Teacher’s Resource Book

Kathryn Harper and Claire Medwell

 Contents
Syllabus guide Cheeky Monkey 1.......................5 Unit 2: Baby is sad......................................... 157
Syllabus guide Cheeky Monkey 2.......................9 Unit 3: I’m cold!............................................. 165
Introduction...................................................... 13 Unit 4: Good morning!................................... 173
Teacher talk...................................................... 15 Unit 5: I’m hungry.......................................... 181
How to use the play mat................................... 21 Unit 6: Goldilocks.......................................... 189
Autumn.......................................................... 197
Pupil’s Book Teacher’s Notes Halloween.......................................................203
Introductory Unit..............................................23 Christmas.......................................................205
Unit 1: Look at me!.......................................... 29 Easter..............................................................207
Unit 2: Baby is sad........................................... 47
Unit 3: I’m cold!............................................... 65 Photocopiable Materials
Unit 4: Good morning!..................................... 83 Photocopiable worksheets.............................. 210
Unit 5: I’m hungry.......................................... 101 Letters to parents............................................ 229
Unit 6: Goldilocks.......................................... 119
Halloween....................................................... 137 Evaluation
Christmas....................................................... 143 Evaluation introduction..................................240
Teaching log................................................... 241
Busy Book Teacher’s Notes Class progress report...................................... 242
Unit 1: Look at me!........................................ 149 Child’s report..................................................244

3
 Cheeky Monkey 1 Syllabus Guide
Key language Focus Recycled Main receptive Classroom Main evaluation
learning aims language language language language criteria

Cheeky Monkey 1 Pupil’s Book  Introductory unit Cheeky’s town

• Getting to know the Hello We love you Yes/No Children should:
characters’ names Bye-bye A kiss for you Who’s this? • Demonstrate an interest in the
• Discriminating between Cheeky Little monkeys This is … characters
‘Hello’ and ‘Bye-bye’ Tom Time to sleep Look! • Develop an awareness of
• Singing and acting out a song Ellie Close your eyes Let’s … ‘Hello’ and Bye-bye’
• Counting to three Rory Stand up Be very quiet • Respond appropriately to
Turn around Come with me instructions
Wave Sit down quietly • Participate in games and songs
Hug Draw … • Start to develop physical co-
Blow a kiss Colour … ordination and fine motor skills
What’s this?
It’s …

Cheeky Monkey 1 Pupil’s Book  Unit 1 Look at me!

• Responding to new items of fingers Hello It’s Cheeky’s town! That’s right! Children should:
vocabulary via mime, visual nose Bye-bye Where’s Cheeky going today? Point to … • Demonstrate an interest in what
recognition, gesture, etc tummy Let’s go Touch your ... happens in the story
• Listening to the story toes They’re going to the funfair Well done! • Recognise characters in the
• Acting out the story eyes Come on/here! Very good! story
• Singing and acting out a song ears It’s enormous! Excellent! • Start to discriminate between
• Discriminating between ‘big’ one-three What a great day! Stand up different body parts
and ‘small’ blue Look at me! Turn around • Start to identify the colour blue
• Recognising the colour blue big/small What (a) big … Clap your hands • Develop an awareness of ‘big’
• Counting to three Make a circle and ‘small’
Sit down • Respond appropriately to
Sleep instructions
Let’s listen/sing • Participate in games, songs,
It’s story time and TPR activities
Colour … • Start to develop spatial
Show me … orientation, physical
Where does the … go? co-ordination and fine motor
Stick on the … skills
What’s our favourite
song?
Our favourite song is …
Put your hands up
Let’s be detectives
What’s on the mat today?
Find a …
Point and say

Cheeky Monkey 1 Pupil’s Book  Unit 2 Baby is sad

• Responding to new items of mummy Hello They’re at their … Language used so far Children should:
vocabulary via mime, visual daddy Bye-bye What’s the matter, baby? plus: • Demonstrate an interest in what
recognition, gesture, etc sister one-three Goodnight Match the … happens in the story
• Listening to the story brother blue This is … Who’s this? • Recognise characters in the
• Acting out the story granny big/small Blow a kiss Count the … story
• Singing and acting out a song baby fingers It’s your … What colour is this? • Start to discriminate between
• Discriminating between yellow nose Close your eyes How many …? different family members
‘happy’ and ‘sad’ happy/sad tummy Go to sleep There are … • Start to identify the colour
• Recognising the colour yellow toes Baby is sleeping now Pick up … yellow
• Counting to three eyes Let’s be happy! Stop! • Develop an awareness of
ears Let’s have fun! ‘happy’ and ‘sad’
Come and play • Respond appropriately to
instructions
• Participate in games, songs,
and TPR activities
• Start to develop spatial
orientation, physical co-
ordination and fine motor skills

Cheeky Monkey 1 Pupil’s Book  Unit 3 I’m cold!

