a welsh lamb - assetsassets.cambridge.org/97805216/74911/excerpt/... · 2012-04-27 · a welsh lamb...

A Welsh Lamb

6

What you need• Poster 1 In the country (pages 84–85), preferably enlarged.

• Photocopied worksheets (pages 8–9). An OHT or enlarged copy.

• (Optional) A map of the UK showing where Wales is.

• (Optional) Pictures of dogs, puppies and sheep.

• Cassette/CD if required.

Before reading• Talk about animals. Ask Do you like animals? What’s your favourite

animal? Have you got a pet? Is an elephant a good pet? etc.

• Use the poster or pictures to pre-teach or revise sheep, lamb, dog, puppy,tail and horns.

• Ask What can a dog do? and elicit or pre-teach Growl, Wag its tail, Lickits puppies, Look after its puppies etc. Ask What can a sheep do? and elicitor pre-teach Eat grass, Run in the grass etc.

• Tell the children you are going to read a true story about a boy calledMartin, who lived in Wales. Show them Wales on the map.

CULTURAL NOTE: Wales is one of the countries of the UnitedKingdom. Although it has its own language, all Welsh people nowadayscan speak English. Wales has beautiful mountains, and sheep are afamiliar part of the rural landscape.

• Ask What pet has Martin got? Guess. Elicit suggestions. Then say Let’s see!

Reading the story• Open out the cover of the book and use the pictures to introduce

Martin and Keith. Read or play A Welsh Lamb. Then point to the backcover and read My brother and I found a little lamb. We took it home and itbecame our pet. One day it gave us a big surprise … Check the children’spredictions, asking What pet has Martin got? to elicit A lamb. Ask themto guess what surprise Martin’s lamb gives them.

Key words and phrases Main structures

lamb growl past simple puppy wag its tail comparatives mess lick shouldhorn look afterstroke afraid

WS

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© Cambridge University Press www.cambridge.org

Cambridge University Press0521674913 - Teacher’s Book 4Brenda KentExcerptMore information

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7

1

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38

39

40

41

42

• Open your book to page 2 and show the children the picture. Read orplay the text.

• Look surprised and mime hearing a strange noise. Then read or playthe text on page 3. Pause and predict: ask What happens next?

• Introduce the rest of the book in a similar way, using mime, thepictures in the book and the poster to help the children understand. At the end of page 30, pause and predict: ask What happens next?

• Check the children’s predictions about the surprise the lamb gaveMartin’s family. Then ask Would you like a lamb? Why/Why not? etc.

• Give out the books and read the story again. Ask the children What’syour favourite picture in the book? Then give them time to enjoy the bookin their own way, rereading a few pages or looking at pictures.

After readingGive out the worksheets and display a copy, enlarged or on OHT.

1 Read True or false? Show the children that ‘a’ has been done for them.Find the relevant part of the story and read it aloud. The children thencomplete the exercise individually or in pairs, correcting the falsesentences.Fast finishers can write their own true or false sentences for each other.Alternatively, do the entire exercise as a listening and speaking activity.The children work in pairs. Read or play the story for the children tocheck their answers. Answers: a false, b false, c true, d true, e false, f false, g false.

2 Point to your worksheet and read Do a survey. Ask What’s your favouriteanimal? to elicit A dog etc. and record the answers on your worksheet.Report your findings to the class, e.g. Jorge’s favourite animal is anelephant. Franco and Maria’s favourite animal is a dog. Choose volunteersto model the question and answers for the class. Then say Your turn anddivide the class into groups of up to four to do the survey and recordtheir answers on their worksheets. When all the groups have finished,help them to report their findings to the class.

3 Fast finishers unjumble the letters to discover the identity of the mysteryanimal (a rabbit). They can then draw their own mystery animals foreach other. They could also write clues using is, can and has got.

Extra activities1 Provide model sentences or prompts to help the children write about

their favourite animal and what it can do.

