Tom and Keri Expert Teacher's Lesson Notes Level B
Book 17 Who’s that?
Items to prepare
Who’s that? storybook
Word and phrase picture cards
Expert Pupil's Pages
Tom and Keri puppets
Tom and Keri toys
Expert Online resource sheet (some units only)
Note: The core vocabulary of this unit is the parts of the face. As the action takes place in a room, it is a good opportunity to extend the vocabulary through the story and present the words for parts of a room. The stories at this stage of the course are longer and contain more new words, so take advantage of each opportunity to remind pupils about the words they already know from Baby Beetles and from the Tom and Keri films.
Phrases: Who’s that? It’s Monkey! Let’s make a face! You look happy! Here’s a mouth! I don’t know.
Nouns: Core: Eyes, nose, mouth, face, smile, ear, monkey, window Extra:staircase, room, floor, puzzle, pieces, pencils, paper
Verbs: pick up, hold up, swing, land, sit still
Other new words: cross/not cross
Present or revise the key words with the flashcards or matching item
Point to a window in the room and revise the word for window. Then crouch down and point at the floor. If you have used this word as part of the your classroom instructions, elicit the word. If not, present it now. You may also like to include it from now on by extending your classroom instructions in English, for example Sit in a circle on the floor.
Link the word room with the word classroom and invite the pupils to walk around the room with you, pointing and revising words in a chant room, door, window, floor.
Stop still. Remind the class that Ring Ring climbs up the stairs and then falls down the stairs with the box of toys. Mime climbing up on the spot and repeat together upstairs, then mime walking more gently down some stairs and say downstairs. Use your hand, extended flat, to indicate the rising levels of stairs and say stairs, staircase. This will prepare the pupils for some of the extra words in this story.
Set the context, revise the film
Invite the pupils to sit where they can see the screen easily.
Ask them to point to the parts of their faces in the unit and repeat the words face, eyes, nose, mouth, ears then smile and ask them to say and point to their smile too.
Repeat together the story chant that forms part of the story routine.
Tom and Keri storybook.
Come and listen, take a look!
Start by showing the first image and allow the pupils a couple of seconds to scan the image and understand the scene from the picture before you start to read.
Note: Consider using the tips outlined earlier in the series.
In summary, they are as follows:
Read the story to the pupils in English yourself at a slow pace or play the narration tracks.
Point to the images of the characters and key words as they are read.
Highlight and explain key new words where necessary.
First reading – understanding to engage (key words and story steps)
Read the story highlighting new key words in the following ways:
First read the text for the page/image slowly, clearly and with expression.
Read the text on that page again, pointing to key items or demonstrating key actions.
Move on to the next image and text and repeat the process.
Story time Tips
Highlight the problem and solution in the story by pointing to the page illustrations where the problem and solution occur or doing a gesture to represent those steps. Here, there are puzzles to be made. The characters need to find out who is shown in the last puzzle picture. They are sad that the monkey‑puzzle looks sad – until the monkey turns the frown upside down and makes it smile! Show the emotions of the scenes in your voice and on your face to help the pupils follow the emotional thread of the storyline. At the end, the small problem is that the friends will not sit still to pose for Keri’s picture, because they are laughing too much. Keri turns this into a good situation and draws a picture of four happy faces!
Second reading – focus to engage
Before you start, give the class a task to do to keep them interested in the story. Invite the class to join in with simple phrases in the text: That’s better! and You look happy! Read the whole story again, this time reading the text on each page only once, so that the progress of the action is clear and faster.
Third reading – action to engage
Show the monkey flashcard and ask the pupils what sound it makes. Allow them to make the sound in the story.
Explain that they can jump up and make the sound when they hear the monkey swing down the staircase in the story.
Prompt them at the right time so that they have fun joining in.
Rhyme time I am happy
Invite the pupils to stand up.
Repeat the rhyme with the pupils.
They should be able to join in now, as they heard the rhyme in the PLUS course too.
