bonfire night - oxfordeltcatalogue.es...1 find guy fawkes. follow and write. t tell the children to...
TRANSCRIPT
180
Bonfire Night 5th November
Festivals
Beginning the lesson
TIMING: Use these lessons around 5th November, when
Bonfire Night is celebrated. All the language is reviewed
from Unit 1 so it would be most appropriate when that
unit has been completed.
1. Talk about Bonfire NightAsk the children what they already know about Bonfire
Night. Encourage them to talk about the topic, aiming
to get as much discussion as possible. Ask What’s Bonfire
Night? Where is it celebrated? When is it? Why?, etc. If
they don’t know anything about it, explain that it is on
5th November and it’s celebrated mainly in England.
Municipal celebrations are usually held on the weekend
nearest the date. Tell them that 400 years ago a man
called Guy Fawkes tried to blow up the Houses of
Parliament and kill the then King of England, James I. Guy
Fawkes was caught red-handed and then executed. As a
result, people celebrate the fact that the King didn’t die
and Guy Fawkes’s plot was foiled. They do this by having
bonfires and letting off fireworks.
CULTURAL NOTE: If you want more information on the
origins of Bonfire Night and Guy Fawkes, you may find this
internet site useful: www.funsocialstudies.learninghaven.
com/articles/guyfawkes.htm
Say Open your Class Books at pages 66 and 67. Ask What
can you see? See if they can tell you what’s happening in
the pictures. Explain that these photos show how people
celebrate Bonfire Night in England. In one photo, the
children have made an effigy of a man by stuffing old
clothes with newspaper. This man is called a guy (after
Guy Fawkes). Traditionally, children ask for money for their
guy, as in this photo, and they give the money to charity
or to their parents to buy fireworks. In another photo,
there is a bonfire and the children are watching fireworks.
Ask the class When do you have fireworks? When do you
have bonfires? Do you like fireworks? Encourage them to
talk about local festivals where fireworks or bonfires are
involved (for example, la víspera de San Juan). In another
photo, there is a selection of typical food for Bonfire Night:
hot dogs and toffee apples. Explain that many people
nowadays go to a large, municipal bonfire and fireworks
display because it’s safer, and there is often a fun fair
too. Ask them if they think they would enjoy celebrating
Bonfire Night.
Lesson 1
Objectives: To raise cross-cultural awareness of lifestyles
and festivals in English-speaking countries.
To transfer target language to a real life context and
provide exposure to new language for this festival.
Main language: Bonfire Night, a guy, a bonfire, fireworks,
a rocket, hot dogs, toffee apples, A penny for the guy, please
Revised language: Thank you, Look at the …, I’m hungry,
I like …
Materials: Class Book: pages 66 and 67
Activity Book: page 59
CD 3: tracks 04, 05, 06
DVD Activity sheets 16 and 17
Large sheets of paper, computers with internet access
Optional materials: A sheet of card and five paper
fasteners for each child, string
181Festivals
4. Vocabulary recognition (AB page 59)
1 Find Guy Fawkes. Follow and write.
Tell the children to open their Activity Books at page 59.
Refer the class to the spelling maze in activity 1 and point
to the starting point (top left). Explain to the children that
they need to find Guy Fawkes.
Children label the pictures on the right using the letters
they find as they go through the maze. Do the first one
as an example. Point at the first letter (r) and ask What’s
the first word? (rocket). Now write the word and label the
picture. Go round the class, helping as necessary. Check
the answers as a class.
ANSWERS
rocket, bonfire, hot dogs, toffee apples, fireworks
Ending the lesson
5. GoodbyeInvite groups to the front of the class to act out the
dialogues. Encourage them to do actions and add as
much expression as possible.
Say Goodbye.
EXTRA ACTIVITIES
1 Reinforcement
Firework safety rules.
Explain to the class that there is a law in the UK that
prohibits the use of fireworks to everyone under the
age of 18.
Put the children in groups of four. Ask How old do you
have to be to buy fireworks in your country? Do you think
the British law is too strict? Ask them to think about
firework safety. Brainstorm a few ideas with the group
about firework safety, e.g. keeping pets inside the
house, etc. Then ask the groups to design a poster
for children to keep safe on Bonfire Night. They may
find this website useful: http://kidshealth.org/parent/
firstaid_safe/outdoor/fireworks.html
When the children have found information, they write
short sentences and create a poster to put on the wall.
Extra video!
