Teacher’s Lesson Plan
Language Presenter Film Track
Pupil’s Books, pencils
Extras: Plain sheet of paper for each pupil
Words: rain, duck, tortoise
Phrases: What is it?/What’s that? It is raining.
Lesson 6 | 15 to 20 minutes
Language presenter film track
Ask the class to sit where they can see the screen easily.
Show the clip and ask the children to stand up to do actions to match the words that they prepared in lesson 1 of this unit: Wiggle and lower your fingers for it is raining; walk fast on the spot for fast and slowly on the spot for slowly; shrink their heads into their necks for tortoise and waddle round in a circle on the spot for duck.
Encourage them to repeat the words and phrases with the presenter as they do so.
Use the phrase What’s that? or What is it? again. This time, follow the bit‑by‑bit card revealing game format.
Hold up an animal card covered from view by another flashcard. Ask What’s that? and lower the covering card slowly. See who can call out its name first.
Use the same set of cards as in lesson 2: Dog, frog, duck, tortoise, Cat, squirrel, fly.
Remind the class to listen to the songs and do the actions for this unit at home.
Actions Game What’s that?
Use the same phrase in a new actions game if you have time.
Stand in a circle and ask a volunteer to come to you.
Offer the child a selection of cards face down. Invite the child to take one and look at it but show no one.
Encourage the child to mime the creature on the card and invite the class to guess what it is in English. Use the cards for: duck, frog, cat, dog, tortoise, squirrel, fly.
Repeat with new volunteers to revisit words met so far.
Unit 8 | Lesson 7 | 15 mins
Game + In and out song
Ask the class if they can remember when they first met a frog in a Tom and Keri story. Elicit the reply Dog and the frog or a summary in the home language of the story in which Dog helps Tom get his coin back.
Remind the class that the frog was also jumping in water in that story.
Play the song and do the actions – either by drawing the chalk circles as in Unit 3 lesson 2 or using the instructions in unit 3 lesson 3. Give each child their Pupil’s Book sheet 6 with the in‑out flaps. Play the In and out song and use the sheet as in lesson 3.
Sing along to the song together too as it is now becoming familiar.
In and out
Lesson 8 | 15 mins
Use a new transition action to move to the tables. Invite the class to walk slowly like a tortoise and to repeat Slowly, slowly! as they walk to the tables.
Give each child the Pupil’s Book page and pencils.
Hold up a page to demonstrate how to match one set of footprints and ask the class to link the right creature to the right footprints with a line.
Check that everyone has completed the sheet correctly.
Hold up a completed sheet. Point to the pictures and elicit the words tortoise and duck.
Lesson 9 | 15 mins
Actions game 1, 2, 3, jump!
Make teams with a few children in each team. Give each team a name using the characters and creatures in this unit: Tom, Keri, Dog, Cat, frog, duck, tortoise. Draw or mark a start line and finish line with chalk on the floor.
Invite the first team to stand in a line. They will all be jumping to see who can jump best – but only when everyone says jump, so you can all check that everyone only does the same number of jumps. The class will repeat with you 1, 2, 3, jump! at which point the first team jumps. Repeat the phrase until they reach the finishing line, about our jumps away. Select a winning frog from each team. Invite all the winners to have a last jump‑off competition and find the class winner. Give all the finalists a reward sticker.
Note: This game rewards the physically strong, who may not be same group as the word‑smart children.
Lesson 10 | 15 + mins
Craft Plain sheet of paper
There are two options for this activity.
Option 1: If your have a small class, consider asking them to draw around one foot, then the other foot on the sheet of paper to make footprints, then go to the tables and colour the footprints in.
Option 2: Invite the class to draw their own version of a tortoise.
Display the footprints or the tortoises on the wall.