. Here
are some teachings tips as to how to use the flashcards
in your lessons.
Remember that when trying to convey the meaning
of a new word to children, the word should be
shown first, so use the flashcards at the beginning
of every lesson to introduce the new vocabulary.
Make sure that children always hear the word a
number of times before you start to use it within
the lesson. Children need to hear and really
understand the pronunciation and intonation of the
word a number of times. Use the CD, your voice,
the songs and any other listening devices to really
anchor the word in the childs memory.
Get active! Use the childrens bodies, ears, and eyes
to reinforce the new words and language they are
learning. Pictures, pronunciation and motorprocessing techniques used together all help the
children retain the word and its meaning in an
active way.
Repeat the new words using the flashcards. Keep
repeating until you feel the children have absorbed
the meaning and relevance of a word. You can use
different voices to keep their interest as we suggest
within the Teachers Book notes.
Below are some games using flashcards we have
suggested based on the principles outlined above.
Vocabulary games using memory

Point to...
Put the flashcards on the floor in front of the
children.
Point to each of the cards and elicit the correct
words for each picture.
Say Point to... and name one of the flashcards.
Then encourage the children to point to the correct
flashcard.
You could also say Touch the... and let the children
touch the flashcard you have named.
If the children are likely to hit instead of gently
touch the cards, roll some sheets of paper into
batons and let the children touch the flashcards with
the paper batons. You could also give the paper
batons to half the children, and after they have
touched a flashcard, all children pass their baton to
a child without a baton so everyone gets a turn.
Wheres the...?
Show the children each of the flashcards and elicit
the correct word as you place each card face down
on the floor.
Mix up the cards by sliding them around the floor.
Make Peter ask the children for one of the flashcards.
Allow the children to take it in turns to try turning

over a card to find the flashcard Peter wants.
Yes or no game
Show the children that you are mixing the cards in
your hands so neither you nor the children know
the order of the cards.
Take one of the flashcards and hold it above your
head so that the children can see which flashcard
you are holding but you cant.
With your free hand, point to the flashcard and
name one of the possible flashcard items.
Encourage the children to say Yes. if you guessed
correctly and No, sorry. if not.
If the answer was No, sorry., keep guessing until
the children say Yes.
Repeat this with some of the other flashcards.
If you have time, invite confident children to take
the role of the teacher and guess which flashcard is
above their head.
Move towards the flashcard

If there is a board in the classroom, attach the
flashcards so that half the cards are on the left of
the board and half are on the right. If there is no
board in the classroom, put the flashcards to the
left and right of a space on the floor.
Ask some of the children to stand in front of the
board (or in the space between the flashcards if
they are on the floor).
Name one of the flashcards and encourage the
children who are stood up to move to the left or
right towards the correct flashcard.
Vocabulary games for speaking

Uncover the card
Cover a flashcard with a piece of card (or another
flashcard).
Gradually move the piece of card up/down or
across the flashcard to show some of the picture on
the card.
Encourage the children to guess which flashcard is
hidden as it is being revealed.
Flash the flashcard

Show the children the flashcards and elicit the
correct word.
Show the children that you are mixing the
flashcards in your hands so neither you nor the
children know the order of the cards.
Hold the flashcards so you can see the first card but
the children cant. Quickly rotate or fan the cards so
the children get a quick look at the first flashcard
and say What is it?
Encourage the children to name the flashcard they
think they can see.
Gradually reduce the speed that you rotate or fan
the flashcard until the children can correctly name
the card.
Whats missing?
Roll the dice
Elicit the vocabulary for the flashcards you are using

and then put all the cards on the floor face down
so the picture cant be seen.
Mix the cards up and then take one away without
letting the children see the picture on the card that
has been taken away.
Turn the remaining flashcards over and elicit the
vocabulary for each card.
Say Whats missing? and encourage the children
to try and tell you which flashcard was taken away.
Attach the flashcards to the board (or put them on

the floor) in a line with the picture facing down.
Ask a child to roll the dice, say Roll the dice. and
count the spots on the dice.
Start with the first flashcard and encourage the
children to count along the cards with you until you
reach the number from the dice.
Turn that flashcard over and encourage the children
to name the picture on the flashcard. If the children
can name the picture, the card stays face up, if not,
say the correct word and turn it back face down.
Ask another child to roll the dice and count on from
the card which you just looked at. Start again with
the first flashcard and only count the flashcards
which still have their picture hidden.
Turn over the flashcard you end on and encourage
the children to name the picture on this flashcard.
Continue throwing the dice and counting along the
flashcards which are face down until all the
flashcards are showing their picture.
Find the flashcard

Choose a confident child from the class and ask
him or her to choose a flashcard then stand near
you. Ask this child to close his or her eyes and give
him or her Peter to hold.
Tell the other children to be quiet and show them
that you are hiding the flashcard, for example
under a cushion, in a toy box, on the bookcase, etc.
Ask the child who is holding Peter to open his or
her eyes and ask them where they think the
flashcard is.
Make it clear to the other children that they are not
to say where the flashcard is hidden.
Encourage the child holding Peter to walk around
the classroom to find the hidden flashcard. Keep
saying the name of the picture on the flashcard as
the child moves around.
As the child gets closer to the flashcard, say the
word from the flashcard more loudly and nod your
head. As the child gets further away, say it more
quietly and shake your head.
Once the child has found the card, the child should
return to the circle with Peter and the flashcard and
another child can hold Peter.
The Flashcard jumble

Show the children the flashcards and elicit the
appropriate vocabulary.
Choose six children and ask them to stand at the
front of the class. Give each of them a flashcard
and encourage everyone to tell you which flashcard
each child has.
Ask the children to turn over their flashcards and
hold them to their chests so no one can see the
pictures on the cards.
Put your hands gently on the heads or shoulders of
different children and direct them to change places
(as if you are mixing the children up).
Point to each child with a flashcard and ask all the
children to tell you the picture on the flashcard
before allowing each child to reveal their card.
Flashcard list
Welcome
1 Peter the panda
2 Rosie the rabbit
3 Tom the turtle
4 Connie the crocodile
Colours
5 red
6 green
7 blue
8 yellow
9 orange
10 pink
11 kite
12 balloon
13 ball
Toys
28 car
29 teddy/teddy bear (AmE)
30 plane
31 doll
32 scooter
33 train
34 bike
Clothes
35 T-shirt
36 jeans
37 shoes
38 socks
39 jacket
40 cap
41 pyjamas/pajamas (AmE)
Numbers
14 one
15 two
16 three
17 four
18 five
19 six
20 elephant
21 mouse
Party
42 doctor
43 robot
44 pirate
45 clown
46 cowboy
47 princess
Move your body

22 eyes
23 ears
24 nose
25 hands
26 knees
27 toes
Christmas
48 Christmas tree
49 present
50 Father Christmas/
Santa Claus (AmE)
Easter
51 Easter bunny
52 Easter eggs
53 basket
Introduction
Working with the mini flashcards
Note:
To make the mini flashcards last longer, you could print
them onto card or thick paper before the children colour
them, or you could laminate the cards after the children
have coloured them.
On the Teachers DVD-ROM there is a set of mini

flashcards for each unit of Hooray! Lets play! A. The
children colour and cut out their own mini flashcards
in Optional Extra Lesson 1. The mini flashcards can
be used to play some of the games in the lessons, for
example Bingo!, Snap! and Musical chairs, or, if
parents want to use them with their children, extra
copies could be made to take home.
Bingo!
Put the teachers flashcards face down on the floor
in front of Peter (everyone must be using the same
vocabulary set).
Help the children to move so that they have a space
in front of them. Help them to choose four of their
mini flashcards and put them on the floor with the
picture facing up.
Make Peter turn over one of the flashcards from his
set, and show and name the flashcard for the
children. Then encourage the children to turn over
the mini flashcard with the same picture so the
picture cant be seen.
Repeat this until some of the children have turned
over all of their mini flashcards and encourage them
to shout Bingo! Peter can then kiss, hug or highfive with the children who have Bingo.
If the children are still interested, then turn all the
cards back over and repeat the activity, this time
calling the names of the flashcards a little quicker.
Snap!
picture facing up.
Hold the teachers flashcards in a fan. Make Peter
select one of the cards and hold it so the children
cant see which card has been chosen.
Encourage the children to choose one of their mini
flashcards and hold it up in the air so you can see
which card they have selected.
Make Peter show the card which he selected and
name the card for the children.
Make Peter hug, kiss or high-five the children who
held up the same card and say Snap!
Put all the cards back to the starting position and
repeat the activity with Peter and the children
selecting a different flashcard.
Musical chairs
Put chairs (cushions or laminated mini flashcards) in
a place where the children can easily walk around
(and sit on) them. If you are using chairs or
cushions, a mini flashcard should be clearly
attached to each chair or cushion.
Play some music for the children to move around to.
Stop the music and say Sit down. and encourage
the children to sit down on the nearest seat that is
available.
Randomly select one of the teachers flashcards and
name the picture on the flashcard.
All the children sitting on a chair with that mini
flashcard are out. Ask these children to stand near
you for the next round and then allow them to join
back in the game the round after.
Play the music again and allow the remaining
children to move around the chairs and repeat the
activity.
If you are keeping the childrens mini flashcards in the
classroom, you could put them in envelopes or boxes
with the childrens name so they are easy to find.
Working with the hand puppet

The Peter the panda hand puppet performs a variety of
functions in the classroom. It can be used to help
classroom management by:
demonstrating activities to the children
quietening the class down
choosing children to take part in activities
comforting children who are upset by giving them a
hug or a kiss
Peter can also help with using and practising English by:
making mistakes for the children to correct
modelling language for the children to copy or
repeat
getting embarrassed and asking the children to help
him with their English
giving more opportunities for using English for
example saying Hello. and Goodbye., waking Peter
up, or guessing flashcards that Peter is thinking of
The following methodology tips make the use of Peter
particularly effective in the lesson:
Use a distinctive voice for Peter by changing your
voice slightly. You can also copy the voice of Peter
in the DVD stories. This helps to give Peter his own
identity in the childrens perception, i.e. it makes
him seem as real as possible.
Only make Peter look like he is speaking when he is
speaking. When you are speaking as yourself Peter
should not move. This is an important aid to
comprehension for the children.
When children speak to Peter in their first language
(L1) he repeats the request in English or doesnt
understand them. Peter should never be used in an
L1 lesson because he serves as an important
psychological anchor for foreign language use.
Working with the Students Book

The Students Book is used during the Pencil and
Paper section of each of the six key lessons. In order
for you to use the worksheets in the Students Book
effectively we suggest the following:
If possible, keep the Students Books in the classroom,
or in the kindergarten. This prevents the children
from colouring them at home and ensures that you
always have the sheets you need for the lesson.
Only hand out the Students Book when it is
needed during the Pencil and Paper section of the
lesson. Alternatively, you can tear out the
appropriate page and give this to the children.
At the end of the Pencil and Paper section, all
worksheets should be collected. These can then be
stored in a folder for the children or displayed on
the walls in the classroom.
Parents can be invited to look at their childs book or
folder at the end of the lessons, or you can send the
worksheets for a unit home at the end of the unit.
Working with the Story cards