2 Photocopy the text strips on pages 78–79 and use as described in theIntroduction.

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A W

elsh

Lam

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____

____

____

____

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10

What you need• Photocopied worksheets (pages 12–13). An OHT or enlarged copy.

• (Optional) Pictures of dogs, preferably doing different things.


Before reading• Use your pictures of dogs to revise or pre-teach language from the

book, e.g. do tricks and run after. Show the children the picture of Spikeon the back cover of the book and elicit questions about him, e.g. Is ita ‘he’ or a ‘she’? What’s his name? Is he good/naughty? What can he do?

• Tell the children that Spike belongs to Alice and point to her on thefront cover of the book.

• If necessary, tell the children about dog shows.

CULTURAL NOTE: In Britain, dogs are popular pets. Even ordinarydogs can be taken to dog shows where they can win prizes forobedience and looking nice.

• Point to the back cover and read Alice wants Spike to win the dog show.Sometimes he’s good ... Ask Does Spike win the dog show? to elicitpredictions from the children. If you like, count and record the numberof ‘yes’ and ‘no’ votes. Then say Listen to the story and find out.

Reading the story• Point to the front cover and read or play The Dog Show.

• Open your book to page 2 and show the children. Ask Where’s this? toelicit The kitchen. Read or play the text, using mime to help thechildren to understand.

• Show the children page 3 and ask And where are they now? to elicit Thebathroom. Read or play the text. Pause and predict: ask What happensnext?

The Dog Show Key words and phrases Main structures

vetwin (the dog show /

first prize)run after (cats) staycome

do trickswetnaughtysometimesalways

past simplegood at +

gerund WS






11

• Introduce the rest of the book in a similar way. At the end of page 25,pause and predict: ask What happens next? At the end of the book,check the children’s original predictions: Does Spike win the dog show?

• Give out the books and read the story again. Ask the children if theythink the vet was right to give the first prize to Alice and Spike.

• Give the children time to enjoy the book in their own way, forinstance, rereading a few pages or looking at pictures.


1 Point to each of the dogs in turn and, using mime, ask What’s this doggood at? Getting things? Shaking hands? Elicit answers from the children.Then read Fill in the gaps and show the children how the first one hasbeen done for them. You might like to get the children to read theanswer together, checking their pronunciation, e.g. of through. Thechildren then complete the exercise, checking answers in pairs or threes.

Fast finishers can work in pairs, pointing to the pictures and asking andanswering What’s this dog good at?

2 Ask two children to help you. Encourage them to choose answers tothe questions about an imaginary dog. Use prompts, e.g. say Whatcolour is our dog? Black like Spike, or brown, or white? Write the children’ssuggestions, e.g. Our dog’s a ‘she’. She’s called Betty etc. on the board.Then turn to the class and say Your turn. Put the children into pairs tocomplete the exercise. They can choose one of the dogs on theworksheet or they can use their own ideas. As the pairs finish, putthem in fours to ask and answer the questions about their imaginarydogs. Alternatively, you might choose to let them circulate freely roundthe class.

3 Children read the mirror writing to discover the dog’s name is Bonzo.

Fast finishers can write a new name.

Extra activities1 Give each pair who worked together on After reading activity 2 a piece

of coloured paper. Ask them to draw and write about their imaginarydog, copying the information from the worksheet. Display thechildren’s work under the title Our Dog Show.

2 Model a guessing game. Pretend to have a pet and ask What’s my pet?Ask me questions to elicit What can it do? Can it run / jump / do tricks? Isit big? etc. Answer the questions until someone guesses correctly, e.g. Amouse. Repeat as necessary. Then say Your turn and the children playthe game in pairs or small groups.

FF

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shake

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What’s

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Lady

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b

The

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____

____

____

____

____

____

____

____

12






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Fin

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?

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dog a

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r do

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What’s

your

dog’

s nam

e?

How

old

is

your

dog?

What

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is y

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dog?

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14

What you need• Poster 1 In the country (pages 84–85), preferably enlarged.

• Photocopied worksheets (pages 16–17). An OHT or enlarged copy.