• Responding to new items of jumper Hello It’s a happy day Language used so far Children should:
vocabulary via mime, visual coat Bye-bye Let’s jump and play plus: • Demonstrate an interest in what
recognition, gesture, etc hat one-three Put your … on Thank you happens in the story
• Listening to the story scarf blue I put my … on I’ve got something for • Recognise characters in the
• Acting out the story T-shirt yellow I’m ready you story
• Singing and acting out a song shorts big/small To the park Here’s the/a … • Start to discriminate between
• Discriminating between ‘hot’ red happy/sad Look at me! What colour is/are? different clothes
and ‘cold’ hot/cold This is fun! What can she wear? • Start to identify the colour red
• Recognising the colour red I’m taking my … off! What’s Ellie wearing? • Develop an awareness of ‘hot’
• Counting to three It’s hot What are these? and ‘cold’
I’m cold! Are you happy? • Respond appropriately to
This is my … instructions
• Participate in games, songs,
and TPR activities
• Start to develop spatial
orientation, physical co-
ordination and fine motor skills

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 Key language Focus Recycled Main receptive Classroom Main evaluation
learning aims language language language language criteria

Cheeky Monkey 1 Pupil’s Book  Unit 4 Good morning!

• Responding to new items of duck Hello What’s your name? Language used so far Children should:
vocabulary via mime, visual cow Bye-bye Farmer brown has a farm plus: • Demonstrate an interest in
recognition, gesture, etc horse jumper On the farm there’s a … Let’s get dressed what happens in the story
• Listening to the story sheep coat The animals are going to What’s the matter? • Recognise characters in the
• Acting out the story cat hat the farm Where’s the …? story
• Singing and acting out a song dog scarf There’s a lot of noise What is it? • Start to discriminate between
• Discriminating between green T-shirt Good/this morning! Trace the … different animals
‘clean’ and ‘dirty’ clean/dirty shorts Let’s wake up Farmer • Start to identify the colour
• Recognising the colour green one-three Brown green
• Counting to three red Come on everyone! • Develop an awareness of
yellow Let’s jump! ‘clean’ and ‘dirty’
blue I’m/We’re dirty • Respond appropriately to
We’re in trouble instructions
Please help us now! • Participate in games, songs,
Look at my … hands and TPR activities
This is the way I wash my • Start to develop spatial
hands orientation, physical co-
traffic lights ordination and fine motor
I’m driving the tractor skills
Time to stop/wait
Off we go

Cheeky Monkey 1 Pupil’s Book  Unit 5 I’m hungry

• Responding to new items of biscuit Hello How are you? Language used so far Children should:
vocabulary via mime, visual ice-cream Bye-bye Fine, thank you plus: • Demonstrate an interest in
recognition, gesture, etc cake big/small Look at my big tummy! Eat … what happens in the story
• Listening to the story sandwich one-three They’re going to the … It’s/It isn’t a … • Recognise characters in the
• Acting out the story apple yellow restaurant What comes next? story
• Singing and acting out a song banana red It’s Cheeky’s birthday today Cover the … • Start to discriminate between
• Recognising and four blue I’ve got a … Circle the … different foods
understanding ‘I’m hungry’ I’m hungry green Here’s a … for … • Develop an awareness of
• Counting to four And for me? ‘hungry’
Sorry! • Respond appropriately to
Happy birthday to you! instructions
Here you are! • Participate in games, songs,
Please and TPR activities
Thank you • Start to develop spatial
Are you hungry? orientation, physical co-
I’m a hungry monkey ordination and fine motor
I like bananas skills
I can count to …
Let’s have a party
A cake with …

Cheeky Monkey 1 Pupil’s Book  Unit 6 Goldilocks

• Responding to new items of bed Hello Can I have a …? Language used so far Children should:
vocabulary via mime, visual chair Bye-bye Here you are! plus: • Demonstrate an interest in
recognition, gesture, etc bowl big/small Thank you Is it big or small? what happens in the story
• Listening to the story bear one-four Quiet over there Let’s count • Recognise characters in the
• Acting out the story brown mummy Here’s your bowl Baby bear says … story
• Singing and acting out a song five daddy Eat up • Start to identify Goldilocks
• Recognising the colour baby Sleeping in/on the bed vocabulary
brown hot/cold Sitting on the chair • Start to identify the colour
• Counting to five coat Walking in the woods brown
cow The door is open • Respond appropriately to
I’m hungry She walks in instructions
yellow There are three … • Participate in games, songs,
green One wakes up and TPR activities
red Kisses on the head • Start to develop spatial
blue Mmm, delicious! orientation, physical co-
cake I’m tired ordination and fine motor
ice-cream Walks upstairs skills
biscuit You can still be our friend
sandwich
apple
banana

Cheeky Monkey 1 Pupil’s Book  Halloween

• Responding to new items of bat Hello Happy Halloween! Language used so far Children should:
vocabulary via mime, visual cat Bye-bye What’s that noise? plus: • Start to identify the new
recognition, gesture, etc ghost one-three Three little pumpkins Jump Halloween vocabulary
• Revising vocabulary, phrases pumpkin eyes It’s Halloween (tonight) Where’s the …? • Recognise with more
and classroom language from nose spooky How many … has the confidence the revised
earlier units Come with me pumpkin got? vocabulary and expressions
• Singing and acting out a song Look what Cheeky’s got! • Respond appropriately to
• Using a Press out to practise It’s a pumpkin! instructions
new vocabulary The pumpkin’s got two eyes! • Participate in games and
• Counting to three songs