The Story cards can be used to tell the story if there is
no DVD player available in the classroom, or they can
be used to re-tell the story in lessons after the children
have watched the DVD. While showing the children
the Story cards you can either play the story from the
audio CD or you can read the script for the story from
the back of each card. In order for you to use the Story
cards effectively we suggest the following:
Check the order of the Story cards before the
lesson, to make sure they are in the correct order.
Only show the children one Story card at a time
while you are telling the story and point to
characters and items in the picture while the
children listen to the story.
You might find it easiest to have the cards in a pile
with the pictures face down and the first card on
the top of the pile. In this way, you can pick up the
top card from the pile to show the children and you
can see the script on the back of the card.
If you are reading the script on the back of the Story
cards, try to use a different voice for each character
so the children know which character is talking.
On the Teachers DVD-ROM there are masks and
character cut outs that can be used to play the
characters or act out parts of the stories (Worksheets 1
and 2). You may want to spend the first lesson of the
course introducing the characters and helping the
children to make the masks and
characters.
For Worksheets 1ad, help
the children cut out the
masks, then using a pencil or
scissors punch the holes
through and thread some string
or elastic through them. You may need to do
the last steps for the children.
General work
sheets
For Worksheets 2a+b, help the children cut

out each character and colour them. Then
put some glue or Blu-Tack on the back of
each one and have the children attach them
to a straw or a stick.
Working with the mini storybooks

On the Teachers DVD-ROM, there are worksheets for
mini storybooks for each story presented in Hooray!
Lets play! A. Children get to choose and colour one
picture from the story during the Pencil and Paper
section of Optional Extra Lesson 5 of each unit. The
children can then take their storybook home and look
at the story with their parents, or even describe the
events from the story using L1.
How to make the mini storybook

Please note: the children may need help using scissors
to cut their storybooks.
1) Print the two worksheets onto
one A4 page (front and back).
Or print the two sheets
separately and stick them
together.
2) Cut around the story on the

worksheets.
3) Fold the sheet in

half horizontally.
4) Fold the sheet in half

vertically.
Character
masks
Make a Peter
5) Staple or use sticky tape

along the fold on the left hand
side of the book to fix it.
6) Cut along the fold

at the top.
mask.
Hooray! Lets
play! A Helbling
Languages WORKS
HEET
1a
Introduction
HOW YOUNG LEARNERS LEARN
Methodology
Children of this age are already in the process of
learning their first language (L1) so they are already
equipped with basic skills to learn a second language.
Second language learning allows them to use these
skills as well as developing others.
Understanding without words

Before young learners start to use words, they decode
meaning from intonation, mime, gesture and overall
context. This is of great value when learning a foreign
language as these skills can be applied to the new
language and children can begin to understand using
a process they are already familiar with. This develops
confidence and a sense of achievement.
Using limited words

Young learners are encouraged to express themselves
as much as they can within their second language,
however, as their grasp of the language is limited, they
will often resort to playing and/or creating new words
within it, or transferring what they have learned from
other contexts. They may, for example, use words from
their native language but say them with an English
accent. These sorts of strategies give the teacher an
important insight into how the child is progressing
with second language acquisition.
Learning indirectly
At this age, grammar, punctuation or other structural
aspects of language are not key to the learning
process. Children of this age love stories, the sound of
new words and songs and chants that they can sing
along to and do the actions to. They like games where
they are challenged to think and guess and, in so
doing, use structures they have learnt. They also enjoy
copying movements from a story or imitating the
voices of the characters. The way they pronounce a
word is often almost identical to the model they have
heard on the DVD or CD. By doing this, children are
learning new skills and experiencing language as a
means of communicating.
Interacting and speaking

Most young learners have a natural need to
communicate. Using this as a starting point, both
teachers and parents can help, improve and stimulate
their child in the second language by interacting as
much as possible in it and helping them to read, listen
and talk when appropriate. Sometimes you may just
want them to listen rather than communicate so the
teacher needs to establish a good balance of speaking
and listening within the classroom.
10
Holistic Language Learning

We use language to understand others and to make
ourselves understood. Most adult learners want to
understand how a second language works and what
rules it follows, for example, how verbs are formed
and used. They use this cognitive knowledge to learn
systematically.
Children, however, learn in a much more holistic way.
Listening comprehension is a fundamental part of
this process. Learners speculate about what they hear
and are helped in their comprehension by mime,
gesture and visual prompts like photos and pictures.
Likewise, young learners will gradually start to
understand the instruction Stand up! because the
teacher actually stands up each time the phrase is
used. By doing this, he/she interprets the meaning
visually, the children imitate and so learn its meaning
and sound through action and repetition. This
repetition allows the child to fix both meaning and
sound into their long-term memory.
For successful learning to take place, children also
need to feel relaxed and at ease within the classroom.
Positive feedback and praise are fundamental in
encouraging them to experiment and push back the
boundaries of the language in so far as they feel able.
Patience is also necessary for when they have
misunderstood or need more time to understand and
absorb relevant language or words.
Content is also of crucial importance and needs to be
meaningful and interesting. Songs, chants and stories
encourage children to connect with the second
language at a basic sensory level via movement and
sound. Their ability to understand, for example, a
story in the second language, is a good way to
increase self-esteem and confidence in the second
language and heightens their motivation to learn.
Speaking skills are also important to develop.
Songs and chants allow children to practise
pronunciation and intonation and repeat important
words and expressions in fun ways that fix them in their
memories. Stories help children memorise important
expressions and improve their understanding of
connections. Eventually, they are confident enough to
act out simple utterances in communicative contexts.
THE SMILE APPROACH

While researching and writing for young learners, we
have formalised a set of principles with a handy
acronym to help ourselves and teachers appreciate the
key basic principles for teaching in a systematic and
clear way. Our approach is called The SMILE Approach
and you can find a breakdown of its main points
below with how they affect and inform our writing
and your teaching.
M

Skill-oriented learning
The development of second language skills does not

take place independently of general cognitive
development. When children try to understand the
meaning of a sentence, they draw on skills that they
also use for solving problems, establishing relationships, drawing conclusions etc. Because of this, it
makes sense to integrate second language learning
into the curriculum as early as possible. As we have
said, children of this age learn holistically so integrating
second language learning into the curriculum
encourages the development not only of the childs
general intellectual skills but also of his or her linguistic
ones.
The fact that most children have different learning

styles and a preference for one sensory channel over
another (and therefore weaknesses in one or two of
the other sensory channels) underlines the
importance of a teaching methodology that takes
into account the differing needs of different learners
and one which strikes a balance between visual,
auditory and kinaesthetic presentation, processing
and practice.
Children love stories. When presented in an
appropriate multi-sensory way, these stories remain
in the memory. Words, parts of sentences and
sentences can thus be fixed in the long-term
memory.
I

Multi-sensory learner motivation
You need only watch children playing to understand

how important learning through the senses is at this
age. Hooray! Lets play! aims to involve as many senses
as possible during the language-learning process. This
is based on the following principles:
When pupils learn, they do so through their senses:
they learn what they see, hear and do.
Our hearing sense is located on the so-called left
side of the brain. Processing information
kinaesthetically by concrete activity is closely
connected to the right side of the brain. The visual
reception of information can be controlled by either
the left or the right side of the brain.
The better the senses are integrated at the
presentation of information stage, the better
children will receive the information (multisensory
reception).
Receiving and processing information activates the
visual, auditory and kinaesthetic neurological
systems. During the processes of thinking and
remembering, the brains multisensory activation
heightens students ability to pay attention,
concentrate and store linguistic information in their
long-term memory.
L

Intelligence-building activities
Intelligence is a term that covers a range of different

human abilities all independent of one another.
Researchers into intelligence speak of a multiplicity of
intelligences. Howard Gardner claims that there are
seven different areas of intelligence, i.e. multiple
intelligences.3 Modern research into intelligence
indicates that intelligence is not totally dependent on
what we are born with. Intelligence is also quite clearly
influenced by how we learn. Simply put, intelligence
can be learned. Learning a second language early on
develops and stimulates a childs intelligence in a
number of ways. All the intelligences outlined by
Howard Gardner are brought into play and used by the
SMILE approach:
Area of
intelligence
Activation in Hooray! Lets

play! by:
Linguistic
intelligence
Promoting the enjoyment of

playing with language.
Offering materials for learning
vocabulary and phrases.
Musical
intelligence
Developing the skill of

differentiating rhythm through
chants and rhymes.
Developing the skill of
differentiating tunes through
songs.
Interpersonal
intelligence
Developing basic social skills

as an intrinsic principle:
learning to listen to each other,
tolerance of language errors,
patience, etc.
Promoting empathy through
role play.
3 Gardner, H. (1983), Frames of Mind: The Theory of Multiple Intelligences.

Basic Books.
11
Introduction
Area of
intelligence
Activation in Hooray! Lets

play! by:
Kinaesthetic
intelligence
Using the body when doing

action stories, songs and action
games.
Developing fine motor skills
through various types of
activities: stickers, drawing,
colouring and
craftwork.
Visuospatial
intelligence
Improving visuospatial
perception through picture
searches (discovery pictures).
Developing the visual memory
through picture puzzles.
Mathematicallogical
intelligence
Improving mathematical-logical
intelligence through exercises
where students sort and match.
Encouraging logical perception
through sequences and
activities requiring putting
things in order.
Intrapersonal
intelligence
Developing the ability to reflect

as a basis for ones own
speaking.
E

Long-term memory storage

through music, movement,
rhythm and rhyme
Many adults can remember and retell the rhymes and

songs they learned in childhood easily and
rhythmically. Often the reason is because they have
been learnt using actions and movement. The ability to
grasp and retell a story using the rhythmic structuring
of the words is an indication of the level of language
development of a child. The main function of this
rhythmic differentiation ability is that it combines
perception and understanding and so is important for
remembering words, writing and recognising sentence
patterns.
E

Exciting stories and games
When children identify with what has been learned,

they remember it. They remember phrases, parts of
sentences and often whole sentences (so-called chunks
of language). Good foreign-language learners can
repeatedly transfer such chunks of language to other
contexts and so practise and consolidate the foreign
language through play.
12
HOW TO MANAGE YOUR CLASS

Children of this age group have naturally got a short
attention span, are restless and get excited very easily.
We believe that it is better to try and divert their
energy towards activities rather than try and control it
or ask them to be silent or still.
What does the teacher do?

The English teacher has a number of different tasks:
managing and focusing the attention of the
learners
giving linguistic input with the aid of interactive
materials and checking this has been understood
establishing a routine in the classroom
encouraging the children to speak in the foreign
language
using the first language in small amounts
managing the seating in the classroom to suit the
activity
Managing and focusing attention