If you wish to spend more time on an aspect of British
culture, use the Bonfire Night section of the DVD
and the notes and Activity Sheets, 16 and 17 on the
Teacher’s Resource CD-ROM.
Developing the lesson
2. Presentation and practice of new vocabulary
1 Listen and repeat.
Tell the class that they are going to learn some new words
about Bonfire Night. Refer them to the six pictures at the
top of page 67. Ask them to listen and point to them, then
play CD 3 track 04. Play the CD again and pause after each
word to get class and individual repetition.
Listen and repeat. $
Listen and answer.
Demonstrate the activity. Say What’s number (5)? and get a
pupil to answer (hot dogs). Play the CD, pausing after each
question for individuals to answer, and then continue with
the recording to confirm their answer.
Listen and answer. $ What’s number 4? A rocket What’s number 1? A guy
What’s number 6? Toffee apples What’s number
3? Fireworks What’s number 5? Hot dogs What’s
number 2? A bonfire.
As before, point at a picture and say What’s number (6)?
and elicit the answer. Then get the children to ask and
answer in pairs, using their Class Books. Go round the class
and help them as necessary.
COMPETENCE IN SOCIAL SKILLS AND CITIZENSHIP: Speaking
activities of this sort, where children use dialogue
as a basic tool for interpersonal communication,
encourage participation.
3. Preparing for the sketch
2 Listen, repeat and act.
Refer the class to the three main photos on page 66 again.
Ask them to find the vocabulary items in the main photo,
but explain that one of the items isn’t there. Ask Which one
is not in the pictures? (a rocket).
Ask them to listen to CD 3 track 06 and to follow the
dialogues in their books. Tell them to point to each
speech bubble so that you can check that they are
following correctly.
Listen, repeat and act. $
Play the CD again, pausing after each line to get class
/ individual repetition. Teach the new phrase: a penny
for the guy (a penny is the smallest coin and the children
are asking for donations for their guy). Demonstrate the
first sketch in front of the class inviting children to help
you. Then put the class into pairs / groups of three to
practise. Go round the class and help children who find
this difficult.
COMPETENCE IN AUTONOMY AND PERSONAL INITIATIVE:
Acting out together gives children the courage and
confidence to express themselves in English.
182 Festivals
Lesson 2
Objectives: To continue the theme of Bonfire Night
in English.
Revised language: Bonfire Night, a guy, a bonfire,
fireworks, a rocket, hot dogs, toffee apples, a penny for the
guy, please, Thank you, Look at the …, I’m hungry, I like …+
noun / -ing form.
Receptive language: We remember his plot to blow up
parliament and kill the King. We put the guy on the bonfire.
We watch lots of fireworks.
Materials: Class Book: pages 66 and 67
Activity Book: page 59
CD 2: tracks 07, 08
Extra Activity Worksheet 19
Coloured card, string, stapler, scissors, a paper towel tube
for each child, sticky tape. If possible, ask each child to
bring a paper towel tube from home.
Beginning the lesson
1. Revision of information about Bonfire Night
Say Open your Class Books at pages 66 and 67. Ask them
to read the dialogues, inviting three different groups of
children who didn’t act out in the last lesson.
Then revise the vocabulary at the top of page 67. Ask
the children to tell you what else they remember about
Bonfire Night in Britain.
Developing the lesson
2. Reading about Bonfire Night
3 Read, listen and answer.
Point to the children in the photo on page 66. Ask if they
remember what A penny for the guy means. They should
remember that the children are asking for donations for
their guy.
Point to the photo of Ben on page 67. Say He’s talking
about Bonfire Night. Point to activity 3 and read the
questions with the children. Ask pupils to read silently as
you play what he says on CD 3 track 07.
After you have played the track, ask pupils to compare
their answers with a partner. Check as a class by reading
the sentences in the text that give them the answers
(Bonfire Night is on the 5th of November. Ben watches lots of
fireworks on Bonfire Night.)
Read, listen and answer. $
DIFFERENTIATED LEARNING: If your class find English quite
difficult, you might want to make your questions easier by
letting them choose between two possible answers, e.g.
When is Bonfire Night? 5th November or 7th November?, etc.
3. Presentation and practice of the chant
4 Listen and say the chant.
Ask the children to close their books. Tell them that they
are going to learn a traditional Bonfire Night chant. Revise
the vocabulary from the last lesson and ask them if they
can remember when Bonfire Night is celebrated. Tell them
to listen to the chant and check that they are correct.
