little red 1a) the story of little red - ipa productions · 2016-10-27 · i a p a this activity is...

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I PA This activity is designed to be used in conjunction with a performance of IPA Production’s Little Red. For more information, visit www.ipaproductions.com.

Little Red

Little Red Riding Hood lives with her mother in a

little house.

One day after breakfast her mother says, “Little Red,

please go shopping for your grandmother”.

Grandmother lives in a little house in the forest. A wolf also lives in the forest.

He is very hungry.

When the wolf sees Little red Riding Hood, he says, “I

have an idea!” and he runs to Grandmother’s house.

When Little Red Riding Hood arrives at

Grandmother’s house she sees the wolf in bed.

“Oh Granny,” says Little Red. “What big eyes you

have!”

“All the better to see you with!” says the wolf.

And then Little Red says, “Oh Granny, what big ears

you have!”

“All the better to hear you with!” says the wolf.

And then Little Red says, “Oh Granny, what big teeth you have!”

“All the better to eat you with!” says the wolf and he

jumps out of the bed.

A policeman, working in the forest, hears her. He runs

to the house and rescues Little Red Riding Hood from

the big, bad wolf.

1a) The Story of Little RedRead and listen to the story of Little Red.

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Little Red

1b) The Story of Little RedRead the story of Little Red and fill in the missing words from the box above. Now listen to

the story of Little Red and see if your answers are correct.

Little Red Riding Hood lives with her

in a little house.

One after breakfast her mother

says, “Little Red, please go shopping for your

grandmother”.

Grandmother lives in a little house in the forest. A wolf also lives in

the forest. He is very .

When the wolf sees Little Red Riding Hood, he says, “I have an idea!”

and he to Grandmother’s house.

When Little Red Riding Hood arrives at Grandmother’s house she

sees the wolf in bed.

“Oh Granny,” says Little Red. “What big you have!”


And then Little Red says, “Oh Granny, what big ears you have!”


And then Little Red says, “Oh Granny, what big

you have!”

“All the better to eat you with!” says the wolf and he jumps

out of the .

A policeman, working in the forest, hears her. He runs to the house and

Little Red Riding Hood from the big, bad wolf.

teeth hungry runs rescues mother bed eyes day

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Little Red

1c) The Story of Little RedRead the story of Little Red. What do you think the missing words are?

Now listen to the story of Little Red to see if you are correct.

Little Red Riding Hood lives with her

in a little house.

One after breakfast her mother

says, “Little Red, please go shopping for your

grandmother”.

Grandmother lives in a little house in the forest. A wolf also lives

in the forest. He is very .

When the wolf sees Little Red Riding Hood, he says, “I have an

idea!” and he to Grandmother’s house.

When Little Red Riding Hood arrives at Grandmother’s house she

sees the wolf in bed.

“Oh Granny,” says Little Red. “What big you have!”


And then Little Red says, “Oh Granny, what big ears you have!”


And then Little Red says, “Oh Granny, what big

you have!”

“All the better to eat you with!” says the wolf and he jumps

out of the .

A policeman, working in the forest, hears her. He runs to the house and

Little Red Riding Hood from the big, bad wolf.

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Little Red

Teaching notes

Time

30–40 minutes

Level

Easy/Medium/Difficult

Skills Focus

Vocabulary, reading, writing.

Aim

To familiarise the students with the story of Little Red and the vocabulary used in the story.

Instructions

Ask the students what they know about the and the story of Little Red. Now give the students Worksheet A and ask them to read through the text underlining any difficult vocabulary. Present the difficult vocabulary on the board and the students can help each other with the meaning of the words. Then listen to the story of Little Red.

Alternative activity

For students of a higher level use Worksheet B and give the students time to decide what the missing words could be from the list. This activity could be done in pairs. Ask the students for suggestions to what the words could be. Listen to see if they are correct. Use Worksheet C for the highest level students.