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Key language Focus Recycled Main receptive Classroom Main evaluation
learning aims language language language language criteria

Cheeky Monkey 1 Pupil’s Book  Christmas

• Responding to new items of Father Hello Merry Christmas! Language used so far Children should:
vocabulary via mime, visual Christmas Bye-bye Here comes … plus: • Start to identify the new
recognition, gesture, etc presents yellow Cheeky’s town Look! Christmas vocabulary
• Revising vocabulary, phrases Christmas blue Lots of lovely presents Is it the …? • Recognise with more
and classroom language from tree mummy … for me and you confidence the revised
earlier units star daddy How I wonder what you are vocabulary and expressions
• Singing and acting out a song sister Up above the world so high • Respond appropriately to
• Using a Press out to practise brother Like a diamond in the sky instructions
new vocabulary granny • Participate in games and
baby songs

Cheeky Monkey 1 Busy Book  Unit 1 Look at me!

See Key language learning aims mouth Hello Let’s take a photo Language used so far See Main evaluation criteria for
for Pupil’s Book Unit 1. hand Bye-bye Look at me! plus: Pupil’s Book Unit 1.
hair one-three Move your … Cheeky’s hiding
face big/small Wave your … Circle what’s different
fingers Brush your …
nose Smile!
tummy What a …!
toes
eyes
ears

Cheeky Monkey 1 Busy Book  Unit 2 Baby is sad

See Key language learning aims auntie Hello Has got … Language used so far See Main evaluation criteria for
for Pupil’s Book Unit 2. uncle Bye-bye Fly in the sky plus: Pupil’s Book Unit 2.
grandpa one-three Wink at … Who’s got the …?
balloon mummy Dance with … Trace …
daddy Let’s be happy/sad Where’s …?
sister
brother
baby
granny
yellow
blue
big
happy/sad

Cheeky Monkey 1 Busy Book  Unit 3 I’m cold

See Key language learning aims raincoat Hello It’s raining Language used so far See Main evaluation criteria for
for Pupil’s Book Unit 3. boots Bye-bye I’m dancing plus: Pupil’s Book Unit 3.
umbrella one-three A … please What’s missing?
rain jumper Here you are Is it …?
coat Thank you
hat Put your … on
scarf Hold your …
T-shirt It’s wet
shorts
yellow
blue
red
hot/cold

Cheeky Monkey 1 Busy Book  Unit 4 Good morning!

See Key language learning aims rabbit Hello Good morning Language so far plus: See Main evaluation criteria for
for Pupil’s Book Unit 4. butterfly Bye-bye Wings Let’s be … Pupil’s Book Unit 4.
frog one-three I fly/jump up and down Circle the …
bird duck With two big …
cow I’m /Be a …
horse
sheep
cat
dog
yellow
blue
red
clean/dirty
nose
ears
mouth

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 Key language Focus Recycled Main receptive Classroom Main evaluation
learning aims language language language language criteria

Cheeky Monkey 1 Busy Book  Unit 5 I’m hungry

See Key language learning aims ham Hello I want a … Language used so far See Main evaluation criteria for
for Pupil’s Book Unit 5. egg Bye-bye Here’s a … plus: Pupil’s Book Unit 5.
cheese one-four Thank you Draw a line …
tomato yellow I love … for my tea
blue I put … on my …
red
green
biscuit
ice-cream
cake
sandwich
apple
banana
I’m hungry

Cheeky Monkey 1 Busy Book  Unit 6 Goldilocks

See Key language learning aims trees Hello Baby bear Language used so far See Main evaluation criteria for
for Pupil’s Book Unit 6. flower Bye-bye Goldilocks plus: Pupil’s Book Unit 6.
honey one-five Follow me to the … There are …
bee bed For you and me! Trace the numbers
chair Eat a …
bowl Be a …
bear Pick up …
yellow Wake up
blue Good morning!
red
green
brown
I’m hungry

Cheeky Monkey 1 Busy Book  Autumn

• Introducing new items of tree Hello It’s autumn! Language used so far Children should:
vocabulary leaves Bye-bye falling plus: • Start to identify the new
• Revising vocabulary from kite yellow blowing What are these? vocabulary
earlier units wind red flying • Recognise the revised
• Singing and acting out a song big/small Where’s my …? vocabulary
jumper • Respond appropriately to
coat instructions
scarf • Participate in games and
hat songs
T-shirt
shorts

Cheeky Monkey 1 Busy Book  Halloween

See Key language learning aims bat Hello Happy Halloween! Language used so far. See Main evaluation criteria for
for Pupil’s Book Halloween. cat Bye-bye What noise does a … make? Pupil’s Book Halloween.
ghost
pumpkin

Cheeky Monkey 1 Busy Book  Christmas

See Key language learning aims doll Hello Merry Christmas! Language used so far See Main evaluation criteria for
for Pupil’s Book Christmas. ball Bye-bye Here’s a … plus: Pupil’s Book Christmas.
car Father Christmas Thank you! Put up your hands
teddy bear presents for …
What’s our favourite
Christmas present?