Some tools you can use to manage their attention and
focus their attention during the lesson are:
Get the children used to hearing you speaking in
English.
Follow a similar pattern of activities each lesson and
mark changes in the lesson using the routines.
Use the Calm down song when the children are
becoming too energetic as a signal that everyone
needs to calm down (See p. 19).
Plan for quiet periods in your lessons, for example
Pencil and Paper time, to give the children the
chance to work independently and for you to give
attention to individuals.
Alternate between activities with lots of movement
and very little movement. Movement and making
noise tends to excite children of this age. If you
allow too much movement and noise, a class of
kindergarten children can quickly get overexcited
and difficult to control. By following a loud or
energetic activity with a quieter activity, you can
calm the children down a little and stop them from
becoming too excited.
Be flexible, occasionally it is better to go with
distractions and interruptions and try to use them in
the lesson rather than trying to make the children
ignore them.
Checking understanding
We cant understand everything that we hear in a
foreign language. We often work out the meaning
from the context. A good teacher will try to help
children understand as much as possible by using the
childrens sensory channels (auditory, visual and
motor).
In order to check comprehension, many teachers use
the following methods which are slightly counterproductive:
Repeatedly translating individual words. This makes
children feel that they can only understand when
they know every single word. This is not necessary
as when you teach action stories, you teach the
whole phrase rather than individual words.
Translating each word hinders comprehenshion.
There are some circumstances where the teacher
may need to use the childs L1 to explain a phrase.
If, for example, a child displays aggressive or
frustrated behaviour because they cant
understand, it would benefit the child to give the
L1 equivalent as well as showing the required
action again.
Asking the question Do you understand? is often
not helpful. Children will say Yes. rather than
explaining. It is better to watch how the children
behave.This will enable you to determine if you
need to help them with their comprehension or
not.
Teachers often give an instruction in English then
translate it straight into the students native
language.This may make children lazy as they
realise that each instruction is also given in their
first language so they stop listening. It is better for
the teacher to speak in short sentences, give the
children time to think, then repeat the instructions
slowly using mimes, gestures, pictures or
demonstrations if necessary.
Teacher talk and classroom

language
Teaching in kindergarten is mainly about communication. It is required, therefore, that the children
understand their teacher when performing activities in
English. That is why vocabulary is acquired in a playful
way at the beginning of every unit and should be
reinforced with facial expressions, gesture, intonation
and visual aids such as the Story cards, flashcards and
Cartoon DVD. The children can thus try out important
strategies for successful contact with the foreign
language.
It is important to expose the children to as much English
as possible during their English lessons. Research
indicates that children of this age can acquire a foreign
language and good levels of pronunciation by a natural
exposure to the foreign language. However, for this to
be successful the children need as much exposure to
the foreign language as possible.
Therefore, we recommend that you try to speak as

much English as possible during the lesson, and try to
conduct the lesson as much as possible in only English.
It is especially important that classroom language, the
everyday instructions and directions that you use to
keep the children on task and focused is in English as
this will give the children the most natural exposure to
English.
The teacher can assume that the children are able to
decode new language when it is presented with
gestures and visual clues. Therefore, from a very early
stage of the foreign language lesson, simple
instructions such as Sit down. and Colour the plane
red. can be given only in English. Using L1 might be
helpful when something needs to be explained quickly
in order to not disturb the continuity of an activity or
when you want to give some pre-information for the
activities. However, avoid using translations unless they
are necessary.
Essential classroom language is clearly indicated in the
lesson notes throughout the course and some useful
examples of classroom language are listed below.
Questions
Wheres the...?
Whats this?
What are these?
Whos this?
How many...?
What colour?
Praise
Well done!
Good job!
Very good!
Great!
Excellent!
Yes, thats right!
Activity instructions
Point to...
Show me...
Look!
Listen.
Touch.
Lets count.
Lets sing.
Pencil and Paper instructions
Colour...
Draw...
Find...
How many...?
Count...
Stick on...
Cut out...
13
Introduction
Using English names within the
classroom
Many teachers give their students English names when
working in the classroom. Two reasons given for this
are:
children like to assume the identity of someone else
when the teacher says, for example, Mario, sit
down please. most of the sentence is in English,
the childs name isnt, so it makes sense to change
it too
We think it is better to retain the childs own name in
the classroom for the following reasons:
The children and sometimes the teacher keep
forgetting the English names of their classmates.
This leads to confusion about who is meant to be
following the instructions that are given.
If children are communicating in the foreign
language, this means that they are stating their
own feelings, state of health, preferences, etc.
If they are using a different name, they are using
this as their identity. For example, if the teacher
asks Sue (who is actually called Maria) to name her
favourite colour, Sue talks about Sue. Marias
identity is not present.
If Maria meets another child in the holidays and this
child can only communicate in English, if she is
asked her name, she will answer Sue and not
Maria.
How to arrange seating in the

classroom
Although it is unrealistic to expect the tables in the
classroom to be moved for short periods of teaching,
the following points should be considered:
It is easiest to focus and keep childrens attention
when they can see you clearly and you can see each
of them. For this reason, most games and activities
should be played with the children sat on chairs or
on the floor in a circle or semi-circle.
When doing Pencil and Paper activities, the children
should be sat on chairs at a table, but the chairs
and tables should be arranged in such a way that
the children have enough room in their places to be
able to move.
All children should have a clear view of you and any
materials you are showing or demonstrating at any
stage of the lesson.
14
Tips for teaching very

young learners
This most important tip we can give for teaching very
young learners is be flexible and enjoy it!
The lesson plans provided in the Teachers Book are
guidelines only. You know your class and can make the
best decisions about what will work for you and your
class in your English classroom area. Dont be afraid to
try new games and activities in your classroom, but
constantly listen, watch and react to the children in
your class during everything you do.
Some suggestions to help you teach your young
learners successfully:
Encourage the children to join in with the actions
for the chants, stories and songs. Children will learn
the actions quickly and this can give them the
confidence to join in with the English lessons even
though they might not feel confident enough to
speak. Actions can also prompt the children and
help them remember words and phrases they have
produced in previous lessons.
Plan for all activities to be short but allow activities
and games to be repeated as long as the children
are happy to continue doing them.
Remember to reuse games and activities the
children particularly enjoyed in later lessons.
If the children dont react well to an activity, just
stop and move on to something new. Try it again
later in another lesson perhaps with different
vocabulary or a different topic.
Be aware of the childrens energy levels depending
on the time of the day/the day of the week/the
weather. Try to structure your lesson to allow for
this. If they arrive at the lesson excited, you can
start with a quiet activity to calm them down, or if
they have low energy you can do something
energetic to wake them up.
Dont think that you have to do all the activities in
the Teachers Book. Choose the activities that you
think your children will react best to.
Experiment with the materials and let the children
guide you in adapting the games and activities.
Listen to the children and make them feel that you
value their opinions.
Allow the children to produce English words or
phrases at their own speed. Some children take
longer than others but most will want to produce
when they are having fun and feel confident
enough.
Encourage the childrens natural enjoyment of
chants, songs, stories and characters and build on
this enjoyment in your lessons.
Have fun and enjoy the lessons yourself. Children
can tell when you are having fun and will want to
have fun with you.
OVERVIEW OF ROUTINES
Children of this age group work better within a clear
structure where they know what to expect and what is
expected of them. Therefore, it is important to set up
clear routines and indicators at the start of the course
for the children to follow through all of their English
lessons.
In Hooray! Lets play! A each stage of the lesson can
be introduced using a song which is on the audio CD.
The children are not expected to learn these songs
themselves, but you might find that they join in
singing them as the course progresses.
Hello routine
This marks the start of each lesson for the children.
Use the Peter the panda hand puppet to greet the
children as they enter the classroom and encourage
them to wave and say hello back.
Hello song
Hello, hello,
Its nice to see you.
Hello, hello,
Bye-bye routine
This marks the end of each lesson for the children. The
Peter hand puppet should say goodbye to each child
as they leave the English lesson.
Bye-bye song
Bye-bye, bye-bye,
Its time to go.
Bye-bye, bye-bye,
Its time to go.
Bye-bye!
Transition routines
These are to help the transition from one area of the
classroom to another in a calm and organised manner.
Encourage the children to join hands during the song
and then lead them in a snake to the new area of the
classroom.
Circle song
Come with me,
Come with me,
Make a circle.
Come with me,
Come with me,
One, two, three.
Table song
Come with me,
Come with me,
Sit at a table,
One, two, three.
Story routine
This tells the children that the next activity is watching
or listening to a story. As you sing the song, make
appropriate actions and encourage the children to sit
down quietly ready to listen.
Story song
Its time for a story <mime opening a book>
Listen and look. <hold hand to ear and point to
your eye>
Its time for a story <mime opening a book>
Listen and look. <hold hand to ear and point to
your eye>
Tidying up routine / Cleaning up routine (AmE)

This marks the end of a Pencil and Paper activity and
can be used to encourage the children to help you tidy
up before you move on to the next activity. Sing the
Tidy up song / Clean up song (AmE) and start to tidy
up while encouraging the children to help you.
Tidy up song / Clean up song (AmE)
Lets help each other
And tidy up / clean up (AmE).
Calm down routine

This can be used any time the children get overexcited
and need to be calmed down. As you sing the song
get quieter, put your fingers on your lips and
encourage the children to sit down quietly with you.
You might need to sing the song more than once to
get the class to calm down completely.
Calm down song
Lets be quiet,
Lets calm down.
Lets be quiet,
Lets calm down.
HOW PARENTS CAN HELP

Parents of young children generally have a positive
attitude towards learning a foreign language and will
want to actively support their childrens development
You should encourage this involvement by keeping the
parents fully informed about what is happening in the
language lessons. If appropriate, you could also invite
parents to visit their childs lesson to watch them
perform the action stories. If parents have time and are
willing to try and speak in English, they could even
help out with some of the art and craft activities.
The Teachers DVD-ROM includes letters that you can edit
and send home to the parents at the beginning or at the
end of each unit. These not only inform the parents
about the topic and materials their children will be
covering or have covered in class, but also includes the
lyrics for the chants and songs in each unit and some
information about how children learn a foreign language.
15
Introduction
If parents want to speak to you about their childs
learning, it is recommended that the following points
are made:
You want the childs early experiences of learning a
foreign language to be positive ones so they gain
confidence and lose their shyness about expressing
themselves in a foreign language.
Parents should not expect their children to speak at
the beginning. Children need to learn to understand first and then respond using simple language.
Using Hooray! Lets play! A will develop a variety of
the childrens skills intellectual, social, emotional
and motor.
Learning a foreign language at an early age
encourages an open-minded attitude towards
other cultures.
It is very important to praise children for their
progress in learning.
If children want to show you what they can do,
show interest. Errors are a sign of progress in
learning.
16
Parents should encourage their children to learn the

foreign language holistically and not translate it.
They may be able to understand the meaning of
the sentences and phrases but not understand
them in their first language. This is okay. It is better
not to translate.
Parents should not be disappointed if their child
cannot say something that they have learned.
Parents can help their children to learn English with
Hooray! Lets play! A in the following ways:
Chants and songs can be listened to and revised
using the Songs & Chants Audio CD in the
Students Book.
Parents can play at school with their children
taking the role of the pupil. Children take great
pleasure in teaching their parents a foreign
language.
Parents can look at the worksheets and art and
craft objects with the children and talk to them in
their first language about what they did.
Unit 1 Colours
LANGUAGE OVERVIEW UNIT 1
Key Words
red
green
blue
yellow
orange
pink
balloon
kite
ball
Word Revision
Hello.
Bye-bye.
Its time to go.
Receptive Language
What colour is it?
Yes. / No. Its (red).
Can you see more (green)?
Shh!
Bingo!
Is it (green)?
Its Connie.
Look, balloons/a kite.
What colour balloon is in the box?
A (blue) (balloon) for (Rosie).
Bigger?
Yes, well done.
What is it?
Wheres (red)?
Hello, Rosie/Connie/Peter/Tom.
Whats the matter?
Look, my yellow/blue/red kite/ball.
Ive got an idea. / I have an idea (AmE).
Great (idea).
Go, Tom/Peter/Connie, go.
Thank you.
What colour is next?
Classroom Language
Point to (green).
Colour the crayons/picture/kite/tree.
Colour it (red).
Cut out the cards.
Show me (blue).
Take a (green) pencil.
Listen.
How many dots?
Draw the dots.
Give the pencil to Peter.
Close/Open your eyes.
Draw a line/yourself.
Colour (Tom)s (kite) (red).
Stand up. / Sit down.
Productive Language
Do you like (red)?
Yes. / No.
Whats your favourite colour?
Objectives
Children learn:
to recognise the colours red, green, blue, yellow,
orange and pink and use their English names
to listen to, act out and put an action story in
order
to listen to and join in with a song and a chant
to watch and listen to a DVD story
to recognise the English lesson routines
to join in and follow some simple instructions,
showing their understanding using mime, gesture
and other actions
Competences
Children can:
identify red, green, blue, yellow, orange and pink
using pointing, gestures, etc.
point to something of an appropriate colour when
asked
listen and colour objects using the appropriate
colour when asked
understand and follow simple instructions given in
English during the lesson
participate in games, songs, chants, and TPR
based action stories
recognise the characters and show interest in the
events of the DVD story
Values
to develop appreciation for the value of working
together
Thinking Skills
continuing a colour sequence
17
Unit 1 Colours
Sing or play the Hello song and make Peter look
like he is singing too.
Hello song
Hello, hello,
(Repeat)
LESSON 1 CHANT
Unit 1 Colours
2. Sing the Hello, Im Peter song.
11
Main Objective
To introduce the colour vocabulary using a chant.
Key Words
red, green, blue, yellow, orange, pink
Classroom Language
Point to (green).
Colour the crayons.
Activities
Sing the Hello, Im Peter song.
Introduce the colour vocabulary.
Say the Colours chant.
Colour the crayons and say the chant.
Play Point to...
Materials Checklist
Peter hand puppet
flashcards 510 (red, green, blue, yellow,
orange, pink)
CD 1 / 25, 8 (routine songs), CD 1 / 11, 13
Students Book, p. 11
coloured pencils or crayons
Notes
Warm-up and Revision

CD 1 / 2
Make Peter greet the children and say Hello!