Listen and chant. $
Say Now let’s look at some difficult words. Write 5th
November and the following words on the board:
gunpowder, treason, plot. You can use the Class Book
to explain the gunpowder barrels but you will need to
explain treason (traición) and plot (complot) in L1 so that
they understand. Then point to the chant in the Class
Book and ask them to follow as you play the CD again.
Teach them some actions. Play each line on the CD,
demonstrate and ask them to repeat the line and the
action: Remember, remember Point at your head.
The fifth of November Hold up five fingers and point at the
date on the board. Gunpowder, treason and plot Rub your
fingers together, like a baddie in a film.
I see no reason … Shake your head.
183Festivals
… why gunpowder treason Rub your fingers together.
Should ever be forgot Point at your temples and shake
your head.
Finally, go back to the beginning of the chant and get
them to say it all the way through with the actions. Play
the chant a couple more times encouraging them to
join in.
COMPETENCE IN AUTONOMY AND PERSONAL INITIATIVE:
Singing all together gives children the courage and
confidence to express themselves in English.
4. Craft activity
5 Make a rocket. Extra Activity Worksheet 19.
Tell the class that they are going to make a rocket. Give
each child a copy of the Extra Activity Worksheet 19
together with a piece of coloured card, sticky tape, scissors
and a paper towel tube.
Tell them to colour the decorations on the worksheet and
to cut them out. Then they cut out the cone template.
Show them how to stick that shape together to make a
cone shape, using sticky tape. If they have a paper towel
tube, they should cover it with the piece of coloured card.
If they don’t have a tube, they can make one by rolling
their piece of coloured card and sticking it with sticky
tape. Show them how to stick the cone on top of the
tube. Hold up some of the moons and stars that they have
cut out and explain that these are to decorate the rocket.
Demonstrate how they should stick these onto their
rockets using glue or sticky tape.
Finally attach string to the top of the rocket so that they
can be pulled through the air. Display the rockets for
everyone to see by hanging them from a string, hung
across the classroom.
5. Reading and writing practice (AB page 59)
2 Read and colour. Draw and write.
Refer the class to the photo of Ben. Get children to read
what Ben says and point at the picture of his guy. Explain
that they need to colour the guy according to Ben’s
description. When they have finished, let them check their
drawings in pairs.
Get children to draw their own guy and write a text about
it, using Ben’s text as a model. The pupils work individually
completing their drawing and text. Move around the
room to check their work. Praise it.
ARTISTIC AND CULTURAL COMPETENCE: This activity helps
children develop their artistic sense as they draw
themselves using their own artistic creativity.
Now ask different pupils to read their text to the class and
to show their pictures.
Ending the lesson
6. GoodbyePlay the chant again (CD 3 track 08). Then get the class to
walk out of the classroom saying the chant as they go.
Say Goodbye.
EXTRA ACTIVITIES
1 Reinforcement
A class performance
Invite parents and other teachers or classes to watch
the Bonfire Night sketches. Choose a different group
to perform each sketch and get the whole class to
do the chant with actions at the end. If they made
guy puppets and rockets, put them on display for the
audience to admire.
2 Extension
Alternative way of teaching / revising the chant
A suggestion for teaching this is to prepare a handout
for the children. Write the beginning of each sentence
in order on the left with the second half of each
sentence in jumbled order on the right. The children
listen and match the halves to make complete
sentences. They will probably need to listen more than
once and this repetition will help them grasp the tune
and finally the words.
Remember, be forgot.
The fifth no reason
Gunpowder, remember
I see treason
Why gunpowder of November,
Should ever treason and plot
184 Festivals
Lesson 1
Objectives: To raise cross-cultural awareness of lifestyles
and festivals in English-speaking countries.
To transfer target language to a real life context and
provide exposure to new language for this festival.
Main language: Christmas, a paper hat, a cracker, a turkey,
a Christmas pudding, a snowflake, a candle, Pull the cracker!
OK. 1, 2, 3, pull! Merry Christmas everybody, And a Happy
New Year! Here you are!
Revised language: I like …, members of the family
Materials: Class Book: pages 68 and 69
Activity Book: page 60
CD 3: tracks 09, 10, 11
Large sheets of paper, computers with internet access or
reference books about Christmas Day around the world
Optional materials: Coloured tissue paper, a paper
towel tube per child, sweets
Beginning the lesson
TIMING: Use these two lessons so that the work is
completed before the end of the Christmas term. The
language is based on Units 1 and 2 of the course so work
on this festival would be most appropriate when the units
have been completed.
