Tom and Keri Expert Teacher's Lesson Notes
Book 2 Tom’s red ball
Items to prepare
Tom’s red ball storybook
Word and phrase picture cards
Expert Pupil's Pages
Tom and Keri puppets
Tom and Keri toys
Lucky dip bag full of small objects in the colours red, yellow or blue, enough for one object per pupil
Toy balls in red, yellow or blue
Extra colour cards, including in orange, green and purple for the last game
Expert Online resource sheet (some units only)
Phrases: Where’s my red ball? Hello…yellow ball. It is….it is not
Nouns: ball, rainbow, bush, leaves, paw
Verbs: look, hope, play
Other core words: red, yellow, blue, happy
Also revise the colours orange, green and purple
Present or revise the key words with the flashcards or matching item
Ask the class to sit in a circle.
Pass round the three colour cards for red, yellow and blue.
Say Stop and make sure they stop passing the cards to the next pupil.
Use the unit phrase with where and ask Where’s the yellow card? Repeat for the red and blue cards and praise the pupils who raise the right card to show you.
Repeat the process of passing, stopping and asking twice more, then collect the cards in.
Show the blue card but say Is it the yellow card? Lead the pupils in answering No, it is not the yellow card. It is the blue card. Repeat this exercise too a couple of times, so that the example is clear.
Set the context, revise the film
Invite the pupils to sit where they can see the screen easily. If you have a real red ball, introduce it here.
Roll the red ball across the circle and invite all the class to tell you what it is. Ask What is it? Elicit A red ball. Confirm this with the full sentence It’s a red ball.
Hold up the ball and say Tom has a red ball. Let’s listen to the story, Tom’s red ball.
Note: You can say Tom's got a rell ball. That is also correct. Show the film.
Elicit the names of the four characters, after watching the film.
Remind the class that they are happy at the end of the story because Tom has his red ball and they can all go and play.
Create an atmosphere of excitement and focus around the story with a chant that establishes a 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 in story 1. These are repeated here, adapted for story 2 so that you can see how they will apply to each new story context.
It can be useful to read the story to the pupils in English yourself, so that you can use a slow pace for the first reading, pausing whenever you see that you need to in order for the class to follow. If you prefer, then you can play the narration tracks straight away. However, be prepared to stop and start the tracks, to keep the pace right for the group.
Point to the images of the characters as you read their names too, so that the pupils start to become aware of the link between the names they hear, the images they see and the symbols that form words in a storybook.
Prepare the monitor screen for showing the story pages. If you have a white board, you can also display the noun flashcards.
Point to the new word flashcards together and repeat their names.
Invite the class to sit where they can see you and the screen easily.
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. Allow the pupils to look at the screen/picture so that they match the words of the text with the context of the image. Point to the noun images as you read their names in the story to link the sound to the image. Point to the images of the characters as you read their names too, so that the pupils start to become aware of the link between the names they hear, the images they see and the symbols that form words in a storybook.
Read the text on that page again, this time inviting the pupils to join you by pointing to the characters or nouns that are named in the text and appear in the picture. Do gestures to match the words where appropriate.
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, a problem arises when Tom’s ball is lost. Pause when the problem repeats in the story, as each new ball that the friends find is not Tom’s red ball. This way, the children have time to think about it and wonder what will happen. This will make the relief stronger when the correct ball jumps out of the rainbow. Show the emotions of the scenes in your voice and on your face to help the pupils follow the emotional thread of the storyline. In this story, they are mainly worry, loss, then joy at the end!
Second reading – focus to engage Before you start, give the class a task to do to keep them interested in the story by focusing on one aspect of it. Invite the class to join in with simple phrases in the text: Where’s my red ball?... Look! My red ball!....Let’s play!
Read the whole story again, this time reading the text on each page only once, so that the progress of the action is clear.
Third reading – action to engage Invite the class to stand up and explain that they are all going to be coloured balls. Divide the class into three groups – the red balls, the yellow balls and the blue balls. Explain that each group should jump up and down on the spot like balls bouncing when they hear their colour in the story. Prompt each group so that they can be successful.
Invite the pupils to stand up.
If your class learns well by repeating activities that they have done before, then choose to use a song activity from the PLUS version for this song. If your class likes new activities, try the following idea.
Bring out your lucky dip bag full of items that are either red, yellow or blue.
Place the red, yellow and blue cards on three separate small chairs.