Encourage the children to wave back and say
Hello! to Peter.
18
CD 1 / 3
If you want to move the children from another area

of the classroom to sit or stand in a circle, you can
sing or play the Circle song.
Circle song
Come with me,
Come with me,
Make a circle.
What colour is it?

1. Sing the Hello song.
Carpet Time
3. Sing the Circle song.
Receptive Language
CD 1 / 11
Play the song and encourage the children to join

in with the actions as well as singing the song (See
Welcome Unit, Lesson 3).
Hello, Im Peter
Hello, Im Peter. Im a panda, a panda.
Hello, Im Rosie. Im a rabbit, a rabbit.
Hello, hello, hey, hooray.
Hey, hey, hey, hey, hey, hey.
Hey, hey, hey, hooray, hooray!
Hello, Im Tom. Im a turtle, a turtle.
Hello, Im Connie. Im a crocodile, a crocodile.
Come with me,

Come with me,
One, two, three.
4. Introduce the colour vocabulary.

Show the children the red and green flashcards.
As you show the red card say Its red. and put the
flashcard on the floor in front of the children.
Then show the green flashcard and say Its green.
Point to the red flashcard, look at Peter and say
What colour is it, Peter? Make Peter say Its
green. Encourage the children to say No! to Peter
and then you say No, Peter. Its red. Repeat this
with the green flashcard.
Show the children the blue and yellow flashcards.
As you show the blue card say Its blue. and put
the flashcard on the floor in front of the children.
Then show the yellow flashcard and say Its yellow.
Point to the blue flashcard, look at Peter and say
What colour is it, Peter? Make Peter say Its red.
Encourage the children to say No! to Peter and
then you say No, Peter. Its blue.
Repeat this with the other two flashcards.
Finally show the children the orange and pink
flashcards. Then repeat the activity asking Peter
what colour each card is, encouraging the children
to tell Peter if he is correct or not.
5. Say the Colours chant.
CD 1 / 13
Show the children each of the colour flashcards in

the order from the chant and say Its red/green/
blue/yellow/orange/pink.
Put the flashcards on the floor where the children
can easily see them in the order from the chant.
Leave a space between the cards.
Play the Colours chant and make Peter point to
each of the colours as you say them in the chant.
Colours chant
Red, green, blue,
Yellow, orange, pink for you.
(Repeat)
Repeat the chant and encourage the children to
join in and point at each of the colours as they say
them in the chant.
CD 1 / 4
Ask the children to move to the tables and sit down

by singing:
Table song
Come with me,
Come with me.
Sit at a table,
One, two, three.
(Repeat)
7. Colour the crayons and say the chant.

SB 11
CD 1 / 5
Ask the children to tidy away the crayons and other

materials by singing:
(Repeat)
Rounding Off
CD 1 / 3
When moving the children from the table to sit in a

circle, you can sing or play the Circle song again
(See Introduction, p. 19).
10. Play Point to...
Pencil and Paper

6. Sing the Table song.
8. Sing the Tidy up song /

Clean up song (AmE).
CD 1 / 13
Preparation Tip!
Sort the crayons into sets of the six colours
(red, green, blue, yellow, orange and pink) before the
class. Depending on how many sets you have, the
children can have their own set or share them with a
partner or in small groups.
Repeat the Colours chant and point to the correct

crayon as you say the colours. As you say For you.
give a set of crayons to a child or a small group of
children. Repeat this as you give the sets of crayons
out to the other children.
If you have a lot of children, give several sets out
each time you say the chant by saying For you and
you and you and you! at the end of the chant.
Hold up your Students Book so the children can
see. Repeat the chant and point to each of the
crayons on the page as you say the colours.
Give the children their Students Books open to the
correct page, then repeat the chant and encourage
the children to point to each of the crayons on the
page.
Say Colour the crayons. and demonstrate by
starting to colour.
While the children are colouring their crayons, play
or say the chant a few times and encourage the
children to join in.
Put the six colour flashcards on the floor in front of

the children. Say Point to green. Make Peter point
to the green card and encourage the children to
point with him.
Say to Peter and the children Can you see more
green? and make Peter point to something nearby
that is green. Encourage the children to join in and
point at things nearby that are the same colour.
Repeat with the other colours, pointing at the
flashcards first and then pointing at things nearby
in the classroom.
11. Sing the Bye-bye song.
CD 1 / 8
Look at Peter and say Its time to go, Peter.

Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to Peter.
Signal to the children that it is the end of the
English lesson by singing the Bye-bye song:
Bye-bye song
Bye-bye, bye-bye,
Bye-bye, bye-bye,
Its time to go.
Its time to go.
Bye-bye!
If there is time
Play Wheres red?
Show the children each of the colour flashcards. Say Its
(red). and then place the card face down on the floor.
Mix the cards up by sliding them around the floor.
Then look at Peter and say What colour, Peter?
Make Peter say Red, please. and point with Peter to
something nearby that is red.
Choose one of the children and say Wheres red?
Point to an object with the colour and indicate that
the child should turn over a card.
If the child turns over the card with red, then say
Yes. and allow the child to give the card to Peter.
Peter should say Thank you. and can reward the
child. If the card is not red, then say No, sorry. and
choose a new child to turn over a card.
19
Unit 1 Colours
EXTRA LESSON 1 (OPTIONAL)
Main Objective
To use the colour vocabulary in a chant.
Key Words
Receptive Language
Shh!
Bingo!
Is it (green)?

Play the chant on the CD and make Peter point to
each of the colours as you say them.
Colours chant
Red, green, blue,
(Repeat)
them in the chant.
Carpet Time
CD 1 / 3

sing or play the Circle song.
Circle song
Come with me,
Come with me,
Make a circle.
Classroom Language
Point to (green).
Colour it (red).
Cut out the cards.
Show me (blue).
Activities
Come with me,

Come with me,
One, two, three.

Play Point to... and Say it louder!
Colour the mini flashcards.
Play Bingo!
4. Play Point to...
Materials Checklist
Peter hand puppet
orange, pink)
CD 1 / 25, 8 (routine songs), CD 1 / 13
colour mini flashcards (Worksheet 5)
scissors (optional)
Notes
Put the six colour flashcards on the floor in front of

the children. Say Point to green. Make Peter point
to the green card and encourage the children to
point with him.
Say to Peter and the children Can you see more
green? and make Peter point to something nearby
that is green. Encourage the children to join in and
point at things nearby that are the same colour.
Repeat with the other colours pointing at the
flashcards first and then pointing at things nearby
in the classroom.
5. Play Say it louder!

CD 1 / 2
Make Peter greet the children and say Hello!

Encourage the children to wave and say Hello! back.
like he is singing too.
Hello song
Hello, hello,
(Repeat)
CD 1 / 13

20
Show the children the red flashcard and elicit the

colour from the children.
Make Peter say Shh! and whisper Red. Encourage
the children to whisper it with Peter.
Say Red. repeatedly, each time a little louder and
have the children repeat until the last time you
shout it and then say Shh! and whisper Red. again.
Repeat this with some of the other colours.
After some time, you can try different voices, for
example, try singing the word, or saying it in a high
squeaky voice and then a deep low voice. Or try
saying the colour while you are holding your nose
or wobbling your lips using your finger.
10. Play Bingo!
Pencil and Paper

CD 1 / 4
Ask the children to move to the tables and sit down

by singing the Table song.
Table song
Come with me,
Come with me.
Sit at a table,
One, two, three.
(Repeat)
7. Colour the mini flashcards.

PDF
WS 5
CD 1 / 13
Preparation Tip!
Sort the crayons into sets of the six
colours before the class. Depending on how many sets
you have, the children can then have their own set or
share them with a partner or small group.
You might also find it easier to cut the mini flashcards out
before the lesson and let the children just colour them in.
Repeat the Colours chant and point to the correct

coloured crayons. Then, as you say For you., give
the sets of crayons out to the children.
Give each child a copy of the colour mini flashcards,
say Colour it red. and demonstrate by colouring
one of the mini flashcards red.
Allow the children time to colour the mini
flashcards using the six colours.
When the children have coloured the cards, say Cut
out the cards. and demonstrate by cutting out one
of the mini flashcards.
While the children are working, monitor the class,
praise the childrens work and ask Is it (green)?
You could play the Colours chant in the background
quietly while the children are working, or play
songs the children know from the Welcome Unit.
When some of the children have finished, ask them
to show some of their colour cards, for example
say Show me blue. and encourage the children to
hold up their blue mini flashcard.

CD 1 / 8

English lesson by singing:
Bye-bye song
Bye-bye, bye-bye,
Its time to go.
Bye-bye, bye-bye,
Its time to go.
Bye-bye!
If there is time
Play Snap!
PDF
WS 5
CD 1 / 5
Rounding Off
WS 5
Put the six colour flashcards face down on the floor

in front of Peter.
colour facing up.
Make Peter turn over one of the colour flashcards
from his set, and show and say the colour to the
children. Then encourage the children to turn over
the mini flashcard with the same colour so the
colour cant be seen.
over all of their mini flashcards and encourage
them to shout Bingo! Peter can then kiss, hug or
high-five the children who have Bingo.
If the children are still interested, turn all the cards
back over and repeat the activity, this time calling
the colours a little quicker.

materials by singing or playing:
(Repeat)
PDF
in front of them and help them to put their six mini

flashcards on the floor with the colour facing up.
Hold the normal colour flashcards in a fan.
Make Peter select one of the cards and hold it so the
children cant see which colour has been chosen.
Make Peter show the card which he has selected
and say the colour to the children. Then make Peter
hug, kiss or high-five the children who held up the
same colour card and say Snap!
selecting a different coloured card.
CD 1 / 3
When moving the children from the table to sit in

a circle, you can sing or play the Circle song again
21
Unit 1 Colours
LESSON 2 ACTION STORY
CD 1 / 2
Make Peter greet the children. Make the puppet say