1. Talk about ChristmasIn L1, discuss what the children already know about
Christmas. Encourage them to talk about the topic, aiming
to get as much discussion as possible. Ask, e.g. Do you
celebrate Christmas? When do you celebrate it? What do you
do? What do you eat at Christmas? Explain that in Britain,
the 25th December is called Christmas Day and that’s
when the major celebrations happen, not Christmas Eve
(24th). If they learnt about Christmas Eve in Big Surprise!
3, ask them what they can remember. What do British
children do on Christmas Eve? Tell them that on Christmas
Day British children wake up very early to open their
presents, which have been put in their stocking by Santa
Claus. They give each other presents too, which are put
under a Christmas tree. People normally spend the day
with their family and eat a big meal together.
CULTURAL NOTE: For more information on the origins of
Christmas and how it is celebrated around the world, you
may find this internet site useful:
http://www.whychristmas.com/
Refer the class to the photo on page 68. Ask What can you
see? Ask them what they think is happening in the photo.
Explain that it’s 25th December, Christmas Day. The family
are having Christmas dinner. Point to Granny and Grandad
and explain that they are pulling a cracker. Tell the class
that crackers are traditional at Christmas dinner. They are
made of cardboard and paper, and contain a small gift, a
joke to read out, and a paper hat. To open them, you pull
them, one person holding each end, just like in the photo.
They open with a bang! Point to the other crackers in the
photo. Then tell them to look at the table. Can they find
drinks (cola and wine) and food (turkey, vegetables and
potatoes)? Encourage them to talk about the photo and
ask questions, using as much English as they know. Ask
What day do you celebrate Christmas? What food do you eat?
What do you drink?, etc.
L 1 B i i th l
Christmas Day 25th December
185Festivals
Developing the lesson
2. Presentation and practice of new vocabulary
1 Listen and repeat.
Tell the class that they are going to act out the Christmas
dinner scene in English but first they must learn some
new words. Refer them to the pictures at the top of page
69. Say Listen and repeat. Play CD 3 track 09 and tell them
to point as they hear the words.
Play the CD again and pause after each word to get class
and individual repetition.
Listen and repeat. $
Listen, count and answer.
Point to the photo on page 68 and say Look at the photo.
Listen to the CD and answer the questions. Play CD 3 track
10, pausing after each question to give the class time to
count the objects in the photo. Nominate individuals to
answer each question. Don’t say if they are right or wrong.
Let them check by listening to the CD.
Listen, count and answer. $ How many paper hats can you see? 4
How many crackers can you see? 4
How many turkeys can you see? 1
How many snowflakes can you see? Lots!
Practise by pointing to the items in the photo and asking
What’s this? (a turkey). Then ask the children to point, ask
and answer across the class. They then work in pairs taking
turns to do the same using their Class Books. Go round
the class and help pairs as necessary.
3. Preparing for the sketch
2 Listen, repeat and act.
Revise members of the family by asking the class to point
at the different people in the photo, e.g. Point at Granny.
Next, say Listen to the family. Encourage the class to follow
the conversation in their books.
Listen, repeat and act. $
Play the CD again, pausing after each line to get class /
individual repetition. Explain the new phrases Pull the
cracker! OK. 1, 2, 3, pull! by miming that you are pulling one.
Ask six children to read out the sketch.
Then put the children into groups of six to practise. Tell
them to swap roles until they have each read all the
characters’ lines. Go round the class and help children who
find reading difficult.
COMPETENCE IN AUTONOMY AND PERSONAL INITIATIVE:
Acting out together gives children the courage and
confidence to express themselves in English.
4. Vocabulary recognition (AB page 60)
1 Complete the crossword.
Tell the children to open their Activity Books at page 60.
Point at the first picture and ask What is it? (paper hat).
Get the children to spell the answer and write it on the
board. Tell them to look at the pictures and write the
words in the crossword. Give them time to complete the
activity individually.
ANSWERS
1 paper 2 pudding 3 cracker 4 turkey
5 candle 6 snowflake
Ending the lesson
5. GoodbyeInvite several groups to come to the front of the class and
perform their sketch. Encourage them to do actions and
add as much expression as possible. Encourage the class
to clap after each performance.
Say Goodbye.
EXTRA ACTIVITIES
1 Reinforcement
Research Christmas Day around the world.