Play the song and invite each pupil to pick an item from the bag and place it with the correct matching coloured flashcard.
Invite the pupils to sing along to the song and point at the coloured cards when they sing the matching colour in the song, while they are waiting for their turn to take an item from the bag.
Expert Pupil's Pages
Item: ball, rainbow
Instructions: Colour red, yellow and blue. Name the rainbow and the ball.
Invite the pupils to bounce to the tables, like bouncy balls.
Hand out the pupil's page for the unit.
Demonstrate colouring the last stripes of the rainbow.
Point to the ball and elicit that it is Tom’s red ball.
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 three story colours in the rainbow when they hear its name in the text.
Finish by asking them to point to the red ball when Tom gets it back.
Revise the key words and phrases and say together, Tom is happy again! Let’s play!
Invite the class to stand in a circle for an activity.
Invite the pupils to pretend that they are each a bush and that their hands are leaves. Revise the words bush, leaves.
Invite the pupils to hold their leaf‑hands in front of their faces, as if their faces were the coloured balls hiding behind the leaves in the story.
Explain that each pupil should cover their face with their hands and wait to their name.
Demonstrate that when they hear their name, the teacher will say What colour are you? Each pupil should choose either red, yellow or blue and call out the colour.
Invite the rest of the class to respond and to call out Hello, yellow/red/blue!
Choose every pupil so that each has the chance to be leaves on a bush and to say their chosen colour.
Praise the class.
Note: Invite the class to repeat the full phrase as best they can (just as you would encourage a child to repeat back in the first language). Many children will develop a habit of repeating corrected or completed phrases back after just a few lessons. This will help them to learn and retain whole phrases faster.
Repeat and Extend
Repeat and extend the use of the phrase. Prepare the flashcards for the balloon, present, Dog and Cat and revise the phrase with hello:
Show the card and say
Invite the class to join in with some story catch‑phrases.
Ask the class to sit in a circle.
Choose the flashcards for some of their favourite items from Tom and Keri PLUS, for example shell, pirate, tortoise, frog
Pass the cards round the circle and ask the pupils to take the card and say hello to the item quickly, then pass it on. Once the pupils have understood the activity, pass two cards round at a time and then three. It can be quite hard to concentrate on saying hello to the right item when you can her other words around you, so this is good practice and may be funny!
Ask the pupils to close their eyes while you hide yellow, red or blue items around the room.
Invite a volunteer to look for an item in a specific colour. For example use the phrase [Name], please look for yellow, something yellow. If you only hide toy balls, then use the matching word [Name], please look for a yellow ball.
Repeat the activity for all the pupils. Perhaps play the song in the background and encourage the rest of the class to sing while waiting for their turn.
Ask the rest of the class to help you check that the pupil has brought back the right colour. Ask everyone Is it a yellow ball/it is yellow?
Encourage everyone to join in and reply.
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 more helpers to come forward and hold the colour flashcards or three coloured balls.
Read the story even slower than before, allowing enough time for each pupil to hold up the matching card, ball 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/song I can see red
Use the word and shape of the rainbow and revise the other three colours from the series, covered in the Tom and Keri B films, orange, green and purple.
Ask the class to stand in a circle.
Hand out the pupil’s pages completed earlier. Alternatively, hand out colour cards, balls or tokens for red, yellow and blue and place the orange, green and purple cards around the room. Explain that at the top of a mountain you can often see a circular rainbow, so the pupils can show their colours while standing in a circle.
Invite the pupils to walk around in a circle to the music, singing along and to hold up all their colours when they hear the word rainbow in the song.
I can see red
Extra resource sheet
Item: balls under bushes
Instructions: Colour, fold, close and open
Invite the pupils to walk to the tables like Tom.
Hand out the extra resource sheet print out for the unit and pencils.
Invite the pupils to colour the leaves on the bushes green.
Invite the pupils to colour the three balls red, yellow and blue.
Help them to fold the page so that the leaves cover the balls. Fold the balls panel up then fold the leaves panel back, making a zigzag sheet.
Show the pupils how to lift the leaves to show the balls and say hello red, hello, yellow, hello blue!
Using the extra resource sheet with the song
Extend the activity
Invite the pupils to sit in a circle and to hold their sheet.
Encourage the pupils to sing the song and to lift the leaves to show each colour ball to match it with the words of the song.
Let the pupils take the sheet home so that they can sing the song and share the sheet with their family.