Hello! and encourage the children to wave and say
Hello! back.
like he is singing too (See Introduction, p. 19).
2. Sing the Hello, Im Peter song.
Main Objective
To listen to and join in with an action story.
Key Words
Receptive Language
Its Connie.
Classroom Language
Colour the picture.
Listen.
How many dots?
Draw the dots.
Activities
Sing the Hello, Im Peter song.
Listen to and mime the Colours action story.
Listen and draw the dots/numbers.
Play the Flashcard jumble.
Materials Checklist
Peter hand puppet
orange, pink)
picture of Connie (Worksheet 6)
If there is time: six pencils (red, green, blue,
yellow, orange and pink)
Notes
22
13
CD 1 / 11
Play the song and encourage the children

to join in with the actions as well as singing the
song.
Hello, Im Peter
Hello, Im Peter. Im a panda, a panda.
Hello, Im Rosie. Im a rabbit, a rabbit.
Hello, Im Tom. Im a turtle, a turtle.
Hello, Im Connie. Im a crocodile, a crocodile.
Carpet Time
Preparation Tip!
Before the class, make a copy of the
picture of Connie (Worksheet 6) and colour it in using
green, yellow and pink, the same as the last picture of the
action story. Place the picture on a clipboard or on a firm
book that can be held so that the children cant see it.
CD 1 / 3

sing or play the Circle song (See Introduction, p. 19).
4. Listen to the Colours action story.
PDF
WS 6
Hold the clipboard with the picture of Connie so

the children cant see it (Worksheet 6). Put a yellow,
green and pink pencil next to you.
Say the action story in the correct order and act
it out using the pencils and the picture on the
clipboard. As you say each line mime doing each
action.
Colours action story
Take a green pencil. Pick up the green pencil
and mime colouring.
Take a yellow pencil. Pick up a yellow pencil
and mime colouring.
Take a pink pencil. Pick up a pink pencil and
mime colouring.
Colour the picture. Its Connie. Look at the
picture on the clipboard and then turn it around
so all the children can see.
5. Mime the Colours action story.
10. Play the Flashcard jumble.
Tell the action story again, this time encouraging

the children to join in with the actions as you say
them.
If the children have a set of the three coloured
pencils, they can pick up the pencil at the
appropriate time and mime colouring. On the last
line the children should pretend to show their
picture of Connie.
Show the children the colour flashcards and elicit

the colours.
Choose six children and ask them to stand at the
front of the class. Give each of them a colour
flashcard and encourage everyone to tell you the
name of the colour each child has.
Ask the children to turn over their flashcards and
hold them to their chests so no one can see the
colour.
Put your hands gently on the heads or shoulders of
different children and direct them to change places
as if you are mixing the children up.
Point to each child with a flashcard and ask the
children to tell you the colour each child is holding.
If there is time, collect the flashcards and let
different children hold them to repeat the activity.
Pencil and Paper

CD 1 / 4
Ask the children to move to the tables and sit

down by singing or playing the Table song
7. Listen and draw the dots/numbers.

SB 13
CD 1 / 14
Play the action story and do the actions as you

listen to them on the CD.
Hold up your Students Book so the children can
see. Play the action story again and point at the
correct picture on the page as you listen.
correct page.
Play or tell the action story pausing after each line
and encouraging the children to point at the correct
picture on their page.
Point to the dice at the top of the page and
encourage the children to help you count the spots
on the dice.
Play or tell the action story again. After the first
line, encourage the children to point to the correct
picture. Say How many dots? and mouth the
word One. from the children. Then say Draw the
dot(s). and demonstrate by drawing one dot in
the square in the top left corner of the picture, or
the number one if the children are able to write
numbers.
The pictures are not in order so the children need to
listen and draw the correct number of dots or write
the correct number in the appropriate picture.
Praise the children for drawing the correct number
of dots or the correct number.
Repeat for the rest of the action story so that the
squares next to each picture show the correct number.

CD 1 / 5
Ask the children to tidy away their crayons and

other materials by singing or playing the Tidy up
song / Clean up song (AmE) (See Introduction, p. 19).
CD 1 / 8

English lesson by singing or playing the Bye-bye
song (See Introduction, p. 19).
If there is time
Play Take a pencil.
Show the children six pencils (a red, a green, a blue,
a yellow, an orange and a pink one). As you show
the children each pencil say Its (red).
Put all six pencils in the middle of the circle of
children. Look at Peter and say What colour, Peter?
Make Peter say Pink, please. and point with Peter to
something nearby that is pink. It could be something
on a childs clothes or a toy that is near.
Choose one of the children and say Take a pink
pencil. and then indicate to the child that they
should take the pink pencil from the centre of the
circle.
Help the child to select the correct coloured pencil
and give the pencil to Peter.
Make Peter say Thank you. and kiss, hug or highfive the child.
Repeat the activity choosing a different colour and
selecting a different child to take the pencil from the
centre of the circle.
When Peter has collected all the pencils, then he can
say All tidy? / All clean (AmE)? Peter should also
thank all the children for helping him and put the
pencils away in the pencil box.
Rounding Off
CD 1 / 3

23
Unit 1 Colours
Main Objective
To listen to and join in with an action story.
Key Words
Classroom Language
Give the pencil to Peter.
Colour the picture.
4. Mime the Colours action story.

PDF
WS 6

Take a green pencil.
Take a yellow pencil.
Take a pink pencil.
Colour the picture. Its Connie.
Activities
Mime the Colours action story.
Play Mix up the action story.
Colour in Connie.
Perform the Colours action story.
Repeat the action story, encouraging the children

to join in with the actions.
5. Play Mix up the action story.
Materials Checklist
Peter hand puppet
orange, pink)
picture of Connie (Worksheet 6)

CD 1 / 2

Hello! back.
CD 1 / 13

Play the chant on the CD and make Peter point to
each of the colours as you say them in the chant.
Colours chant
Red, green, blue,
(Repeat)
them in the chant.
24
CD 1 / 3

Play the action story. Use coloured pencils and

mime colouring as you did in Lesson 2. On the
last line show the children the picture of Connie
(Worksheet 6), or if you dont have a copy of the
picture, mime showing them the picture.
Its Connie.
Its (green).
CD 1 / 14
Receptive Language
Carpet Time
Put some coloured pencils in the middle of the

circle. You will need at least two of each colour.
Ask two more confident children to stand up
and say Take a pink pencil. Then encourage the
children to each take a pink pencil from the centre
of the circle.
Say Give the pencil to Peter. and encourage the
children to give the pencil to Peter. Make Peter
reward the children by hugging, kissing or giving
them a high five.
Choose two new children and repeat the activity
asking for a different coloured pencil.
Occasionally say Colour the picture. Its Connie.
all the children should mime showing their picture
to each other.
Pencil and Paper

Preparation Tip!
Before the lesson, colour the picture of
Connie using green, yellow and pink, and colour it in the
same as the last picture of the action story.
CD 1 / 4

7. Colour in Connie.
PDF
WS 6
Teaching Tip!
If there arent enough coloured pencils
for all the children to colour using the same colour at the
same time, allow the children to use different coloured
pencils. Talk to the children in English about the colour
they are using.
Repeat the action story. Mime colouring using the

correct coloured pencil and at the end, turn the
paper so the children can see the coloured picture
of Connie.
Give each child a copy of the Worksheet 6.
Say Take a green pencil. Colour the green parts
and point to the green on the coloured copy of
Worksheet 6.
Give the children time to colour. Praise the children
and point to their coloured pencil or flashcard and
say Its green.
Repeat this for the other colours that are needed to
complete the picture.

CD 1 / 5

materials by singing or playing the Tidy up song /
Clean up song (AmE) (See Introduction, p. 19).
Rounding Off
CD 1 / 3

circle on the carpet, you can sing or play the Circle
song again (See Introduction, p. 19).
10. Perform the Colours action story.

CD 1 / 14
CD 1 / 8

the children to wave and say Bye-bye! back to
Peter.
If there is time
Play Find the flashcard.
Choose a confident child from the class and ask him
or her to choose a colour flashcard (e.g. red) then
stand near you. Ask the child to close his or her eyes
and give him or her Peter to hold.
Tell the other children to be quiet and show them
that you are hiding the flashcard for example under a
cushion, in a toy box, on the bookcase, etc.
Ask the child who is holding Peter to open his or
her eyes. Say Wheres red? and make it clear to the
children without Peter that they are not to say where
the flashcard was hidden.
Encourage the child with Peter to walk around the
classroom to find the hidden flashcard. Keep saying
the word Red. as the child moves around, but as the
child gets closer to the hidden card, nod your head
and say Red. more loudly. As the child moves away
from the card, shake your head and say Red. more
quietly.
Once the child has found the card, Peter can give the
child a hug, kiss or high five as a reward.
Repeat the game choosing a different colour and a
different child to hold Peter and this time encourage
the children to join in saying the colour loudly or
quietly as the child holding Peter gets closer or
further away from the hidden card.
If you have enough pencils, let the children take the

appropriate colours, otherwise tell the children to
imagine they have a pencil.
Show the children how to hold their picture
of Connie in one hand so that they can mime
colouring with the other hand.
Repeat the action story and encourage the children
to do the actions using their pencils and the picture
of Connie. If the children are using real pencils,
then make it clear that they should not actually
colour on their paper.
If the children seem confident, split the class into
two groups. One group can perform the action
story while the other group watches and then the
groups can swap.
Note:
If parents collect their children at the end of the class, you
might want to invite them into the classroom after the
children have practised the action story a couple of times.
The children can then perform the action story for their
parents to watch.
25
Unit 1 Colours
LESSON 3 SONG
CD 1 / 2
Make Peter greet the children. Make the puppet

say Hello! and encourage the children to wave and
say Hello! back.
2. Listen to and mime the Colours action

story.
CD 1 / 14
15
Main Objective
To listen to and sing a song about colours.
Key Words
red, green, blue, yellow, orange, pink, kite, balloon
Receptive Language
A blue balloon for Rosie.
A red balloon for Tom.
A green balloon for Connie.
A yellow kite for me.
Bigger?
Classroom Language
Close/Open your eyes.
Draw a line.
Draw yourself.
Activities
Play What colour balloon has Peter got?
Listen to the A blue balloon for Rosie song.
Listen and match then draw yourself.
Play A bigger balloon, a bigger balloon, POP!
Materials Checklist
Peter hand puppet
flashcards 24, 1112 (Rosie, Tom, Connie, kite,
balloon)
six balloons not blown up (red, green, blue,
a small box (to hide a balloon in)
26
Play the action story and encourage the children

to join in with the actions. If the children have a
picture of Connie (Worksheet 6) from Extra Lesson
2, they could use it.
Take a pink pencil.
Carpet Time
CD 1 / 3

4. Play What colour balloon has Peter got?

Show the children the balloon flashcard and say
Look, a balloon! and mime blowing up a balloon.
Show the real balloons and elicit the colours of the
balloons from the children.
Put a small box in front of Peter.
Turn to Peter and say Peter, close your eyes.
Make Peter close his eyes by putting his hands over
his eyes.
Ask a child to choose a balloon and put it in the
box in front of Peter. You must not be able to see
the balloon when it is in the box. Then say Open
your eyes, Peter.
Say What colour balloon is in the box, Peter?
and point to the box.
Make Peter say different colours and encourage
the children to say Yes. if Peter says the colour of
the hidden balloon and No, sorry. if Peter says a
different colour.
Once Peter has guessed the colour, take the balloon
out of the box and show it to Peter.
Repeat the activity, allowing a different child to
choose the balloon or if the children are confident,
Peter can hide a balloon for the children to guess.
5. Listen to the A blue balloon for Rosie song.