Cheeky Monkey 1 Busy Book  Easter

See Key language learning aims Easter bunny Hello Happy Easter! Language used so far. See Main evaluation criteria for
for Spring. Easter egg Bye-bye What does he bring? Spring.
blue Where’s my …?
red Here you are
Thank you

8
 Cheeky Monkey 2 Syllabus Guide
Key language Focus Recycled Main receptive Classroom Main evaluation
learning aims language language language language criteria

Cheeky Monkey 2 Pupil’s Book  Introductory unit Cheeky’s friends

• Getting to know the Hello girls Let’s sing … Children should:
characters’ names Bye-bye boys What’s/Who’s this? • Demonstrate an interest in the
• Discriminating between Cheeky How are you today? Look! characters
‘Hello’ and ‘Bye-bye’ Rory I’m fine, thank you This is … • Develop an awareness of
• Singing and acting out a song Tom See you later Shh! Be very quiet ‘Hello’ and ‘Bye-bye’
• Counting to five Ellie lion Sit down quietly • Respond appropriately to
monkey That’s right! instructions
hand Well done! • Participate in games and songs
clap What’s in the bag? • Start to develop physical co-
one–five Show me … ordination and fine motor skills
Draw …

Cheeky Monkey 2 Pupil’s Book  Unit 1 What’s the matter?

• Responding to new items of hands Hello What’s the matter? Stand up Children should:
vocabulary via mime, visual arms Bye-bye doctor Turn around • Demonstrate an interest in what
recognition, gesture, etc feet red Can you move your (arms)? Clap your hands happens in the story
• Listening to the story legs yellow My (hands) hurt me! Tap • Recognise characters in the
• Acting out the story fingers blue spots Wave story
• Singing and acting out a song toes one–five Put your hands up/down Touch … • Start to discriminate between
• Discriminating between ‘up’ up/down ill Make a circle different body parts
and ‘down’ dirty Sit down • Start to identify the colours
• Recognising the colours red, tickle Sleep red, yellow and blue
yellow and blue cherry trees It’s story time • Develop an awareness of ‘up’
• Counting to five swing Point to … and ‘down’
That’s better! Count … • Respond appropriately to
Stick on instructions
Match … • Participate in games, songs,
Colour and TPR activities
Can you draw …? • Start to develop spatial
orientation, physical co-
ordination and fine motor skills

Cheeky Monkey 2 Pupil’s Book  Unit 2 The snowman

• Responding to new items of coat Hello I’m cold! Language used so far Children should:
vocabulary via mime, visual hat Bye-bye clothes plus: • Demonstrate an interest in what
recognition, gesture, etc scarf red Put (your coat) on Very good! happens in the story
• Listening to the story boots yellow school What is it? • Recognise characters in the
• Acting out the story T-shirt blue This is a (hat) Listen story
• Singing and acting out a song trainers one-five play time Stick on … • Start to discriminate between
• Recognising different types of pink eyes What’s the weather like Touch … different clothes
weather weather arms today? Find … • Start to identify the colour pink
• Recognising the colour pink It’s raining toes snowman How many? • Develop an awareness of the
• Counting to five It’s snowing hands rainbow Excellent! weather
It’s windy Is it (windy)? What colour is this? • Respond appropriately to
It’s sunny instructions
• Participate in games, songs and
TPR activities
• Start to develop spatial
orientation, physical co-
ordination and fine motor skills

Cheeky Monkey 2 Pupil’s Book  Unit 3 The noisy bird

• Responding to new items of tiger Hello animal(s) Language used so far Children should:
vocabulary via mime, visual elephant Bye-bye What’s that noise? plus: • Demonstrate an interest in what
recognition, gesture, etc crocodile red Where’s the (elephant)? Please happens in the story
• Listening to the story bird yellow I can hear (a tiger) Thank you • Recognise characters in the
• Acting out the story lion blue Toot Close story
• Singing and acting out a song snake pink Roar Open your eyes • Start to discriminate between
• Discriminating between orange monkey Squawk What’s missing? different clothes
‘noisy’ and ‘quiet’ green one–five Snap It’s time to stop! • Start to identify the colours
• Recognising the colours noisy/quiet lt’s raining Mummy/Baby bird Make the animal noise orange and green
orange and green It’s snowing Be careful! • Develop an awareness of
• Counting to five It’s windy Watch out! ‘noisy’ and ‘quiet’
It’s sunny Fly • Respond appropriately to
Walk instructions
Run • Participate in games, songs,
Jump and TPR activities
Swing • Start to develop spatial
Wriggle orientation, physical co-
big ordination and fine motor skills
zoo train
clock

9
 Key language Focus Recycled Main receptive Classroom Main evaluation
learning aims language language language language criteria