• A copy of the chart from Reading the story, without the suggestedanswers which are given in italics. You could write it up on the board,flipchart or OHT. If appropriate, you could also make copies ofindividual charts for each child or pair of children.

Before reading • Using the poster, pre-teach root, underground and tree. Ask the children

What lives underground? What lives in trees? to elicit Worms, Spiders etc.

• Use the picture on pages 2–3 of the storybook to elicit the subject ofmoving house. Then ask Where are they? What’s in the hole?

• Say Listen to the story and let’s see!

Reading the story• Point to the cover and read or play The Peace Ring. Use the picture to

introduce Ben and Tracey.

• Open out the cover of the book and point to the ring. Then read Traceyand Ben explore their new house. And they find a ring ... a magic ring.

• Open your book to pages 2–3 and show the children. Read or play thetext, miming to help the children understand.

• Introduce the rest of the story in a similar way. Pause and predict at theend of page 9: ask What’s behind the door? Pause and predict at the endof page 23: ask What happens next? Guess.

• Show the class your prepared chart. Get the children to help you fill inthe gaps in the chart after you have finished reading.

Key words and phrases Main structures

hole leader past simple ring move house comparatives torch live in peaceroot be at warsash underground

The Peace Ring






15

• Ask the children Is a tree-house a good place to live? Is underground a goodplace to live? What do you think?

• Give out the books and read the story again. Give the children time toenjoy the book in their own way.


1 Read Correct the mistakes. Use the words in the box. Read Root-people livein trees. Pause and say Do root-people live in trees? to elicit No. They liveunderground. The children complete the exercise, using the book andthe chart on the board to help them.

2 Read happy, fight, shake hands, laugh, hug and angry, miming each wordand encouraging the children to mime with you. Then put childreninto pairs and read Match the words with the pictures. Then put them inthe right place. Show them that happy has been done for them.Suggested answers: War: fight, angry; Peace: happy, shake hands, laugh,hug.

3 Read How many true sentences can you make with these words? and theexample. Elicit more examples before putting the children in pairs towrite down as many sentences as they can. They could use the back ofthe worksheet. Ask pairs to read out their favourite sentences.

Ask fast finishers to write some false sentences, e.g. Mice sing in trees.They could illustrate their favourite one. Alternatively, set this ashomework for the whole class.

Extra activities1 The children design a tree-house or underground home.

2 The children work in pairs or threes to invent another people, e.g.river-people or sea-people. They draw them and their homes and thenwrite sentences about them: They wear ... They live ... They like eating ...

3 You could make a cross-curricular link to other work on conflict.

FF

People

root-people

tree-people

earth-people

Live

underground

in trees

Wear

shiny suits

green hats

in flats / houses /on the earth etc.

clothes / jeans /jumpers etc.






The

Pea

ce R

ing

1C

orr

ect

the

mista

kes.

Use

the

word

s in

the

box.

Root-peo

ple

liv

e in

tre

es. Thei

r le

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is

Talli

c. T

hey

wea

r sp

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ysu

its.

Talli

c

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rs a

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ensa

sh.

Tree

-peo

ple

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gro

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wea

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.

Ben

and T

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____

____

____

____

____

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shake

hands

laugh

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angry

happ

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rue

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nce

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n y

ou m

ake

with t

hes

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ord

s?

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ple

live

/ don’

t liv

eunder

gro

und

Birds

wea

r /

don’

t w

ear

in t

rees

Dogs

fly /

don’

t fly

in h

ole

s

Mic

esing /

don’

t sing

shoes

Dogs d

on’t

live

in trees.

Fin

ished

? N

ow

write

som

e fa

lse

sente

nce

s.

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18

What you need• Photocopied worksheets (pages 20–21). Adapt activity 1 for less

confident children by writing parts of the body on the worksheet. AnOHT or enlarged copy.

• (Optional) OHT for the Before reading / Reading the story activity.