Use the internet or reference books for children to
find information about how people around the world
celebrate Christmas Day. Get them to draw Christmas
items that are different from the ones in the book. They
can draw these on a large sheet of paper to create
a poster. Children draw the items and label them in
English. Display the posters on the classroom wall. They
may find these websites useful: http://www.bbc.co.uk/
news/world-12078559
http://www.santas.net/aroundtheworld.htm
2 Extension
Make a Christmas cracker.
Give each child a piece of coloured paper (tissue paper
works best) and a tube from a paper towel roll. Also give
them a sweet and a small piece of paper each (these
will go inside the cracker). Write Merry Christmas and a
Happy New Year on the board. Ask the children to copy
this onto the small piece of paper that you gave them.
Then show them how to roll the paper around the tube.
Twist one end of the tissue paper and put the sweet
and Christmas message inside the tube. Then show
them how to twist the other end of the tissue paper.
The sweet and message are now securely kept inside
the tube. Tell the children to take their cracker home
and to pull it with somebody on Christmas Day.
186 Festivals
Lesson 2
Objectives: To continue the theme of Christmas
in English.
Revised language: Christmas, a paper hat, a cracker,
a turkey, a Christmas pudding, a snowflake, a candle, Pull the
cracker! OK. 1, 2, 3, pull!
Receptive language: We have Christmas dinner at 3
o’clock. We pull crackers and wear paper hats. We have lots
of fun.
Materials: Class Book: pages 68 and 69
Activity Book: page 60
CD 3: tracks 12, 13
Extra Activity Worksheet 20
Optional materials: An enlarged photocopy of Mary on
her horse (Class Book page 69)
Cardboard (cereals box) and wool (yarn) to make
the pompon
Beginning the lesson
1. Revision of information about Christmas Day
Ask the class what they remember from the photo of
Christmas Day from the last lesson. Ask, e.g. Who is in the
photo? What food is on the table? What is Granny doing?
Say Open your Class Books at pages 68 and 69 and tell them
to check their answers. Revise the vocabulary from the
last lesson by pointing to the six pictures and writing the
words on the board.
Ask some groups who didn’t perform the sketch in the last
class to come to the front and act it out.
Developing the lesson
2. Reading about Christmas
3 Read, listen and answer.
Point to the girl in the small photo on Class Book page
69. Say This is Ellen. Explain that she’s talking about her
Christmas Day celebrations. Ask the class What day is
Christmas Day? (25th December). Point to activity 3 and
read the questions with the children. Ask pupils to read
silently as you play what she says on CD 3 track 12.
After you have played the track, ask pupils to compare
their answers with a partner. Check as a class by reading
the sentences in the text that tell them the answers (She
has Christmas lunch at three o’clock. She eats turkey and
Christmas pudding.)
Read, listen and answer. $
3. Presentation and practice of the song
4 Listen and sing.
Ask the children to close their books. Ask them what
they know about the origins of Christmas and why it is
celebrated. Ask them what characters are in the Christmas
story, and teach them the English versions of those
names: Mary, Joseph, the baby Jesus. Explain that they are
going to learn a song about part of the Christmas story.
It’s about the donkey that carried Mary to a city called
Bethlehem. If you have enlarged the picture in the Class
Book, hold this up for the class to see. Alternatively, point
to it on page 69. Point to the characters and check that
the class remember the names: Mary, Joseph, the donkey.
Remind them that in the story a bright star shone in the
sky and this guided the Three Wise Men to Bethlehem.
Write all these words on the board. Explain that they are
going to listen to a song and they have to find out which
words are mentioned. Play CD 3 track 13.
Listen and sing. $
Check their answers (Mary, donkey and star). If they haven’t
got their books open, they can open them now. Then play
the CD again so that the children become more familiar
with the words and the tune.
Teach them the song by playing each line on CD 3 track
13 and pausing for the class to repeat and do the action.
Little donkey Point to the donkey.
187Festivals
Carry Mary. And her heavy load Point to Mary and her big
tummy.
Ring out the bells tonight Draw a picture of a bell on the
board to explain.
Follow the star so bright Draw a star on the board and point
to it.
Finally, play the song again all the way through and
encourage the class to join in.
COMPETENCE IN AUTONOMY AND PERSONAL INITIATIVE:
Singing all together gives children the courage and
confidence to express themselves in English.
4. Craft activity
5 Make a snowflake. Extra Activity Worksheet 20.
Point to the photo on Class Book page 68. Ask what
decorations they can see. Tell them that they are going to
make some decorations to take home (or to decorate the
classroom before the end of term).