Answer key

1. mother2. day3. hungry4. runs5. eyes6. teeth7. bed8. rescues

1a–c) The Story of Little Red

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Little Red

2) Introducing a FriendRead about Little Red. Then draw a picture of yourself below and write some sentences about you.

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Little Red

Teaching notes

Time

20–30 minutes

Level

Medium

Skills Focus

Speaking, writing.

Aim

To practice giving personal information about yourself in the present simple.

Instructions

First, ask the students to draw a self-portrait in the box below. Then, ask the students to write about themselves. Using Cinderella as an example, the students should write eight sentences about themselves. When they have finished they should introduce themselves to the rest of the class. Encourage the students to use different verbs and a mixture of positives and negatives.


For students of a higher level, the activity could be done as a third person activity with the students asking a classmate questions to discover the answers, then they could introduce their partners to the class.

2) Introducing a Friend

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Little Red

What do you have for breakfast?

Think of 5 types of food and write the words on the left.

Then draw the pictures in a random order on the right.

Ask a friend if they can match the words and the pictures.

Match the words and pictures.

3) Breakfast

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Little Red

Teaching notes

Time

20 minutes

Level

Easy

Skills Focus

Vocabulary

Aim

To familiarise the students with the food vocabulary used in the show.

Instructions

Ask the students what they think English people eat for breakfast. Then tell them to match the picture and word in the first part of the activity. Then they should choose five more foods that they like and draw a picture of them. Then, the students write the names of the food in random order. Then they should swap with a class-mate to match the food to the picture.


For students of a higher level, ask them to create a list of 5 foods they like and 5 foods they don’t like then either write sentences about them or explain orally to the rest of the class,

e.g. I like chocolate but I don’t like mushrooms.

3) Breakfast

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Little Red

4a) Little Red Songs AHere are four songs from Little Red. Listen and learn them.

Good Morning, Good MorningOh, the sun is a brilliant yellow.

The sky is a wonderful blue.

On a day like today I have one thing to say,

Just one thing to say at the start of each day.

Good morning, good morning, good morning.

Good morning, hello, how are you?




I Am a TreeI am a tree

I am a tree

My body is brown

My leaves are green

I like the birds

The birds like me

I am a tree

I am a tree

HungryHungry, hungry, I don’t have a thing to eat.

Hungry, hungry, my diet is incomplete.

It’s not a nice situation,

To be one day away from starvation.

The forest is pretty,

But, oh, what a pity,

I don’t have a thing to eat!

I’m not Afraid of the Big , Bad WolfI’m not afraid of the big, bad wolf

The big, bad wolf, the big bad wolf

I’m not afraid of the big, bad wolf

I’m not, no, not me.

He’s got one big head and two big eyes,

One big nose and two big ears,

One big mouth and lots of big teeth,

But that doesn’t frighten me.

One head, two eyes,

One nose and two ears.

One mouth, lots of teeth,


I’m not afraid, not me.




I’m not afraid. Are you afraid?


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Little Red

Listen to the songs and fill in the missing words. Then sing along!

4b) Little Red Songs B

Good Morning, Good Morning

Oh, the sun is a brilliant .

The sky is a wonderful .

On a day like today I have one thing to say,

Just one thing to say at the start of each day.






I Am a TreeI am a tree I am a tree

My body is My leaves are

I like the birds The birds like me

I am a tree I am a tree

Song 3 on the next page ➞

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Little Red

I’m not Afraid of the Big , Bad WolfI’m not afraid of the big, bad wolf




He’s got one big and two big ,

One big and two big ,

One big and lots of big ,


One , two ,

One and two .

One , lots of ,


I’m not afraid, not me.




I’m not afraid. Are you afraid?


4b) Little Red Songs B

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Little Red

Teaching notes

Time

30–40 minutes

Level

Easy/Medium

Skills Focus

Vocabulary, listening, singing.

Aim

To familiarise the students with the songs of Little Red and the vocabulary used in them. We find that the experience is really enhanced by being able to sing along with the songs during the show.

Instructions

Ask the students to sing along to familiarize themselves with the songs (Song sheet A). Use the gap-fills of the song (Song sheet B).