Before reading• Pre-teach magic and magician by writing the name of a well-known

magician on the board. Say (Harry Potter) is a magician. What can he do?Make suggestions, e.g. He can ride a broomstick. He can do magic.

• Draw a chair on the board and pre-teach disappear, appear, visible andinvisible by rubbing out and redrawing the legs. Say (Harry Potter) canmake this chair leg disappear. Look, it’s invisible. Can you see it? No! But hecan make it appear again. Now it’s visible. Can you see it? Yes! Is it visible?Yes! Ask a volunteer to repeat the activity with another object.

• Write angry, amazing, crazy, young, old, fat, thin and magic on the boardor show your OHT. Say you are going to read a story about a newteacher. Ask Is he angry, amazing, crazy, young, old, fat, thin or magic?Listen to the story and find out. The children copy the words and circlethe ones that describe Mr Mulch as they listen to the story.

Reading the story• Point to the cover and say This is Mr Mulch. He’s a teacher. Read or play

The Amazing Mr Mulch. Pause and predict: ask Why is he amazing?

• Point to the back cover and read What happens when Class 8 have a newteacher?

• Open the book to page 2 and show the children. Imitate the sound of abell. Point to the picture and read or play the text.

The Amazing Mr Mulch Key words and phrases Main structures

magician amazing past simple magic crazy ’s for possession coin invisibledisappear visibleappear angry

WS






19

• Introduce the rest of the book in a similar way. On page 6, point to theboy in the green jumper with red hair and say This is Oliver. Read orplay “My name is Sam,” said Oliver before asking Is his name Sam? toelicit No, it’s Oliver. At the end of page 11, pause and predict: ask Whathappens next? On page 32, point to the message. Ask What does this say?

• Point to the words on the board, asking Is Mr Mulch angry? etc. circlingthe relevant words.

• Ask Is Mr Mulch a good teacher? What do you think? Do you like Mr Mulch?Point to the picture on page 30 and ask Do you like this teacher? Is she agood teacher? What do you think?

• Give out the books and read the story again. Give the children time toenjoy the book in their own way, rereading pages or looking at pictures.


1 Read pages 22–25 of the book again. Read Look at pages 24–25 and labelthe pictures. Here are the names you will need. The children label thepictures, using pages 24–25 of the book to help them.

2 Put the children into pairs. Read Can you find 11 more words from thestory? Show them that two words have been done for them.Answers: class, classroom, disappear, appear, crazy, invisible, visible, leg,amazing, angry, face, magic, magician.

Fast finishers could make a similar puzzle for their friends to do, usingwords supplied by you or their own ideas.

3 Read Here’s another message from Mr Mulch. What does it say?Answer: Have fun!

Fast finishers write another secret message for their friends.

Extra activities1 Draw a sketch of Mr Mulch or a pin man on the board and write

His jacket is blue. His hair is grey. He’s crazy! Who is it? The children callout their guesses. They then draw other characters from the book anddescribe them to a partner who guesses who it is.

2 Tell the children they are going to sing a song about Mr Mulch. Fitsome words to a familiar tune, and teach the song to the class, e.g.

Mr Mulch is amazing, / Mr Mulch is crazy.

We want Mr Mulch, / Amazing, crazy Mr Mulch!

3 Child A draws a person on the board. Child B holds a magic wand andsays Head disappear! Leg appear! etc. Child A listens carefully and rubsout and draws accordingly.

FF

FF






The

Am

azin

g M

r M

ulch

1Look

at

pages

24–25 a

nd label

the

pic

ture

s.

Her

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the

nam

es y

ou w

ill n

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Mr

Mulc

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s from

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story

?

20

Nam

e__

____

____

____

____

____

____

____

__

This is

Mr

Mulch

’s h

ead.






3H

ere’s

anoth

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22

What you need• Photocopied worksheets (pages 24–25). An OHT or enlarged copy.

• (Optional) Props for a magic trick.

• (Optional) OHT for Before reading activity.


Before reading• Show them the map on page 31 of the book and say that they are

going to hear a traditional story told by the Hopi tribe from Arizona.