Give each child a copy of the Extra Activity Worksheet
20. Tell them to cut out the circle on the worksheet and
then fold along the fold lines so that they end up with
the dotted line shapes uppermost. Once they’ve done
that, they cut along these dotted lines. Show them how
to unfold their paper to see the paper snowflake that they
have made. They might like to make more, perhaps in
different colours, making up their own patterns.
Ask the children to write their name on their snowflake
and stick them on a window or hang them from the
ceiling in your classroom. At the end of term, children can
take their snowflakes home to decorate their home.
5. Reading practice (AB page 60)
2 Look and read. Write A or B.
Tell the children to open their Activity Books at page 60
and look at the pictures. Explain that the pictures show
a family having Christmas dinner and that the pictures
are different.
Read the first sentence to the class and point at the
pictures. Ask Is it A or B? (A). Get children to read the rest of
the sentences and write A or B. As they finish, get them to
check their answers with a partner. Correct the answers as
a class.
ANSWERS
1 A 2 A 3 B 4 B 5 A 6 B
Ending the lesson
6. GoodbyeSing the Little donkey song again (CD 3 track 13).
Say Goodbye.
EXTRA ACTIVITIES
1 Reinforcement
A class performance.
Invite parents and other teachers or classes to watch
the Christmas dinner sketch. Choose individuals to play
each part. Keep all the children involved by getting
them to join in the song at the beginning and end of
the sketch. If they made crackers at the end of Lesson
1, put them on display for the audience to admire.
Decorate the windows with the snowflakes that they
made in this lesson.
2 Extension
Make a pompom.
Get the children to make another Christmas decoration.
Demonstrate how to make it by doing one at the front
of the class.
Cut two circles from cardboard and cut a circle from the
middle of each. You should have two identical round
shapes. They don’t have to be perfect! Place the card
circles one on top of the other.
Wrap the wool around the circles, passing through the
middle hole. Keep going until all of the card is covered
and the middle hole is nearly closed up.
Cut the wool along the edge of the circle, all the way
around, and ease the card circles slightly apart. Tie a
piece of wool around the middle of the wool between
the two card circles, pulling it tight. Leave the ends
of the wool long so you can use them to hang the
pompom. Remove the card circles.
The pompons can be used to hang around the classroom.
ARTISTIC AND CULTURAL COMPETENCE: Tell the children
that it is important for them to recognize other people’s
artistic contributions, since they are just as valuable as
their own.
188
Beginning the lesson
TIMING: Use these lessons so that the work is completed
before Shrove Tuesday, Carnival Tuesday. All the language
is based on Units 1–4.
1. Talk about Pancake DayIn L1, see what the children already know about Pancake
Day. Encourage them to talk about the topic, aiming to
get as much discussion as possible. Do they celebrate
Pancake Day? When is it? Do they like pancakes? Do they
know how to cook pancakes? Explain that Pancake Day
is another name for Shrove Tuesday (Carnival Tuesday),
before Lent starts. Traditionally people in Britain made
pancakes to use up all their eggs, sugar, and sweet
things they had in the house before Lent started, and
then during Lent they wouldn’t eat sweet things at all.
Nowadays, many people eat pancakes on this day just
for fun.
CULTURAL NOTE: If you want more information on the
origins of Pancake Day, you might find this internet site
useful: www.irishcultureandcustoms.com/ACalend/
ShroveTues.html
Refer the class to the photo on page 70. Ask What can you
see? Ask them what they think is happening.
Confirm or explain that it’s Pancake Day and that Lisa and
her friend Lee are making pancakes. They stir the mixture,
fry the pancakes, try to toss them with the frying pan, and
then eat them with lots of things on top.
Developing the lesson
2. Presentation and practice of new vocabulary
1 Listen and repeat.
Tell the class that they are going to act out the Pancake
Day scene in English but first they must learn some new
words. Refer them to the pictures at the top of page 71.
Ask them to listen and point as you play CD 3 track 14.
Then play the CD again and pause after each word to get
class and individual repetition.
Listen and repeat. $
Listen and answer.
Say Look at the photos on page 70 and point to the bowl /
frying pan / fork, etc. Then say Listen to the CD and answer
the questions. Play CD 3 track 15, pausing after each
question. Nominate individuals to answer and then
continue playing the CD to confirm their answer.