Cheeky Monkey 2 Pupil’s Book  Unit 4 I like bananas

• Responding to new items of sausages Hello Are you hungry? Language used so far Children should:
vocabulary via mime, visual eggs Bye-bye I’m hungry plus: • Demonstrate an interest in what
recognition, gesture, etc tomatoes It’s raining likes/doesn’t like Where does the (sausage) happens in the story
• Listening to the story milkshakes It’s snowing Can I have (sausages), go? • Recognise characters in the
• Acting out the story bananas It’s windy please? What are these? story
• Singing and acting out a song cake It’s sunny. eat Circle the … • Start to discriminate between
• Discriminating between ‘like’ ice-cream red drink What can you see? different foods
and ‘don’t like’ apples yellow picnic • Start to identify the colour
• Recognising the colour brown brown blue lake brown
• Counting to ten six–ten green hot • Develop an awareness of ‘like’
like/don’t like pink Do you want (a sausage)? and ‘don’t like’
orange Do you like (ice-cream)? • Respond appropriately to
one–five I like (bananas) instructions
red I don’t like (eggs) • Participate in games, songs,
yellow (Tomatoes) are good for you and TPR activities
blue • Start to develop spatial
orientation, physical co-
ordination and fine motor skills

Cheeky Monkey 2 Pupil’s Book  Unit 5 What a surprise!

• Responding to new items of bedroom Hello Good morning! Language used so far Children should:
vocabulary via mime, visual bathroom Bye-bye Let’s go out and play plus: • Demonstrate an interest in what
recognition, gesture, etc kitchen red I’m scared! Hands down happens in the story
• Listening to the story living room yellow I’m hungry Trace • Recognise characters in the
• Acting out the story garden blue I’m dirty Point to something … story
• Singing and acting out a song door pink Come with me! • Start to discriminate between
• Discriminating between ‘in’ purple orange Knock on the door different rooms in a house
and ‘out’ in/out green Close the door • Develop an awareness of ‘in’
• Recognising the colour purple brown surprise and ‘out’
• Counting to ten one–ten • Respond appropriately to
tiger instructions
It’s sunny • Participate in games, songs,
and TPR activities
• Start to develop spatial
orientation, physical co-
ordination and fine motor skills

Cheeky Monkey 2 Pupil’s Book  Unit 6 Little Red Riding Hood

• Responding to new items of ears Hello wolf Language used so far Children should:
vocabulary via mime, visual eyes Bye-bye wood plus: • Demonstrate an interest in what
recognition, gesture, etc teeth red What a surprise! Where do the … go? happens in the story
• Listening to the story hands yellow What a lovely day! What am I? • Recognise characters in the
• Acting out the story legs blue Where are you going? story
• Singing and acting out a song arms pink What big (eyes) you’ve got! • Start to discriminate between
• Discriminating between ‘like’ like/don’t like green I’m hungry different body parts
and ‘don’t like’ orange • Recognise all the colours
• Recognising all the colours brown • Respond appropriately to
• Counting to ten purple instructions
Granny • Participate in games, songs,
big and TPR activities
sausages • Start to develop spatial
eggs orientation, physical co-
tomatoes ordination and fine motor skills
milkshakes
apples
cake
elephant
tiger
crocodile
lion
monkey
snake
one-ten

Cheeky Monkey 2 Pupil’s Book  Halloween

• Responding to new items of witch Hello It’s Halloween What’s this? Children should:
vocabulary via mime, visual owl Bye-bye open/close Who’s this? • Start to identify the new
recognition, gesture, etc monster two growl That’s right! Halloween vocabulary
• Revising vocabulary, phrases eyes wake up Point to … • Recognise with more
and classroom language from mummy scream Match the … confidence the revised
earlier units daddy moon Let’s sing … vocabulary and expressions
• Singing and acting out a song sister sun • Respond appropriately to
• Using a Press out to practise brother night instructions
new vocabulary fly in the sky • Participate in games and songs

10
Key language Focus Recycled Main receptive Classroom Main evaluation
learning aims language language language language criteria

Cheeky Monkey 2 Pupil’s Book  Christmas

• Responding to new items of hat Hello Merry Christmas! What’s in the bag? Children should:
vocabulary via mime, visual coat Bye-bye down the chimney What colour is it? • Start to identify the new
recognition, gesture, etc boots Father Christmas He’s got a … Colour Christmas vocabulary
• Revising vocabulary, phrases sack red body Draw • Recognise with more
and classroom language from brown Reindeer confidence the revised
earlier units big Happy New Year! vocabulary and expressions
• Singing and acting out a song head friends • Respond appropriately to
• Using a Press out to practise feet instructions
new vocabulary hands • Participate in games and songs
scarf
trainers
T-shirt

Cheeky Monkey 2 Busy Book  Unit 1 What’s the matter?