CD 1 / 15
Show the children the kite flashcard and say Look,

a yellow kite. and mime holding a kite string.
Put the flashcards for Rosie, Tom and Connie on the
floor in the order from the song and elicit the name
of each character.
Hold a blue balloon, a green balloon, a red balloon
(not blown up) and the kite flashcard in your hand.
Say A blue balloon for Rosie. and give the blue
balloon to the Rosie flashcard. Repeat for the other
lines from the song giving the balloons to the
appropriate character. When you say the last line
hug the kite flashcard to yourself.
Play the A blue balloon for Rosie song. For each
line, point to the appropriate colour balloon and
use the mimes for balloon, kite and the characters.
A blue balloon for Rosie
A blue balloon for Rosie, a blue balloon for Rosie.
A red balloon for Tom, a red balloon for Tom.
A green balloon for Connie, a green balloon for
Connie.
A yellow kite for me, a yellow kite for me.
(Repeat)
Repeat the song and this time encourage the
children to join in with the actions.
Pencil and Paper

CD 1 / 4

7. Listen and match then draw yourself.

SB 15
CD 1 / 15
Hold up the page so the children can see. Play the

A blue balloon for Rosie song again, and point to
the balloons, kite and characters on the page as
you sing about each of them.
Say A blue balloon for Rosie. and draw a line
from Rosie to the blue balloon.
Repeat for the other characters and balloons so
that they are joined to the balloons and kite from
the song.
Give the children time to join the characters and
balloons, then say Draw yourself. and point to the
outline of the head in your book. Draw a face in the
outline of a head and point to the face you have
drawn and say Its me! then point to some of the
faces on the childrens pages and say Its (Sarah).
Praise the children and talk to them in English
about the colours on their page.

CD 1 / 5

Rounding Off
CD 1 / 3

10. Play A bigger balloon, a bigger balloon,

POP!
Tell the children Look, a balloon. and mime
stretching a balloon in preparation for blowing it
up. Say Its red. and point to the red flashcard or
something nearby that is red.
Take a deep breath and mime blowing into a
balloon to blow it up. Show the balloon growing in
size with your hands.
Say to the children Bigger? Take a deep breath and
mime blowing the balloon up again and repeat this.
Shout POP! and clap your hands to show the
balloon popped.
Repeat the activity and ask the children to tell you
what colour the balloon is. You can also change the
number of times that you blow up the balloon so
the children wont know when the balloon will pop.
CD 1 / 8

Peter.
If there is time
Play Wheres the red balloon?
Show the children a red balloon and elicit the colour.
Ask a confident child to come to stand near you and
tell him or her to Close your eyes. You might want
to let this child hold Peter while his or her eyes are
closed.
While the childs eyes are closed, give the balloon to
one of the other children and silently indicate that
all the children should hold their hands behind their
back as if they are hiding the balloon. Then tell the
child with Peter to Open your eyes.
Say to the child Wheres the red balloon? and
indicate that one of their classmates has the balloon.
Encourage the child to say the name of the child
they think is holding the balloon. The child who is
named should respond with Yes. or No, sorry. as
appropriate.
Once the child with Peter finds the hidden balloon,
he or she should nominate a new child to hold Peter
and the game can be repeated.
27
Unit 1 Colours
Main Objective
To sing a song about colours.
Key Words
Receptive Language
A blue balloon for Rosie.
A red balloon for Tom.
A green balloon for Connie.
A yellow kite for me.
Classroom Language
Colour the kite.
Activities
Materials Checklist
CD 1 / 3

4. Sing the A blue balloon for Rosie song.
Peter hand puppet

orange, pink, kite, balloon)
CD 1 / 25, 8 (routine songs), CD 1 / 13, 15, 16
a copy of the kite (Worksheet 7)
scissors
two drinking straws per child
string
sticky tape
tissue paper and sweet wrappers to decorate
the kite tail (optional)
Note:
You might want to invite a few parents to help with the
making of the kites in this lesson.
Also the Pencil and Paper activity in this lesson will
probably take longer than ten minutes.

CD 1 / 2

Hello! back.
28
CD 1 / 13

the order from the chant (red, green, blue, yellow,
orange and pink). Say Its (red). as you show each
card and then place the card on the floor in front of
the children so that they see the cards in the correct
order for the chant.
Play the CD 1 / 13. Say the chant and make Peter
point to each of the colours as you say them in the
chant.
Colours chant
Red, green, blue,
(Repeat)
them in the chant.
Carpet Time

Sing the A blue balloon for Rosie song.
Play Move towards the flashcard.
Make a mini kite.
Sing the songs you remember.
CD 1 / 1516
Play the song from the CD and encourage the

children to sing along and join in with the actions.
Connie.
(Repeat)
Choose three children and ask them to choose the
colour of their imaginary balloon by holding one of
the colour flashcards.
Repeat the song using the karaoke track or without
music. This time in place of the characters names,
use the childrens names and the colours on the
flashcard they have chosen. Point to each child or
encourage the children to stand up as you sing their
name in the song.
If you have time, repeat the song so all children can
have a turn to be in the song. Alternatively, remember
which children have been selected and make sure that
different children are chosen next time.
Once the children are confident singing the song,
you can use the karaoke version. You could also use
the colour flashcards to show the children which
colour to sing about next.
5. Play Move towards the flashcard.

If there is a board in the classroom, attach the
flashcards so that three colours and the kite are on
the left side of the board and the other colours
and the balloon card are on the right.
If there is no board, put the flashcards on the floor
making sure the children can safely move between
the flashcards on the right and the left.
Make Peter point to each of the flashcards and elicit
the colours from the children.
Use Peter to nominate up to four children,
depending on the space and the number of
children in the class. These children should stand
in front of the board, or in the space between the
flashcards if they are on the floor.
Make Peter say Blue. and then encourage the
children to move to the left or the right towards the
blue flashcard.
Make Peter praise the children who moved to the
blue flashcard by kissing, hugging or giving them a
high five, then ask these children to sit down in the
circle.
Repeat the activity with different children and a
different colour each time.
Pencil and Paper

Preparation Tip!
Depending on the amount of time you

have available and the amount of help you have in the
classroom, you will probably want to cut the straws and
cut out the kites before the class. If you have a large class,
you might want to make kites without tails. The children
can always be encouraged to make the tail for the kite at
home with their parents.
CD 1 / 4

down by singing or playing the Table song (See
Introduction, p. 19).
7. Make a mini kite.
PDF
WS 7
Hold up a copy of Worksheet 7 so all the children

can see. Point to the kite outline and say Cut out
and colour the kite.
Give the children their copy of the page and allow
them time to cut out and colour the kite. While
the children are colouring, monitor the class.
Praise nice work and talk to the children about the
colours they are using. You could also play some
of the songs that the children already know in the
background while they are working.
Once the children have finished colouring, help
them to stick the straws in a cross on the back of the
kite using sticky tape. The edges of the cross should
be on the corners of the kite. Then attach a string to
the centre of the cross for the children to hold.
If there is time, the children could try making a tail

for their kite by tying scrap pieces of tissue paper
or sweet wrappers at regular intervals on a piece of
string that can then be attached to the bottom of
the kite.
Encourage the children to name the colours they
are using for the tail as they are attached.

CD 1 / 5

Rounding Off
CD 1 / 3

10. Sing the songs you remember.

Ask the children which English songs they
remember from the lessons so far and allow them
to choose which songs they would like to sing.
CD 1 / 8

the children to wave and say Bye-bye! back.
If there is time
Play Musical flashcards.
Place all the colour flashcards around the classroom
in a place where they can easily be seen by the
children and the children can safely move between
the cards (attached to a wall or something that cant
move is best).
Point to each of the cards around the room and elicit
the colours from the children.
You could use some of the songs that the children
have learnt so far.
Stop the music and encourage the children to choose
a colour and stand near the flashcard of that colour.
Once all the children are by a flashcard, say a colour.
To appear fair, it is better to select a colour randomly
perhaps put coloured pencils in a bag and pull one
pencil out. All the children standing by that colour
flashcard are out. Ask these children to stand near
you for the next round and then allow them to join
back in the game the round after.
children to move around the room and repeat the
activity.
29
Unit 1 Colours
LESSON 4 LISTENING ACTIVITY

CD 1 / 2

Hello! back.

CD 1 / 1516
Main Objective
To complete a listening exercise.
Key Words
red, green, blue, yellow, orange, pink, kite
Receptive Language
What colour is it?
Is it (red)?
Yes, well done.
What is it?
Classroom Language
Listen.
Colour (Tom)s kite (green).
Activities
Play the Yes or no game and Read my lips.
Listen and colour the kites.
Play Flash the flashcard.
Materials Checklist
Peter hand puppet
If there is time: colour mini flashcards
(Worksheet 5) (optional), a blindfold
Notes
17
Play the song and encourage the children to sing

along.
Connie.
(Repeat)
If there is time, you can sing the song again and
this time use some of the childrens names in place
of the characters names, and point to the children
as you sing their names in the song.
Once the children are confident singing the song,
you can use the karaoke version. You could also try
changing the order of the verses and use the colour
flashcards to show the children which colour to sing
about next.
Carpet Time
CD 1 / 3

4. Play the Yes or no game.

the words. Then show the children that you are
mixing the cards in your hands so neither you nor
the children know the order of the cards.
head so that the children can see which colour you
are holding but you cant.
With your other hand point to the flashcard and say
Is it blue? and encourage the children to say Yes.
if you are holding up the blue card and No, sorry.
if not. If the answer was No, sorry., keep guessing
until the children say Yes.
5. Play Read my lips.

Put the colour flashcards on the floor in front of the
children, make Peter point to the cards and elicit
the name of each of the colours.
Point to your mouth and whisper one of the colours
to the children. Then in a normal voice say What
colour is it? and whisper the colour again.
30
Allow some of the children to try and guess which

colour you were whispering. If one of the children
guesses correctly, then say Yes, well done.
If no children guess the colour, say No, sorry.
and whisper the colour again before allowing the
children to continue guessing.
Once a child has guessed the correct colour repeat
the activity whispering a different colour.
Pencil and Paper

CD 1 / 4

7. Listen and colour the kites.

SB 17
CD 1 / 17
Hold up the page so the children can see. Point to

each of the characters on the page and elicit their
names from the children.
Give the children their Students Books open to
the correct page. Provide the children with an
orange, blue, green and pink pencil or crayon. For
the listening activity to work smoothly the children
really need their own pencils.
Point to the kite and do the action for kite, miming
to hold a kite string and pulling on the string twice.
Then say Listen. and play the first sentence from
the listening activity.
Pause the CD, point to Peter on the page and then
point to Peters kite and say Orange. Give the
children time to colour Peters kite orange. Then do
the same for the other characters.
Colours listening activity
Colour Peters kite orange.
Colour Rosies kite blue.
Colour Toms kite green.
Colour Connies kite pink.
Alternatively, if you are not able to pause the CD
between each sentence, play the whole listening
twice. The first time you listen, show the children
your book and colour each of the kites the correct
colour as you listen. Before you listen for a second
time, give the children their books open to the
correct page and the four coloured pencils. Then
encourage the children to colour the kites while
they are listening for the second time.
The children may take longer than the listening to
colour the kites but dont let this worry them. Allow
them to colour at an appropriate speed and repeat
the information as they need it.

CD 1 / 5

Rounding Off
CD 1 / 3

10. Play Flash the flashcard.

Show the children the flashcards (colours, kite
and balloon) and elicit the words. Then show the
children that you are mixing the cards so neither
you nor the children know the order of the cards.
Make Peter hold the flashcards so you can see the
first card but the children cant. Quickly rotate or
fan the cards so the children get a quick glimpse of
which flashcard is on top and say What is it?
Encourage the children to name the picture they
think they can see. Gradually slow down the speed
with which you rotate or fan the card until the
children can correctly name the picture.
Peter can reward the children who say the word the
quickest with a kiss, hug or high five.
Repeat this with some of the other words.
CD 1 / 8

If there is time
Preparation Tip!
Use the colour flashcards for this
activity. If you have a large class of children, you may
want to use several sets of mini flashcards so that
children can play at the same time. If the children
have made their own mini flashcards in a previous
lesson, they can use these.
Play Take blue.