Lesson 1
Objectives: To raise cross-cultural awareness of lifestyles
and festivals in English-speaking countries.
To transfer target language to a real life context and
provide exposure to new language for this festival.
Main language: a knife, a fork, a spoon, a frying pan,
a glass, a bowl, a bottle
Revised language: There’s some milk in this jug, I like
making pancakes, I like eating pancakes.
Receptive language: pour, toss
Materials: Class Book: pages 70 and 71
Activity Book: page 61
CD 3: tracks 14, 15, 16
Optional materials: If possible, bring into school the
necessary cooking utensils for acting out the sketch: a
bowl, a jug, a small frying pan.
Festivals
Beginning the lessonLesssson 1
Pancake Day February / March
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Listen and answer. $ Where’s the knife? In picture 3.
Where’s the fork? In picture 3.
Where’s the frying pan? In picture 2.
Where’s the glass? In picture 3.
Where’s the bowl? In picture 1.
Where’s the bottle? In picture 3.
Finally, ask What’s in a pancake? See if the class can tell you
the ingredients for a pancake, using as much English as
possible. Then refer them to the list of ingredients on page
70 to check their answers. Explain any new words.
3. Preparing for the sketch
2 Listen, repeat and act.
Ask them to listen to CD 3 track 16 and follow the
dialogue in their books.
Listen, repeat and act. $
Play the CD again, pausing after each line to get class /
individual repetition. Explain the phrases pour some milk
into the bowl and toss pancakes. Use mime to explain
pouring milk and tossing pancakes. Demonstrate the
sketch in front of the class by asking two children to read
the dialogue. Then put pupils into pairs to practise. Go
round the class and help children who find this difficult.
COMPETENCE IN AUTONOMY AND PERSONAL INITIATIVE:
Acting out the story like this, and singing, helps to
build confidence.
4. Vocabulary recognition (AB page 61)
1 Look and write. Which one is the odd one out?
Tell the children to open their Activity Books at page 61.
Point to the pictures in number 1. Elicit the words. (a knife,
a spoon, a glass, a fork). Ask Which one doesn’t belong?
(a glass) and tell children to write the word. Pupils may not
know the word spoon. Write it on the board.
Get the children to work individually and complete
the task. When they have finished, let them check their
answers in pairs and then check the answers together.
ANSWERS
1 a glass (you use this for drinking, not eating)
2 fork (it’s not a food product)
3 eggs (it’s a food product)
4 frying pan (it’s not made of glass)
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Ending the lesson
5. GoodbyeInvite pairs to the front of the class to act out the dialogue.
Encourage them to do actions using the cooking utensils
(if you brought them) and to add as much expression
as possible.
Say Goodbye.
EXTRA ACTIVITIES
1 Reinforcement
Make a pancake menu.
Explain that you are going to set up a pancake
restaurant. Write the title Menu on the board and under
this, divide the board into two columns. Write the sub-
title savoury at the top of the left-hand column. Explain
what this means and ask the class to tell you (in English
where possible) different fillings for your savoury
pancakes. Write three or four types on the board, e.g.
cheese pancakes, mushroom pancakes, etc. Then write
the sub-title sweet in the other column and ask them
to tell you sweet fillings, e.g. chocolate pancake, sugar
pancake, etc. Give each child a piece of plain paper
and ask them to write their own pancake menu and
encourage them to decorate it too. Display the menus
around the class. If you have time, put the children into
pairs to roleplay ordering a pancake as if they were in
a restaurant.
2 Extension
A class performance
Invite parents and other teachers or classes to watch
the Pancake Day sketch. Choose individuals to play
each part, remembering to use different children if
you did this for earlier festivals. Keep all the children
involved by getting them to join in the song at the
beginning and end of the sketch using their cut-outs. If
they made pancake menus at the end of Lesson 1, put
them on display for the audience to see.
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Listen and read. $
After you have played the track, ask pupils to compare the
answers with a partner. Check as a class by reading the
sentences in the text that tell them the answers (Lee is at
home. He eats pancakes on Pancake Day. He likes Pancake
Day, he says ‘It’s lots of fun!’).
3. Presentation and practice of the song
4 Listen and sing.
Ask the children to close their books. Tell them that they
are going to listen to a song about making pancakes.
Write the word pancake on the board and tell them to
listen and count how many times they hear it in the song.
Play CD 3 track 18. Ask them for their answers, but don’t
tell them if they are right or wrong. Play the CD again and
write a tick next to pancake on the board each time you
hear the word. After this, count the ticks with the class (5).