• If you are able, perform a simple “magic” trick. Ask the children aboutmagic tricks in stories they know. Say There are some magic tricks in thisstory. Write the following on the board or show an OHT:

Yellow Corn Maiden turns ___________________ into ___________________ .

Grandmother Spider turns ___________________ into ___________________ .

Say Listen to the story and fill in the gaps.

Reading the story• Open out the cover of the book. Point to the coyote and say This is a

wild dog – a coyote. Point to the title and read or play Coyote Girl.

• Point to the back cover and read One day Yellow Corn Maiden plays a badmagic trick on her friend.

• Open the book to page 2 and show the children. Read or play the text,pointing to Blue Corn Maiden and Yellow Corn Maiden as appropriateand miming crying. At the end of pages 4 and 9, pause and predict: askWhat happens next?

• Introduce the rest of the story in a similar way, pausing after pages 11and 29 to fill in the gaps on the board.Answers: Yellow Corn Maiden turns Blue Corn Maiden into a coyote.Grandmother Spider turns Yellow Corn Maiden into a snake.

Coyote Girl Key words Main structures

coyote fur past simple trick spider imperatives secret howl could for ability wheel magic has got paw

Coyote Girl is also available in play form – see pages 50–53.

WS






23

• Ask Was that a good trick or a bad trick? What do you think?

• Give out the books and read the story again. Give the children time toenjoy the book in their own way, rereading pages or looking at pictures.


1 Put the children into pairs. Point to the picture and read Can you see thesnake? Encourage the children to find the snake and to show theirpartners. Then read Find more hidden things from the story and make alist.Answers: snake, Yellow Corn Maiden, Blue Corn Maiden, dancer, rainbow wheel, coyote, bow and arrow, pot, blanket.

2 Read Match the questions and answers. What’s got eight legs and no tail?Suggest A person? A coyote? A snake? A spider?Answers: 1d 2a 3b 4c.

Fast finishers colour the border.

3 Point to the animal pictures. The children read the words with you. Askif they can find other animals in the storybook. Then they choose twomore animals to draw on their blank cards and write the names. Theycut out the cards and share them out in small groups divided into twoteams. Demonstrate the game with one group. The first player describesone of their animals, using It’s got ... It can … etc. If their team-matesguess the animal, the team wins a point and the card is put down onthe table. If they do not guess correctly, they keep the card. Thewinning team is the first with no cards.

Extra activities1 Write out quotations (direct speech only) from the story in random

order. Put the children into teams of three or four. Write Who sayswhat? Yellow Corn Maiden, Blue Corn Maiden, one of the men orGrandmother Spider? on the board and tell the children they are goingto have a quiz. Read the quotations out one by one. Say 1 “Blue CornMaiden is not my friend now. I’ll play a trick on her – a bad magic trick.” 2 “Oh, no! I’m a wild dog, a coyote!” etc. You could howl like a coyote forone question! The children write down who they think said each one.

2 Develop the theme of Hopi art by getting the children to design Hopirugs, dancers’ costumes and pots, like the designs in the borders of thestorybook pages, with appropriate labels in English.

FF






24

Nam

e__

____

____

____

____

____

____

____

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story

and m

ake

a list.

1 sna

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3

4

5

6

7

8

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25

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ut

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card

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Take

it

in t

urn

s to

des

crib

e an a

nim

al to

your

team

.

1

What’s

got

eight

legs

and n

o t

ail?

a

A p

erso

n.

2

What’s

got

two a

rms,

tw

o leg

s and t

wo h

ands?

b

A c

oyote

.

3

What’s

got

a t

ail,

four

paw

s and b

row

n f

ur?

c A

snake

.

4

What’s

got

no leg

s, n

o h

ands

and n

o f

ur?

d

A s

pid

er.

coyote

snake

rabbit

dog

bird

lizard

✂✂






a welsh lamb - assetsassets.cambridge.org/97805216/74911/excerpt/... · 2012-04-27 · a welsh lamb...

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