See Key language learning aims head Hello Look at me! Language used so far See Main evaluation criteria for
for Pupil’s Book Unit 1. shoulders Bye-bye Where are …? plus: Pupil’s Book unit 1.
elbows eyes What’s this? Pass
knees ears Who’s this? Knee up/down
mouth What’s missing?
nose Well done!
arms Very good!
hands spots
legs
feet
up
down
one–five

Cheeky Monkey 2 Busy Book  Unit 2 The snowman

See Key language learning aims socks Hello Where are the (socks)? Language used so far See Main evaluation criteria for
for Pupil’s Book Unit 2. shorts Bye-bye I’ve got my (shorts) on plus: Pupil’s Book Unit 2.
cap coat I’m going out to play Put (your shorts) on
dress hat What’s she wearing?
scarf Is there a (yellow scarf)?
boots What can you wear when
It’s raining it’s (sunny)?
It’s snowing
It’s windy
It’s sunny
red
yellow
blue
pink

Cheeky Monkey 2 Busy Book  Unit 3 The noisy bird

See Key language learning aims giraffe Hello What’s the weather like Language used so far See Main evaluation criteria for
for Pupil’s Book Unit 3. hippo Bye-bye today? plus: Pupil’s Book Unit 3.
zebra tiger Where’s the (hippo)? What’s different?
monkey elephant It’s the (giraffe). Put the (hippo) in the
crocodile Let’s be (monkeys). noisy box.
bird What animals can you see?
lion Who’s the winner?
snake The (giraffe) is the winner!
It’s raining
It’s snowing
It’s windy
It’s sunny
noisy/quiet
one–five

Cheeky Monkey 2 Busy Book  Unit 4 I like bananas

See Key language learning aims fish Hello What’s the weather like Language used so far See Main evaluation criteria for
for Pupil’s Book Unit 4. bread Bye-bye today? plus: Pupil’s Book Unit 4.
salad sausages lunchtime Stand up if you like
juice eggs I’m hungry (salad)
tomatoes I want some (fish) I spy something (green)
milkshakes What’s for lunch? pass
bananas Do you like (salad)?
cake eat
ice-cream drink
apples Where’s the (salad)?
It’s raining Here’s the (bread)
It’s snowing
It’s windy
It’s sunny.
red
yellow
green
pink
orange
brown
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 Key language Focus Recycled Main receptive Classroom Main evaluation
learning aims language language language language criteria

Cheeky Monkey 2 Busy Book  Unit 5 What a surprise!

See Key language learning aims sofa Hello What a sunny day! Language used so far See Main evaluation criteria for
for Pupil’s Book Unit 5. table Bye-bye Here’s the … plus: Pupil’s Book Unit 5.
TV bedroom In my house there’s a … Can you see the …?
chair bathroom Where’s Cheeky?
kitchen He’s under/on/behind the …
living room Sit/down
bed Watch …
door Eat …
in Hurry up!
bananas
six–ten

Cheeky Monkey 2 Busy Book  Unit 6 Little Red Riding Hood

See Key language learning aims tree Hello Look at the wolf! Language used so far See Main evaluation criteria for
for Pupil’s Book Unit 6. picnic Bye-bye Please go away plus: Pupil’s Book Unit 6.
wolf big He’s very hungry Is he …?
house ears Eat Find the …
eyes Show your teeth Show me the …?
teeth Can you see the …?
hands
legs
arms
table
sofa
TV
chair
fish
bread
salad
juice
bananas
sausages
apples
eggs
Granny
one–ten

Cheeky Monkey 2 Busy Book  Spring

• Introducing new items of sun Hello It’s spring! Language used so far. Children should:
vocabulary sky Bye-bye It’s (blue) like the (sky) • Start to identify the new
• Revising vocabulary from butterfly pink vocabulary
earlier units flower yellow • Recognise the revised
• Singing and acting out a song red vocabulary
orange • Respond appropriately to
blue instructions
one–three • Participate in games and songs

Cheeky Monkey 2 Busy Book  Halloween

See Key language learning aims witch Hello It’s Halloween! Language used so far See Main evaluation criteria for
for Pupil’s Book Halloween. owl Bye-bye Walk/fly like a … plus: Pupil’s Book Halloween.
monster big You’re a …
nose
red
shoes

Cheeky Monkey 2 Busy Book  Christmas

See Key language learning aims hat Hello It’s Christmas! Language used so far. See Main evaluation criteria for
for Pupil’s Book Christmas. coat Bye-bye Put your (coat) on Pupil’s Book Christmas.
boots Father Christmas Merry Christmas
sack red … down the chimney
brown
blue
one–two
head
feet
hands

