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They walk to her fire, and stand on the feet. And still she sits, and still she sews, and looks at the clock...

... and still she wants a visitor.

Then in comes a big, big body.

It walks to her fire, and sits on the legs. And still she sits, and still she sews, and looks at the clock... *

... and still she wants a visitor.

Then in comes a pair ofstrong, strong arms.

They walk to the fire, and sit on the body. And still she sits, and still she sews, and looks at the clock...

... and still she wants a visitor.

Then in comes a big, big head.

It walks to the fire, and sits on the body. And the old woman looks, and smiles, and says 'What do you want?'And the body stands up, and holds out its arms, and says...

... 7 WANT YOU!'

1    Listening and sequencing

You need: A set of story pictures, cut up into individual pictures, per pair; paper or notebooks on which to stick story pictures

Children work: in pairs

•    Give each pair a set of story pictures. Play the story twice, pausing after each section the second time. Children, in pairs, arrange the pictures in the correct sequence. Check the sequence: ask (Narne), tell us about picture 2, and see if all the pairs agree. Continue in the same way for the other pictures, but asking different children. Children stick the pictures, in the correct sequence, on paper or in notebooks.

2    Story ending

•    Each child draws a picture to show her/his idea of what happened next.

•    Talk about some of the pictures. Ask Who's this? (i.e. the strange visitor).

3    Vocabulary: opposites

You need: paper or notebook per child; a sketch on the board or paper of a similar figurę to the strange visitor in the story, i.e. long legs, strong arms, big body, head and feet - add a smaller figurę to the right of the first figurę, with short legs, thin weak-looking arms, smali body, head and feet. Draw two columns between the figures.

Children work: individually.

•    Point to the larger figurę on the board or paper. Say Look at his feet. His feet are big. Big, big feet (write big in the left-hand column). Then say Look at his legs. His legs are ... (children supply long, which you add to the left-hand column). Continue for the body, arms (strong -niime 'muscle man' arms), and head. No w point to the smaller figurę, and say Lookat his feet. His feet arent big. His feet are ... (if any child supplies the word smali, add it at the top of the right-hand column).

•    Tell children to eopy the drawings and columns on to paper, or into notebooks. and to find the remaining opposites, i.e. <hort, wc.ik. e g. from the Oxford ChildreiTs Picture Diet ionniy. For additional support, give the two opposites on word cards. and ask children to find the meanings. U no dictionarics are available, give word cards with tom* meanings on the back, and ask children to choose the meaning thov think is correct.

•    Encourage children to add. other pairs of opposites to the list.

4    Apairof...

You need: Clothing that is in pairs, e.g. socks, gloves, trousers, glasses: a largo sheet of drawing paper; a sheet of paper por child

Children work: individuadv

•    Show the items of clothing Say Look. A sock. A pair of socks. A shee. A pair of s^:.\vs etc. You may need to point out that we do i-.ot sav .; uscr, a short, a glass in this context. Then point to yeurself or a child, and say A leg. A pair oflegs. A wt. A ;\;ń nf feet. Encourage children to supply a pair e/ eyes, hrr:.:< arms, ears.

•    Make a largo Tadr Tree'. Ask some children to draw/ paint a largo troo shapo or. paper. Each child draws a 'pair' on a piece of paper .ind labels it, e.g. a pair of trainers. Children cut ou: hne pictures, and stick them on the tree. E\phvin the 'pear pun if you wish!

5    Make a dice gamę

You need: A sheet of paper per pupil; dice to play the gamę; the board or a larg-- sheet of paper

Children work: ad ind:\dd_ially, b) in groups of four

•    Each child draws a figurę wearing a hat, and cuts it out,

separating hat. r.«oad, Kod', two arms, two legs, two feet. Write a kev en the bc\ard or paper: 6 = body, 5 = head, 4 = artr. d = iog. 2 =    2 = hat.

•    In groups of four children take turns to throw dice. They have to t.nrow a c rc r>egin with the body, then they add tho otNor pieces n: the body as they throw the appropriate nunc,bers. The winner is the first one to complete the-.r deure.

•    Make spinners -_r no dice .me available. Cut a hexagonal shape from card divide :: into six segments, and write a number (or dra w spers :r. each segment. Insert a matchstick th.rc-uch the ccnrre of the spinner.

Unit 6 Red Ruding Hcod

Tapescript

Voice: Red s Heco v.ants to visit hergrandmothef-

Her    • «s in the forest.

In the    .^;s £.~ emn/e tree. Red Riding Hood

picks cc big irces for her grandmothsr.