Get the students to learn the words for homework. Then on the next class give them the gap-fill and ask them to fill in the missing words. Finally, listen to see if they are correct.

Answer key

4) Little Red Songs

Good Morning, Good Morning

1. yellow2. blue

I Am a Tree

1. brown2. green

I’m Not Afraid of the Big Bad Wolf

1. head2. eyes3. nose4. ears5. mouth6. teeth7. head8. eyes9. nose10. ears11. mouth12. teeth

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Little Red

5) The Picture Book of Little RedCan you draw? Draw the pictures of the story.

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Little Red

Teaching notes

Time

20–30 minutes

Level

Easy

Skills Focus

Vocabulary, reading, speaking and drawing

Aim


Instructions

Ask the students to imagine what Little Red, Mother, The shop-keeper and the wolf look like. Discuss with the group what they think the characters are like. Give the students the worksheet and ask them, to draw the pictures of the scene being described in each box.


Ask students to choose one phrase from the boxes and make a larger more detailed picture of the scene that they have chosen.

5) The Picture Book of Little Red

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Little Red

6) Mother Presents her HouseListen to Mrs. Riding Hood talking about her house, and fill in the spaces.

“Hello! My name is Mrs. Riding Hood. I live here in my little

h . Do you like my h ? It’s nice, isn’t it?

This is my t . This is my w .

These are my f . I like f .

This is my ch . It’s very comfortable.

It’s my favourite ch .

Oh, yes, and this is my c .

And this is my t . Now, let’s see what’s on…”

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Little Red

Teaching notes

Time

10–20 minutes

Level

Medium

Skills Focus

Listening, vocabulary

Aim

To familiarise the students with a scene in the play.

Instructions

Ask the students to guess what they think the missing words are then listen to the recording twice and fill in the gaps. Then listen one more time with the words filled in correctly.

Extended activity

Let the students practise reading the text aloud and doing the actions as the character of Mother.

Answer key

6) Mother Presents her House

“Hello! My name is Mrs. Riding Hood. I live here in my little

house. Do you like my house? It’s nice, isn’t it?

This is my teapot. This is my window.

These are my flowers. I like flowers.

This is my chair. It’s very comfortable.

It’s my favourite chair.

Oh, yes, and this is my clock.

And this is my television. Now, let’s see what’s on…”

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Little Red

7) What Big Eyes You Have!Listen to the conversation. Then practice with a friend.

Little Red Ah, Granny. It’s me, Little Red. Are you OK?

Wolf Er…Yes.

Little Red Are you sure?

Wolf Yes, my dear.

Little Red But Granny, what big ears you have!

Wolf Yes, er…all the better to hear you with!

Little Red But Granny, what big eyes you have!

Wolf Yes, er…all the better to see you with.

Little Red But Granny, what big teeth you have!

Wolf Yes, er… all the better to eat you with.

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Little Red

Teaching notes

Time

10–20 minutes

Level

Easy

Skills Focus

Listening, vocabulary

Aim


Instructions

First present any difficult vocabulary on the board. Then listen to the recording twice and let students read along with the text. Then let the students practise reading the text, in pairs.

Extended activity

Let the students work in pairs to act out the scene. Then present each version to the group.

7) What Big Eyes You Have!

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Little Red

8) The Characters in Little RedHere are some of the characters from Little Red. Draw a picture of them and then choose two or

three words to describe them. Compare your ideas with a friend.

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Little Red

Teaching notes

Time

20–30 minutes

Level

Medium

Skills Focus

Vocabulary, adjectives

Aim

To practise adjectives for describing the characters in Little Red.

Instructions

Discuss the characters from Little Red with the students. Ask them which adjectives they think are appropriate for each character. Then let the students choose two adjectives for each character. Finally let the students draw the characters in the boxes.

Extended activity

As a homework activity as the students to draw pictures of their family members and choose 2-3 adjectives to describe them.