Place all the flashcards on the floor and elicit the
colours from the children.
Put a blindfold on a child. Say to the child Take blue.
and the blindfolded child should try to remember
where the blue flashcard was and pick it up.
If the blindfolded child is not close to the blue
flashcard, then let the other children help by
whispering Yes. as he or she gets closer to the card
and No. as he or she gets further away.
Once the child has picked up a card, take off the
blindfold and let the child look at the card he or she
picked up. If it was the blue card, praise the child,
and if it wasnt, say No, sorry.
Continue the game inviting different children to be
blindfolded and asking them to take different colour
flashcards.
31
Unit 1 Colours
Main Objective
To complete a listening exercise.
Key Words
red, green, blue, yellow, orange, pink, balloon
Receptive Language
What colour?
Wheres (red)?
Classroom Language
Listen.
Colour (Connie)s balloon (red).
Open/Close your eyes.
Activities
Play Wheres red? and Tap the flashcard.
Follow the lines, listen and colour.
Play What colour balloon has Peter got?
Materials Checklist
Peter hand puppet
picture of Connie (Worksheet 6) (optional)
extra listening activity (Worksheet 8)
six balloons not blown up (red, green, blue,
a small box (to hide a balloon in)
(Worksheet 5)
Notes

CD 1 / 2

Hello! back to Peter.

PDF
WS 6
story.
CD 1 / 14
Play the action story and encourage the children
to join in with the actions. If the children have a
Connie picture from Extra Lesson 2 (Worksheet 6),
they can use it.
32

Take a pink pencil.
Carpet Time
CD 1 / 3

4. Play Wheres red?

the colours. Then put the cards face down on the
floor.
Mix the cards up by sliding them around the floor.
Then look at Peter and say What colour, Peter?
Make Peter say Red, please. and point with
Peter to something nearby that is red. It could be
something on a childs clothes or a toy that is near.
Choose one of the children and say Wheres
red? Point to the colour (either the same as Peter
pointed to or another item which is the same
colour) and indicate that the child should turn over
a card.
If the child turns over the card with red, then say
Yes. and allow the child to give the card to Peter.
Peter can reward the child by giving a kiss, hug or
high five. If the card is not red, then say No, sorry.
and choose a new child to turn over a card.
Repeat the activity asking different children to find
different colours each time.
5. Play Tap the flashcard.

Either stick the flashcards (colours, kite and balloon)
to the board or place them on the floor in front of
the children. Then point to each of the cards and
elicit the names.
Nominate two children to start the activity and ask
them to stand or sit where they can both reach the
flashcards easily. The other children should be able
to see the flashcards but should be out of the way
of the children who are playing.
Say Blue. and encourage the children to tap the
blue flashcard. The child who taps the card first
gets a kiss, hug or high five from Peter and then
both children move to allow new children to play
the game.
Repeat the activity with a different pair of children
and a different colour, and as the children get used
to the activity, increase the speed with which you
name the colour and swap the pairs of children.
Pencil and Paper

CD 1 / 4

7. Follow the lines, listen and colour.

PDF
WS 8
CD 1 / 18
Hold up a copy of the page so all the children can

see. Point to Rosie on the page and say Which
balloon? and then point to the balloons above the
characters.
Point to Rosie again and demonstrate following the
line to find out which balloon is Rosies, then say
Colour Rosies balloon yellow.
Give the children their copy of the page and listen
to the instructions on the CD. Read the instructions
again to the class miming them if necessary.
Colours extra listening activity
Colour Rosies balloon yellow.
Colour Peters balloon green.
Colour Connies balloon red.
Colour Toms balloon blue.
While the children are colouring, praise the children
and ask them in English about the characters and
the colours they are using.

CD 1 / 5

Rounding Off
CD 1 / 3

10. Play What colour balloon has Peter got?

Show the children the coloured balloons and say
Look, balloons! and mime blowing up a balloon.
Elicit the colours of the balloons.
Put a small box in front of Peter.
Turn to Peter and say Peter, close your eyes. Make
Peter close his eyes by putting his hands over his eyes.
Ask a child to choose a balloon and put it in the
box in front of Peter. You must not be able to see
the balloon when it is in the box. Then say Open
your eyes, Peter.
Say What colour balloon is in the box, Peter?
and point to the box.
Make Peter say different colours and encourage

the children to say Yes. if Peter says the colour of
the hidden balloon and No, sorry. if Peter says a
different colour.
Once Peter has guessed the colour, take the balloon
out of the box and show it to Peter.
Repeat the activity, allowing a different child to
choose the balloon or if the children are confident,
Peter can hide a balloon for the children to guess.
CD 1 / 8

If there is time
Preparation Tip!
The children need a set of the six
colour mini flashcards (Worksheet 5) already coloured
in. If you have a large class and the children have
not made their own mini flashcards, then you might
want the children to work in pairs.
Play Bingo!
PDF
WS 5
Put the six colour flashcards face down on the floor

in front of Peter.
colour facing up.
Make Peter turn over one of the colour flashcards
from his set, and show and say the colour to the
children. Then encourage the children to turn their
mini flashcard of the same colour face down if they
have one in front of them.
over all of their mini flashcards and encourage them
to shout Bingo! Peter can then kiss, hug or high-five
the children who have Bingo.
If the children are still interested, then turn all the
cards back over and repeat the activity, this time
calling the colours a little quicker.
33
Unit 1 Colours
LESSON 5 DVD STORY
CD 1 / 2


CD 1 / 15
19
Main Objective
To follow a DVD story.
Key Words
red, green, blue, yellow, orange, pink, kite,
balloon, ball
Receptive Language
Whats the matter?
Great (idea).
What colour is it?
Classroom Language
Colour the tree.
Stand up. / Sit down.
Activities
Play Pass the yellow kite.
Watch The kites DVD story.
Stick in the stickers and colour the tree.
Play Stand up and sit down.
Value
To develop appreciation for the value of working
together.
Materials Checklist
Peter hand puppet
orange, pink, kite, balloon, ball)
CD 1 / 26, 8 (routine songs), CD 1 / 15, (19)
DVD (The kites)
stickers from the appendix of the Students
Book (blue kite, yellow kite, red ball)
Story cards 714 (The kites) (optional)
colour mini flashcards (Worksheet 5)
34
Play the song and encourage the children to sing

along.
Connie.
(Repeat)
Carpet Time
CD 1 / 3

4. Play Pass the yellow kite.

the words before placing the flashcards on the
floor.
Point to something yellow and show the children
the action for kite, miming to hold a kite string
and pulling on the string twice. Then say A yellow
kite. Show the children the kite flashcard.
Put the kite flashcard on the floor. Do the action
for kite again, then mime passing the kite string to
a child. While you are passing the kite, say to the
child A yellow kite.
Encourage the children to continue passing the kite
around saying A yellow kite. if they can.
Once all the children have had a chance to hold the
kite, ask for the kite back. If there is time, you could
repeat the activity with a different coloured kite.
5. Watch The kites DVD story.
CD 1 / 6 (19)
If you want to tell the children that the next activity

is a story, then sing or play:
Story song
Its time for a story.
Listen and look.
(Repeat)
Show the children the ball, kite and balloon
flashcards and say Look, its a ball/kite/balloon.
Play the DVD story and allow the children to watch.
If you dont have access to a DVD player, you can
use the Story cards with CD 1 / 19 or read the script
from the back of the Story cards.
Rounding Off
The kites
Tom, Peter +
Connie:
Rosie:
Hello, Rosie.
Hello, Connie. Hello, Peter. Hello, Tom.
Tom:
Rosie:
Whats the matter?

Look, my yellow kite.
Tom:
Rosie:

Great.
Tom:
Rosie:
Peter:
Look, Rosie.
Great idea.
Go, Tom, go.
Tom:
Rosie:
Oh, no. My blue kite.

And my yellow kite.
Connie:
Rosie + Tom:
Connie:
Rosie + Tom:
Peter:

Great.
Look, Rosie. Look, Tom.
Great idea.
Go, Connie, go.
Rosie:
Tom:
Connie:
Thank you, Connie.

Thank you.
Oh, no. My red ball.
Peter:
Rosie:
Tom:
Look, Connie.
Great idea.
Go, Peter, go.
All:
Hooray!
Pencil and Paper

CD 1 / 4

7. Stick in the stickers and colour the tree.

SB 19
Hold up the page so the children can see.

Point to the items in the picture (kites, ball) and say
What is it? or point to Connie and say Who is it?
Point to the place where the red ball should be in the
picture and say A ball. What colour is it? When the
children say Red. then say Yes, a red ball.
Show the children the stickers and point to the
sticker of the red ball. Say A red ball. then point to
the place on the picture where the sticker should
go and again say A red ball.
Give the children time to stick the red ball on the
picture and then repeat with the other two stickers.
Once the children have stuck in all three stickers,
mime colouring the tree and say Colour the tree.

CD 1 / 5

Preparation Tip!
Children will need their set of the colour
mini flashcards made in Optional Extra Lesson 1
(Worksheet 5). If they havent made them yet, they can
do that now or you can make them before the lesson.
You need enough to give the children one card each.
CD 1 / 3

10. Play Stand up and sit down.
PDF
WS 5
Give each child a colour mini flashcard.

Hold the green flashcard so that the children can see
which colour you are holding and say Green, stand
up. Then indicate to any children who have a green
mini flashcard that they should stand up as well.
Say Blue, stand up. and Green, sit down.
Indicate to the children with green flashcards that
they should sit down and encourage the children
with blue flashcards to stand up.
Repeat saying a different colour each time.
As the children become more confident you can say
the colours faster, or say more than one colour at a
time.
If the children are already excited before the
activity, you may want to just ask them to hold the
flashcard up in the air rather than stand up and sit
down.
CD 1 / 8

Peter.
If there is time
Play Tap the flashcard.
Either stick the flashcards (colours, balloon, ball and
kite) to the board or place them on the floor in front
of the children. Then point to each of the cards and
elicit the names of the picture.
Nominate two children to start the activity and ask
them to stand or sit where they can both reach the
flashcards easily. The other children should be able
to see the flashcards but should be out of the way of
the children who are playing.
Say Blue. and encourage the children to tap the
blue flashcard. The child who taps the card first gets
a kiss, hug or high five from Peter and then both
children move to allow new children to play the
game.
35
Unit 1 Colours
Main Objective
To listen to and join in telling a story.
Key Words
Receptive Language
Hello, Rosie/Connie/Peter/Tom.
Whats the matter?
Great (idea).
Thank you.
Classroom Language
Listen to the story.
Colour the picture.
Carpet Time
CD 1 / 3

PDF

Tell The kites story.
Fold and cut. Colour the mini storybook.
Play the Yes or no game.
Materials Checklist
Peter hand puppet
orange, pink, kite, balloon, ball)
picture of Connie (Worksheet 6) (optional)
Story cards 714 (The kites)
The kites mini storybook (Worksheet 9a+b)
character masks or cut outs (Worksheets 1+2)
(optional)
(Worksheet 5)
Notes

CD 1 / 2

36
Play the action story and encourage the children to

join in with the actions. If the children have a Connie
picture from Extra Lesson 2 (Worksheet 6), they can
use it.
Take a pink pencil.
4. Tell The kites story.
Activities

story.
CD 1 / 14
WS 1+2
CD 1 / 6, 19
Teaching Tip!
If the children are going to mime some
parts of the story, you might want them to wear
the character masks or use the character cut outs
(Worksheets 1+2).
If you want to use a transition marker to tell the

children that the next activity is a story, then sing or
play:
Story song
Its time for a story
Listen and look.
(Repeat)
Tell The kites story using the Story cards or CD 1 / 19.
The script is on the back of the cards. Encourage
the children to join in and name the colours of the
kites and the ball as they are shown on the Story
cards. More confident children can also join in
saying Hello! to the characters at the beginning of
the story and Hooray! at the end of the story.
Hand out the Story cards in a random order
to different children. Play or tell the story and
encourage the children with Story cards to make
a line so they are in the correct order. Say, for
example: Now lets put the story together.
Here you are, (Maria). This is your Story card,
(David). Listen to the story.
If there is time, you could play or tell the story again
and the children could try to mime some of the
actions from the story as they listen.
You could even give some of the children the
character masks or cut outs (Worksheets 1+2) to
mime the actions of one of the characters in the
story (See Introduction, p. 13).
Pencil and Paper

Preparation Tip!
You might want to cut and fold the
childrens mini storybooks (Worksheet 9a+b) before the
lesson so that the children do not need to do this
themselves.
You might also want to make a mini storybook before the
lesson to show the children (See Introduction, p. 13).
CD 1 / 4

6. Fold and cut. Colour the mini storybook.

PDF
WS 9a+b
Show the children your copy of the mini storybook.