The /" C ' comee rc z:randmother’s house. The wincd\-. s 3?er. ~~~ wolfjumps in througd wince• •-

oiories tor Extension

Unit 7 The birthday present

Red Riding Hood comes to grandmother's house. The wolfis in grandmother's bed.

RRH: Hello, grandmother.

Wolf: Hello, my dear.

RRH:    Grandmo ther, you Ve go t very big eyes.

Wolf:    Yes, my dear, I want to see you.

RRH: Grandmother, you’ve got very long ears.

Wolf:    Yes, my dear. I want to hearyou.

RRH: Grandmother, you’ve got a very big mouth.

Wolf:    Yes, my dear. I want to EAT you!

Vpice: Red Riding Hood takes a very big apple. She puts the apple in the wolfs mouth. Red Riding Hood takes the wolfhome. And grandmother comes down from the roof of her house. Now the wolf lives in the zoo.

1    Preliminary activity

You need: Drawings on the board, or large sheets of paper, of Red Riding Hood (the girl in the story), the grandmother, the wolf, ears, the forest, a mouth, eyes; word cards of Red Riding Hood, grandmother, wolf, ears, forest, mouth, eyes

Children work: whole class

•    Ask children if they know a story about the characters and parts of the body shown on the board/paper. Children relate stories in LI.

•    Ask if they know any relevant vocabulary in English. Hołd up the word cards, and ask children to match them to the pictures on the board.

2    Listening and comparing

Children work: whole class

Listen to the story. Children discuss this version of the story, and compare it with other versions they have heard. Draw two columns on the board. Write the heading Story 1 in the first column, and Story 2 in the other column. List differences between this version (Story 1) and other versions children know (Story 2), ^e-g-

Story 1 Red Riding Hood picks applesfor grandmother; Story 2 She takes cakesfor her grandmother.

3    Reconstructing the dialogue

You need: The board or a large sheet of paper; a sheet of A4 paper per child; a set of cards per pair, with the following words and phrases: Grandmother, you'vegot very.../ Yes, my dear, I want to ... you./ big eyes/ long ears/ a big mouth/ see/ hear/ eat; speech bubble template per pair, approximately 4 cm x 8 cm

Children work: in pairs

•    Give each pair a sheet of paper. Say Look at picture 5. Drazu Red Riding Hood herc (indicate the left of the page). ^Drc*v the wolf in bed here (indicate the right of the page). If necessary, sketch this yourself on the board/paper. ^^sing the template, children outline six speech bubbles ⁽three each) between the figures they have drawn, arranged alternately for a dialogue.

•    Play the dialogue section of the tape again. Children listen. Children use the w'ord/phrase cards to reconstruct each sentence of the dialogue, and copy them into the appropriate speech bubbles.

4    Describing characters

^ You need: A chart drawn on the board or large sheet of paper with three headings along the top: Red Riding Hood, Grandmother, Wolf, and six headings down the left-hand side: Face, Hair, Clothes, Likes to eat, Lives, and...

Children work: whole class

•    Children look at the chart and suggest entries for the columns. This is a very open activity, as not all the information can be found in the story, so children will have to invent some of it, e.g. children may complete Red Riding Hood's column with: blue eyes, long blonde hair, wears a red coat, likes to eat sweets, lives in the town, and isyoung.

•    From the chart, give a description of one of the characters, e.g. She's got glasses and grey hair. She lives in the forest. Shes old. Children say which character you are describing. Encourage children to give similar descriptions of the characters.

5    Make a play

Children work: in smali groups (three at least)

•    Children prepare a re-enaetment of the story. They may wish to: mime to the tape; mime to the tape until picture 5, then speak the dialogue; include a narrator to describe what is happening; change the ending to a version they know or have invented, using extra characters as necessary, e.g. Red Riding Hood's mother, a woodeutter; copy the story text exactly, or

^ add extra dialogue; make or bring in costumes and/or props.

Pupils reluctant to participate should not be forced, but may be persuaded to take a non-speaking role, e.g. someone who comes to look at the w'olf in the zoo.

•    Choose the most effective or enthusiastic groups to perform to the rest of the class, or even to other classes.

Tapescript

John:    Hello, Tm John. Today is my birthday. Tm eight

years old today. My birthday present is a car. My father looks at it, and says,...

Father:    Uuumph! John wants a big car, not a smali car!

John:    He points his magie wand, and...

... Tve got a big car, but I want a smali car! My mother looks at it and says,...

Mother: Uuumph! John wants a new car, not an old car!

John:    She points her magie wand, and...

... Tve got a new car, but I want an old car! I want a smali, old car. My brother looks at it, and says,...