Cheeky Monkey 2 Busy Book  Carnival

See Key language learning aims cowboy Hello It’s Carnival! Language used so far. See Main evaluation criteria for
for Spring. clown Bye-bye I’m a … Spring.
policeman hat I’ve got a …
coat Let’s dance and sing
trainers
boots
nose
big
brown
red
blue
12
Introduction
Welcome to Cheeky Monkey once the lesson is underway. In addition to the six main
units, there are shorter units on the festivals of Halloween
Cheeky Monkey is a lively and fun-loving monkey. and Christmas, both with worksheets and Press outs.
Together with his friends Tom and Ellie, and Rory the
lion, who is introduced in Cheeky Monkey 1, he gets Press outs
involved in all kinds of adventures and meets a variety of In Lesson 6 of each unit the children work with a Press
other characters who live in the community. The focus on out which can be found at the end of the Pupil’s Book.
the community is a very important aspect of the Cheeky These consist of finger puppets, stand-up characters,
Monkey series. Children will relate Cheeky’s adventures masks, etc and provide an additional activity linked to the
to their own lives and experiences and become more story. The children use these to ‘perform’ the story. There
involved in the course. are also Press outs for Halloween and Christmas. Press
outs can also be used to review focus language in games
1 Who is the course for? and when singing the songs.
Cheeky Monkey is a two-level course for 4–5 year-olds.
Cheeky Monkey 1 is the first in the series. It can be used Stickers
with children who have not had English classes before. There are two pages of peel-off stickers also to be found at
The course adopts a flexible approach to teaching, which the end of the Pupil’s Book. These are used with the story
makes it suitable for different teaching situations and worksheets to reinforce vocabulary. There are also award
learning styles. There is a strong emphasis on the use of stickers which can be used in Lesson 7. This provides
stories and songs, which help young children to engage in a way of praising the children on completing the unit’s
English, as does the Cheeky Monkey puppet. worksheets and on work well done.

2 What are the aims of Cheeky Monkey? Play mat

Cheeky Monkey 1 (for 4-year-olds) gets off to a gentle This component is new to Cheeky Monkey 1 and Cheeky
start, in case not all children have had English classes Monkey 2 and is to be used during story time and circle
before. It introduces Rory and starts to prompt speaking time. It provides a tactile point of reference on the floor or
from those children who are ready. The children are the board which will help to focus the children’s attention.
provided with basic vocabulary sets and some simple The children can touch and explore Cheeky’s town and
grammatical concepts. They also practise colours and play games and activities on or with the play mat to revise
numbers 1–5 in an integrated way. vocabulary (see pages 21–22).

Cheeky Monkey 2 (for 5-year-olds) revises and builds on Audio CD

previously acquired language and provides a full range of This is to be used in class and contains all the songs and
receptive and productive vocabulary games, stories, songs stories from Cheeky Monkey 1. It also contains chants,
and worksheets. Children are encouraged to produce routine songs and Teacher talk, which gives help on the
language more often, including longer phrases. Worksheet use of English in class. There are also karaoke versions of
activities are slightly more advanced than those in Cheeky some of the main songs.
Monkey 1, and with more emphasis on counting and
cognitive activities. The children revise the colours and Multi-ROM
numbers learnt in Cheeky Monkey 1. They then learn new Cheeky Monkey 1 and Cheeky Monkey 2 are each
colours, and the numbers learnt is extended to 1–10. accompanied by a Multi-ROM. These contain stories and
songs learned in class and can used at home. The Multi-
3 What are the components? ROMs also contain new games (see Letters to parents
Pupil’s Book pages 230–238).
This has got 80 full-colour pages consisting of seven
activity worksheets for each of the six main units. Cheeky Monkey puppet
The first four worksheets illustrate the unit story and The Cheeky Monkey glove puppet can be used to greet
incorporate sticker and other activities; the worksheets the children, put them at ease during English class
that follow contain colouring, tracing, drawing, matching and introduce and revise language through games and
and cognitive activities. The worksheets are perforated for activities.
easy detachment and distribution. There is a reminder on
the back of each worksheet of the task and the song lyrics,
in case you are unable to consult your Teacher’s Notes

13
 Flashcards are gradually built up during the year so that children
There is a pack of 64 colour flashcards, each numbered become used to this input. An overview of this classroom
and colour coded by unit for easy identification. As well as language is given in the syllabus (see pages 5–12). It
using these for vocabulary introduction and practice, these can also be found in the unit and lesson openers. Useful
can be used in a variety of games and activities suggested English phrases are also listed in Teacher talk.
in the Teacher’s Notes.
Kinaesthetic learning
Story cards Cheeky Monkey caters for a wide range of learning styles.
Story cards can be used when listening and retelling the Because children of this age are essentially kinaesthetic
stories. They also provide visual aids for other activities. learners, learning through touch and movement, the
Each frame appears on an individual Story card. The course includes lots of TPR (total physical response),
tapescript appears on the back of each card for reference. action rhymes, mime and play mat based activities.
Cheeky’s jungle gym also appears twice in each unit,
Teacher’s Notes during which children listen and follow different physical
The detailed Teacher’s Notes include a unit overview and instructions. Within each lesson there are clearly defined
a lesson overview (outlining the lesson focus, the focus stages. The children work together in a circle or more
and recycled language, the main receptive language, independently at their tables, providing variety and
the main activities and the materials needed). This is interest.
followed by full teaching notes for the three stages of each
lesson. These include step-by-step instructions on how to Routines
teach each stage, how to do the activities and guidance Throughout Cheeky Monkey emphasis is given to routines,
on language that can be used. They also contain scripts in order to help with the organisation and smooth-running
of all the songs, stories and chants. There are also three of the class. Children of this age group work better within
optional extra activities per lesson for those teachers who a secure framework, therefore it is important to establish
have extra time available. These include Photocopiable clear routines and indicators for the children to follow.
worksheets (three per unit). A pattern of activities is built up throughout the lessons
and units, which will make children feel more confident
4 Methodology about what is expected of them. In addition, each stage
Receptive versus productive language of the lesson is indicated by a song or a chant. There are
When introducing new language to very young learners, it Hello and Bye-bye songs (one for every two units) which
is important to ensure that they are not rushed or pushed mark the beginning and end of each lesson. The Cheeky
beyond their comfort zone. As with L1 learning, the Monkey puppet is used along with these routines to help
children need to experience a new language receptively children become more involved. There are also other
before being required to produce words or phrases. The routine chants discussed in Teacher talk. The children are
stage at which children are ready to produce language not expected to recite these songs and chants themselves,
varies from child to child, as does the quantity of though you may find they join in as the course progresses.
production. In Cheeky Monkey children receive input in
the form of stories, songs and chants and a broad range
of production opportunities, e.g. they can join in with the
songs and chants when they feel ready. In Cheeky Monkey
1 and Cheeky Monkey 2 the children are prompted more
often to produce language, e.g. saying the focus vocabulary,
but again they need only repeat the words once they feel
ready.