8) The Characters in Little Red

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Little Red

9) WordsearchFind the words in the wordsearch from the list on the right.

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Little Red

Teaching notes

Time

15 minutes

Level

Easy

Skills Focus

Vocabulary

Aim

To familiarise the students with the vocabulary of the play.

Instructions

This activity could be used as a fun ice-breaker for the beginning of the class or as a fun activity at the end of the class.


Students could choose 6-10 more words from the vocabulary list and make their own wordsearch and swap them between classmates.

Answer key

9) Wordsearch

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Little Red

10) Spot the Difference

Can you find the ten differences between these two pictures?

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Little Red

Teaching notes

Time

10 minutes

Level

Easy

Skills Focus

Observation

Aim

A fun activity to open or close a class.

Instructions

Ask the students to work in pairs and have a competition to see which pair is the quickest to find the ten differences.

Answer key

10) Spot the Difference

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Little Red

11) What’s the Time?

Look at the clock. What time does Little Red go to school? Complete the sentence.

Now complete the sentences about your timetable. Draw the hands on

the clock to tell the correct time.

Now write five sentences describing what time you do things at the weekend.

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Little Red

Teaching notes

Time

30–40 minutes

Level

Difficult

Skills Focus

Vocabulary of time, writing and speaking

Aim

To practise telling the time in English and daily routines.

Instructions

Ask the students to think about what they do every day. Ask the students to speak to about their daily routines; what time they get up, have breakfast etc. Discuss what each of the sentences in the activity mean before students attempt the exercise. At the end of the activity ask students to describe their day to the rest of the class,

e.g.I get up at half past seven.I eat breakfast at 8’clock


For students of a higher level extend the second part of the activity to 10 sentences about their weekend routines. It could be done as a homework activity.

11) What’s the Time?

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Little Red

12) Little Red’s School ReportLook at these school subjects. The letters are all mixed up. Can you put them in the correct order?

Then decide which subjects Little Red has grades for in her school report.

Answer these questions about yourself and then ask a friend.

1. cenfrh

2. logobiy

3. trymechis

4. rotshiy

5. shamt

6. pargyeogh

7. tar

8. trops

9. sumic

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Little Red

12) Little Red’s School Report

Teaching notes

Time

20–30 minutes

Level

Difficult

Skills Focus

Writing, speaking, vocabulary

Aim

To practise school vocabulary.

Instructions

Present the school subjects on the board and ask the students to work in small groups to solve the anagrams. When they have found out what the subjects are, ask them to decide which subject is being discussed in the school report. In the last part of the activity ask the student to first answer the questions themselves and then ask a class-mate the questions. Finally, the students can report their answers to the rest of the class.

Extended activity

Ask the students to ask a family member the questions and report on their result, either orally or in a written report, in the next class.

Answer key

1. French2. Chemistry3. Biology4. History5. Maths6. Geography7. Art8. Sport9. Music

D- ChemistryE – SportF – MathsD - Music

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Little Red

13) Food and BodyIn each box draw a picture of the word. Then listen to the recording

and write the numbers in the small square.

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Little Red

13) Food and Body

Teaching notes

Time

20–30 minutes

Level

Medium

Skills Focus

Listening and vocabulary

Aim

To improve the student’s listening skills using the vocabulary from Little Red.

Instructions

Discuss as a group the meaning of the vocabulary then let the students draw a picture of each object. Then play the recording twice to allow the students to put the objects in the correct order. Check the answers are correct with the group.

14) L

ittle

Red

Gam

e

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Little Red

14) Little Red Game

Teaching notes

Time

30 minutes

Level

Easy

Skills Focus

Reading and speaking

Aim

A fun activity based on the story of Little Red.

Instructions

Print out a few copies of the board game so that there are 2-6 students per game. Each game will need a die and 1 moving piece for each player. Follow the instructions on the board. The winner is the first player to arrive at FINISH.

Extended activity

For students of a higher level, ask them to name the object they land on to roll the die again.

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Little Red

Do you like …?Using the words from above, ask a friend what

he or she likes for breakfast.