Look at each of the pictures and tell the children
what is happening using the lines from The kites
story (See video script, page 51).
Either give each child a copy of the mini storybook
that you have made previously or give them a
photocopy of Worksheet 9a+b copied onto one
A4 sheet (front and back). Follow the instructions
on page 13 of the Introduction to make the mini
storybooks. You may need to help children with the
cutting and folding.
Encourage the children to choose and colour one
picture in the mini storybook. Monitor the childrens
work and praise the children for neat colouring.
Ask the children in English about the colours on the
page and who each character is.
The children could finish the colouring of their mini
storybooks at home with their parents.

CD 1 / 5
Ask the children to tidy away the crayons and their

mini storybooks by singing or playing the Tidy up
song / Clean up song (AmE) (See Introduction, p. 19).
Rounding Off

head so that the children can see which picture you
are holding but you cant.
With your other hand point to the flashcard and say
Is it red? and encourage the children to say Yes.
if you are holding up the red card and No, sorry.
if not. If the answer was No, sorry., keep guessing
until the children say Yes.
CD 1 / 8

Peter.
English lesson by singing the Bye-bye song (See
If there is time
Preparation Tip!
Children will need their set of the
colour mini flashcards made in Optional Extra Lesson
1 (Worksheet 5). If they havent made them yet, they
can do that now.
Play Snap!
PDF
WS 5

in front of them and help them to put their six mini
flashcards on the floor with the colour facing up.
Hold the normal colour flashcards in a fan. Make
Peter select one of the cards and hold it so the
children cant see which colour has been chosen.
Make Peter show the card which he selected and
say the colour to the children. Then make Peter hug,
kiss or high-five the children who held up the same
colour card and say Snap!
selecting a different coloured card.
CD 1 / 3

circle on the carpet, you can sing or play the Circle
song again (See Introduction, p. 19).
9. Play the Yes or no game.

Show the children the flashcards (colours, kite,
balloon and ball) and elicit the words. Then show
the children that you are mixing the cards in your
hands so neither you nor the children know the
order of the cards.
37
Unit 1 Colours
LESSON 6 THINKING SKILLS

CD 1 / 2

2. Using productive language: Do you like red?
Main Objective
To continue colour sequences.
Key Words
Receptive Language
What colour is next?
Wheres green?
Classroom Language
Colour the balloons/kites/balls.
Productive Language
Do you like (red)?
Yes. / No.
Thinking Skills
Continuing a colour sequence.
Activities
Using productive language: Do you like red?
Tell The kites story.
Make colour sequences using toys.
Look and colour the logical sequences.
Play Find the flashcard.
Materials Checklist
Peter hand puppet
orange, pink)
Story cards 714 (The kites)
coloured bricks or other coloured toys
(Worksheet 5)
38
21
Say Do you like red? to one of the confident

children in the class. Prompt the child by putting
your thumbs up and down and using your face
to show like and dislike until he or she says Yes.
or No. If they still dont understand, you could
translate the question for the children.
Continue around the class asking each child Do
you like red? You can also point to the colour
flashcards to prompt the children if they are unsure
which colour you are asking about.
Drill the question using different voices, for example
sing or whisper it until the children seem confident
asking the question.
Encourage each child to ask Do you like (green)?
to another child in the class and encourage the
children to answer with Yes. or No. until all children
have had a chance to ask and answer the question.
If the children seem confident with the question
Do you like...?, you could also ask a few children
Carpet Time
CD 1 / 3

4. Tell The kites story.
CD 1 / 6, 19
If you want to use a transition marker to tell the

children that the next activity is a story, then sing or
play:
Story song
Its time for a story.
Listen and look.
(Repeat)
Using the Story cards, play or tell the children The
kites story. Encourage the children to join in with
the story.
Make Peter point to some of the kites and the balls
as they are shown on the Story cards and elicit the
colours from the children. More confident children
can also join in saying Hello! to the characters at
the beginning of the story and Hooray! at the end
of the story. They could also join in with the lines
Oh, no. and Go, Connie, go. or Go, Peter, go.
If there is time, hand out the cards to different
children and encourage the children to make a line
in the correct order as they listen to the story.
5. Make colour sequences using toys.
10. Play Find the flashcard.
Using coloured bricks (or toys), make Peter put a

yellow brick on the floor and elicit the colour.
Next to the yellow brick put a red brick. Point to
each brick and elicit the colours.
Put another yellow brick on the floor so the bricks
make a line on the floor and the children can see
them in the order yellow, red and then yellow. Point
to each brick and elicit the colours.
Place another red brick next to the last yellow brick
and elicit the colours.
Point to the position where the next brick would be
placed and make Peter say What colour is next?
Elicit the correct colour from the children and then
allow one of the children to select and add the
appropriate coloured brick.
Repeat this a few times to continue this sequence,
then choose two new colours and make a new
sequence.
Choose a confident child from the class and ask

him or her to choose a colour flashcard (e. g. green)
then stand near you. Give the child Peter to hold
and tell him or her to close his or her eyes.
Tell the other children that you are hiding the
flashcard for example under a cushion, in a toy box,
on the bookcase, etc.
Ask the child with Peter to open his or her eyes. Say
Wheres green? and make it clear to the children
without Peter that they are not to say where the
flashcard was hidden.
Encourage the child with Peter to walk around the
classroom to find the hidden flashcard. Keep saying
the word Green. as the child moves around, but
as the child gets closer to the hidden card, nod
your head and say Green. more loudly. As the child
moves away from the card, shake your head and
say Green. more quietly.
Repeat the game choosing a different colour
and a different child to hold Peter and this time
encourage the children to join in saying the colour
loudly or quietly.
Pencil and Paper

CD 1 / 4

7. Look and colour the logical sequences.

SB 21
Start a sequence on the table by putting coloured

pencils in a line and encourage the children to tell
you what colour should be next.
Hold up the page so the children can see. Point
to the first picture in the first sequence and say A
yellow balloon. Then point to the next picture in
the sequence and say A blue balloon. and repeat
for the next two coloured pictures in the sequence.
Point to the black and white outlines of the balloon
and elicit the appropriate colour from the children
and say Colour the balloons.
correct page and allow them time to colour the
balloons.
Monitor the class. Praise the children and ask in
English about the colours they are using.
Point to each of the pictures in the second
sequence and elicit the colours of each item before
asking the children to colour the kites. Then repeat
for the last sequence.

CD 1 / 5

Rounding Off
CD 1 / 3
CD 1 / 8

If there is time
Preparation Tip!
You need a set of the colour mini
flashcards (Worksheet 5) already coloured in. You
need enough cards to have one per child. Stick the
mini flashcards on the childrens chairs.
Play Musical chairs.
PDF
WS 5
Put the chairs in a place where the children can

easily walk around them and sit on them.

You could use some of the songs that the children
have learnt so far in Hooray! Lets play!
Then stop the music and say Sit down. and
encourage the children to sit down on the nearest
seat that is available.
Randomly select one of the normal colour flashcards
and show and say the colour to the children. All
the children sitting on a chair with a mini flashcard
of the same colour are out. Ask these children to
stand near you for the next round and then allow
them to join back in the game the round after.
children to move around the chairs and repeat the
activity.

circle, you can sing or play the Circle song again.
39
Syllabus
40
Unit
Vocabulary and phrases
Welcome Unit
Key Words
Peter the panda, Rosie the rabbit, Tom the turtle, Connie the crocodile
Productive Language
Whats your name?
Im (Sophie).
Yes. / No, sorry.
Unit 1
Colours
Key Words
kite, balloon, ball
Productive Language
Do you like (red)?
Yes. / No.
What is your favourite colour?
Unit 2
Numbers
Key Words
one, two, three, four, five, six
sticks, elephant, mouse
Productive Language
How old are you?
Im (four).
Unit 3
Move your body
Key Words
eyes, ears, nose, hands, knees, toes
fly, hop, jump, run, skip
Productive Language
What hurts?
My hand/ear/eye/nose hurts.
Unit 4
Toys
Key Words
car, teddy/teddy bear (AmE), plane, doll, scooter
train, bike
Productive Language
Do you like (plane)s?
Yes, I like (plane)s.
Unit 5
Clothes
Key Words
T-shirt, jeans, shoes, socks, jacket, cap, pyjamas/pajamas (AmE)
hot, cold
Productive Language
Are you wearing (jeans)?
Yes, I am. / No, Im not.
Unit 6
Party
Key Words
doctor, robot, pirate, clown, cowboy, princess
Productive Language
Who are you?
Im a (princess).
Extra Unit
Christmas
Key Words
Christmas tree, present, Father Christmas / Santa Claus (AmE)
doll, teddy/teddy bear (AmE), car, ball
Productive Language
Happy/Merry (AmE) Christmas!
Extra Unit
Easter
Key Words
(Easter) bunny/egg/basket
red, green, blue, yellow
one, two, three, four, five, six
Productive Language
Happy Easter!

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Hooray!

Gnter Gerngross Herbert Puchta

Who is the book for?

Main aims of the course

Hooray! Lets play! A Helbling Languages

to provide teachers with teaching notes, games and

Class Audio CDs

Flashcards and Story Cards

focusing on and developing the main topic of each

Hooray! Lets play! A Helbling Languages

Hooray! Lets play! A Helbling Languages

In order for the child to retain their knowledge of a

Action stories use all senses and benefit childrens

2 Egan, K. (1986), Teaching as Story Telling, Chicago, University of Chicago Press,

Hooray! Lets play! A Helbling Languages

Vocabulary games using memory

Hooray! Lets play! A Helbling Languages

Allow the children to take it in turns to try turning

Move towards the flashcard

Vocabulary games for speaking

Flash the flashcard

Roll the dice

Elicit the vocabulary for the flashcards you are using

Attach the flashcards to the board (or put them on

Find the flashcard

The Flashcard jumble

Move your body

Hooray! Lets play! A Helbling Languages

On the Teachers DVD-ROM there is a set of mini

Hooray! Lets play! A Helbling Languages

Working with the hand puppet

Working with the Students Book

Working with the Story cards

For Worksheets 2a+b, help the children cut

Working with the mini storybooks

How to make the mini storybook

2) Cut around the story on the

3) Fold the sheet in

4) Fold the sheet in half

5) Staple or use sticky tape

6) Cut along the fold

Hooray! Lets play! A Helbling Languages

Understanding without words

Using limited words

Interacting and speaking

Hooray! Lets play! A Helbling Languages

Holistic Language Learning

THE SMILE APPROACH

The development of second language skills does not

The fact that most children have different learning

Multi-sensory learner motivation

You need only watch children playing to understand

Intelligence is a term that covers a range of different

Activation in Hooray! Lets

Promoting the enjoyment of

Developing the skill of

Developing basic social skills

3 Gardner, H. (1983), Frames of Mind: The Theory of Multiple Intelligences.

Hooray! Lets play! A Helbling Languages

Activation in Hooray! Lets

Using the body when doing

Developing the ability to reflect

Long-term memory storage