Lead actions to match the words and prompt them to remember the rhyme. Point to your face, smile, eyes, mouth and nose.
Expert Pupil's Pages
Item: smile, ears
Instructions: Draw in the smiles and ears on the characters
Invite the pupils to walk to the tables like a monkey.
Hand out the pupil's page for the unit.
Point to the dotted lines for the mouths and to the outlines for their ears.
Invite the pupils to draw in the smiles and ears.
insert the Expert pupil's page for Who's that? here
##Using the page with the story
Each story page is a prop to be used in the classroom to support more play with English. Use the pupil’s page for a response activity.
Re‑read the story and invite the pupils to point to each of the character faces when they hear its name in the text, especially the monkey.
Revise the key words and phrases and say together, face, smile, eyes, nose, mouth, ears.
Activity with pick up
Invite the class to sit in a circle for an activity.
Prepare flashcards and lay them out, face up.
Use the Tom puppet. Take him to a card and say Tom, please pick up the …. book. Pick up the book flashcard with the Tom puppet and show the class.
Ask a volunteer to help Tom to pick up some more items and put them on the table or hand them to Tom.
Say [Name], please pick up the …flower. Prompt the pupil if necessary so that the first volunteer is successful and encourages others to join in.
Repeat for as many volunteers as possible. When all the cards have been picked up, congratulate the class make the Tom puppet wave at the class happily - say [Tom is happy!]
Praise the class.
Invite the class to join in with some story catch‑phrases.
Ask the class to sit in a circle.
Show the Keri flashcard and tell the class the Keri is looking for the monkey. Use the phrase Keri says, “Where’s the monkey?” You say, “I don’t know!”
Pass the Keri card round the circle and ask the pupils to take the card and say I don’t know! then pass it on quickly.
Repeat and extend
Now pass the monkey card around and ask each pupil to say Here's the monkey! Praise the class.
Add and extend
Use other phrases from the story to extend the activity if you wish.
Pass the smile card around. Explain that they need to say You look happy! Ask them to say the phrase quickly and pass the card on.
Song activity with the song Who is it?
Remind the pupils about this song from Keri’s Picture Book unit.
Hand out the pupil pages that the unit pupils completed earlier.
Play the song and invite the pupils to join in and sing Who is it? then to choose a character on their page to point to when they sing Peepbo! in the song.
Who is it?
Re‑telling the story with key‑word focus
Re‑tell the story with the puppets and key‑word flashcards.
Invite four helpers to come to the front and to hold the character puppets.
Invite another helper to come forward and hold the flashcards for a the key words in the story.
Read the story even slower than before, allowing enough time for each pupil to hold up the matching card or character puppet. To keep the whole class engaged, you can pair the pupils so that they prompt each other to match the word they hear with a response.
Game activity with the flashcards
Pin the cards for the parts of the face and the monkey card on the board face, eyes, nose, mouth, smile, monkey
Remove one card and shuffle the positions of the remaining cards. Ask in English what is missing.
Invite the class to tell you, then remove the next card and ask the class again. This time they need to name two items.
Repeat the process until they have to remember all six items.
If you have time....
Extra resource sheet
Theme: Emotions on faces
Instructions: Draw, colour and say
Invite the pupils to walk to the tables like a happy dog.
Hand out the extra resource sheet print out for the unit and pencils.
Invite the pupils to match the emotions shown and fill in the faces on the sheet: I am happy. I am sad. I am surprised. I am sleepy. The word surprised appeared in the last story and again here, but if this has not been presented before, take the opportunity of this sheet to introduce it. Make the facial expression with raised eyebrows and open, happy mouth. (A happy mouth shows the difference between surprise and shock).
Help them to choose if they are not sure which kind of face to show.
insert the Expert online resource page for Who's that? here
Using the extra resource sheet with the story
Extend the activity
Invite the pupils point and say with you.
Encourage the pupils to join in with the phrases as they point I am happy. I am sad. I am surprised. I am sleepy..