Ask the same question using other vocabulary you know.

One-Lesson ActivityIf you only have time for one lesson before the show to prepare your

children, here is a one-lesson activity sheet.

The Story of Little RedRead and listen to the story of Little Red.

Little Red Riding Hood lives with

her mother in a little house. One

day after breakfast her mother

says, “Little Red, please go

shopping for your grandmother”.

Grandmother lives in a little house in the forest. A wolf

also lives in the forest. He is very hungry. When the

wolf sees Little red Riding Hood, he

says, “I have an idea!” and he runs to

grandmother’s house. When Little

Red arrives at grandmother’s house

she sees the wolf in bed.

“Oh, Granny,” says Little Red,

“What big ears you have!”

“All the better

to hear you with!”

says the wolf.

Then Little Red says, “Oh, Granny,” says Little Red,

“What big eyes you have!”


And then Little Red says, “Oh, Granny, what big

teeth you have!”

“All the better to eat you with!” says the wolf and he

jumps out of bed.

A policeman, working in the forest, hears her. He

runs to the house and rescues Little Red Riding Hood

from the big, bad wolf.

I’m not afraid of the big, bad wolfI’m not afraid of the big, bad wolf

The big, bad wolf, the big, bad wolfI’m not afraid of the big, bad wolf


He’s got one big head and two big eyesOne big nose and two big ears

One big mouth and lots of big teethBut that doesn’t frighten me.

One head, two eyesOne, nose and two, ears

One mouth and lots of teethBut that doesn’t frighten me

I’m not afraid not me.

I’m not afraid of the big, bad wolfThe big, bad wolf, the big, bad wolfI’m not afraid of the big, bad wolf

I’m not afraid Are you afraid?


Cornflakes

Bread

Sausages

Milk

Jam

Bacon

Eggs

Do you like sausages?Yes, I like sausages.

No, I don’t like sausages.or

Time for BreakfastWhat do you have for breakfast? Match the words and pictures.

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Little Red

Teaching notes

Time

50–60 minutes

Level

Medium

Skills Focus

Vocabulary, listening, reading and speaking

Aim

To familiarise the students with the story, songs and vocabulary of Little Red before seeing the show.

Instructions

The one lesson activity sheet is designed for teachers who only have time to prepare with one class before the show. We find that children who understand the development of the story and are familiar with some, or all of the songs, enjoy the shows even more! So we recommend that you begin with reading and discussing the synopsis of the show. Then move on to listening to the song - allow the students to follow the text on song sheets. If there’s time get them to sing along! Next, move on to the breakfast vocabulary activity, which can be done either written or orally. Finally, ask the students to get in pairs and do the question and answer oral activity together. Each pair can present a question and answer to the rest of the class.

Post-show activity

If you have more time after the show, go back and do any of the materials in the earlier activities.

One-Lesson Activity

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Little Red

Adjectivesafraid

bad

big

boring

comfortable

good

expensive

favourite

horrible

hungry

hurt

late

little

nice

sleepy

tired

Coloursblue

brown

green

red

yellow

Verbscatch

clean

eat

give

forget

frighten

have

hear

help

hit

live

like

look

play

see

take

want

CharactersLittle Red

Mrs. Riding Hood

A wolf

Granny

A rabbit

A policeman

Parts of the bodyarm

ears

eyes

head

mouth

nose

stomach

teeth

Types of foodbacon

banana

bread

carrot

cornflakes

eggs

jam

milk

sausages

In the housebasket

bed

chair

clock

flowers

money

shopping list

table

television

window

Other useful words breakfast

chewing gum

daughter

doctor

forest

hat

leaf (leaves)

lollipop

name

please

school

shop

thank you

trees

wolf (wolves)

QuestionsAnything else?

Can I have...?

Can I help you?

Do you like....?

Have you got...?

How are you?

How much is it?

What time is it?

What is your name?

Vocabulary

little red 1a) the story of little red - ipa productions · 2016-10-27 · i a p a this activity is...

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