Listen and sing. $
Ask the class to open their books and follow the words as
you play the CD again. This will help them learn the tune.
Then teach them some actions for each line.
Mix a pancake Mime mixing a mixture in an
imaginary bowl.
Stir a pancake Mime stirring a mixture in an
imaginary bowl.
Pop it in a pan Mime putting the mixture in a pan.
Fry a pancake Mime holding the frying pan over the hob.
Toss a pancake Mime throwing the pancake in the air.
Catch it if you can Mime trying to catch the pancake in
your pan.
Play the song a couple more times and get them to sing
all the way through doing the actions.
4. Craft activity
5 Make pancakes. Extra Activity Worksheet 21.
Give each child a copy of the Extra Activity Worksheet
21. First tell the class to cut out the frying pan and stick it
onto some card to make it stronger. Next tell them to cut
out the pancakes and to draw whatever toppings they like
on their pancakes. When they have finished, tell them to
put the pancakes in their pan and give them a chance to
practise tossing them.
Play the song on CD 3 track 18. Tell them to do the actions
for the first two lines. Then they use their homemade
frying pan to do the actions for the other four lines,
finishing by trying to toss one of their pancakes.
5. Reading practice (AB page 61)
2 Read and match.
Tell the children to open their Activity Books at page 61
and look at the pictures in activity 2. Explain that the
pictures show how to make pancakes.
Do the example with the class. Read the first instruction
and ask them to find the picture that illustrates this
sentence, which is done as an example.
Children read the rest of the instructions and match them
to the pictures. As they finish, get them to check their
answers with a partner. Correct the answers as a class.
Lesson 2
Objectives: To continue the theme of Pancake Day
in English.
Revised language: a knife, a fork, a frying pan, a glass,
a bowl, a bottle, pour, toss
Receptive language: I’m at home with my friend Lisa, We
make pancakes, We have pancakes for tea.
Materials: Class Book: pages 70 and 71
Activity Book: page 61
CD 3: tracks 17, 18
Extra Activity Worksheet 21
Computers with internet access, coloured card
Beginning the lesson
1. Revision of information about Pancake Day
Say Open your Class Books at pages 70 and 71. Ask some
groups who didn’t perform the sketch in the last class to
come to the front and act it out.
Use the photos to revise the vocabulary from the last
lesson and write it on the board. Ask the children to
tell you what they remember about why people in
Britain traditionally make pancakes on Shrove Tuesday
(Carnival Tuesday).
Developing the lesson
2. Reading about Pancake Day
3 Read, listen and answer.
Point to the photos of the children making pancakes.
Point at the boy and say This is Lee. Point at the girl and say
This is Lisa.
Refer the class to the text on page 71. Elicit that Lisa’s
friend, Lee, has written it. He’s talking about Pancake
Day. Point to activity 3 and read the questions with the
children. Ask pupils to read silently as you play what he
says on CD 3 track 17.
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ANSWERS
4, 3 , 2, 1, 5, 6
LEARNING TO LEARN: Getting children to make links
between pictures on the page should help develop their
powers of deduction. This is a transferable skill that should
help them in other school subjects too.
Ending the lesson
6. GoodbyeSing the song again with CD 3 track 18.
Say Goodbye.
EXTRA ACTIVITIES
1 Reinforcement
Research Pancake Day around the world.
Use the internet for children to find information about
how people around the world celebrate Pancake Day.
Get them to write short sentences to create a poster.
Display the posters on the classroom wall. They may
find this website useful:
http://projectbritain.com/pancakeday/world.htm
COMPETENCE IN PROCESSING INFORMATION AND DIGITAL
COMPETENCE: In this activity children use the computer
and the internet to search, obtain, process and
communicate information, turning it into knowledge.
2 Extension
Pancake tossing competition
Ask the children if they can remember the ingredients
for a pancake. Then divide the class in two and tell
them that they are going to toss a pancake with a real
frying pan.
Mark a spot on the floor with a chalk or a piece of paper
as the throwing line and get the two groups to line up
behind it.
Give the first child in line a small frying pan and a
‘pancake’ (this could be a the pancake they made in
activity 5 or a soft pencil case) and have him / her try to
throw it into the pan. Give each pupil one chance and
then send him / her to the back to allow the next child
to go. If the pancake falls into the pan, the child gets a
point. The team with the most points at the end wins.
Festivals