English in the classroom

We would encourage you to expose the children to as
much English in the classroom as possible. The materials
provide a lot of visual support: the meaning of songs and
stories is illustrated through visual and contextual clues;
the purpose and requirements of games are simple enough
to see as they are played. There are full instructions in the
Teacher’s Notes on how to demonstrate worksheet tasks.
This includes what to say and what mime and gesture to
use in order for the children to fully understand what they
have to do. Typical classroom language and instructions

14
Teacher talk
By consistently using frequently-used classroom language, Transition chant 2
transition chants and routine chants the children’s Little lions,
understanding of English will grow more rapidly. Teacher Little lions,
talk is divided into three sections: Come with me.
The first section provides a list of useful language that can Sit down, sit down,
be used in class. This appears on the Audio CD so that Sit down quietly.
you can practise and perfect the pronunciation of these Shh! Shh!
phrases. The second section contains chants.
The chants can also be found on the Audio CD: in the Transition chant 3
Pupil’s Book section when they are first introduced (with Little bears,
music) but appear in the Teacher talk section (without Little bears,
music) if you prefer to practise them and recite them Come with me.
without using the CD. Sit down, sit down,
Sit down quietly.
Questions Praise Shh! Shh!
Where’s the…? Well done!
What’s this? Very good. Halloween transition chant
What are these? Excellent! Spooky ghosts,
Who’s this? Good! Spooky ghosts,
How many..? Yes, that’s right! Come with me.
What colour? Sit down, sit down,
Sit down quietly.
Activity instructions Table time instructions Shh! Shh!
Point to … Colour …
Show me … Match … Christmas transition chant
Look! Draw … Father Christmas,
Listen Find … Father Christmas,
Let’s listen to the story Press out … Come with me.
Listen and point Stick on … Sit down, sit down,
Touch Sit down quietly.
Let’s count Shh! Shh!
Let’s sing
The let’s go chants
Transition chants The Let’s go chants feature in lesson 2 of each unit and
The chants below are used to help the transition from one guide children to a location on the play mat which will
stage of the class to the next in a calm and organised way. feature in the story and also introduce them to the main
This will usually be the move between the circle time and characters in that story (see pages 21–22).
table time area. The children will soon learn to associate
these chants with a change of activity, and by the end of Unit 1
the school year will probably have memorised them all. Let’s go, let’s go.
The Transition chants change every two units and reflect Ho, ho, ho!
language learnt. To the funfair, to the funfair.
Let’s go, let’s go.
Transition chant 1 Ho, ho, ho!
Little monkeys,
Little monkeys, Unit 2
Come with me. Let’s go, let’s go.
Sit down, sit down, Ho, ho, ho!
Sit down quietly. To the house, to the house.
Shh! Shh! Let’s go, let’s go.
Ho, ho, ho!

15
 Unit 3 Routine chants
Let’s go, let’s go. The following routine chants can be used when playing
Ho, ho, ho! games and serve the following functions:
To the park, to the park.
Let’s go, let’s go. Calm down chant
Ho, ho, ho! The Calm down chant can be used at the end of a very
active game or activity to calm the children down and re-
Unit 4 focus their attention.
Let’s go, let’s go.
Ho, ho, ho! Calm down! Calm down!
To the farm, to the farm. Look at me.
Let’s go, let’s go. Calm down! Calm down!
Ho, ho, ho! Look at me.

Unit 5 The one banana, two banana chant

Let’s go, let’s go. The one banana, two banana chant can be used to select
Ho, ho, ho! volunteers for a game or task.
To the restaurant, to the restaurant.
Let’s go, let’s go. One banana, two banana, three banana go.
Ho, ho, ho!
The monkey look chant
The story time chant The monkey look chant accompanies the flashcard game
The Story time chant signals that it is time to sit down and Monkey, look! In this game, which revises focus language,
listen attentively, as you are about to tell the story or play Cheeky reveals flashcards from a bag and encourages the
it on the CD. children to say the names in English.

Shh! Shh! Monkey, look!

It’s story time. It’s story time. Monkey, see!
Shh! Shh! Monkey, show me!
It’s story time today. 1, 2, 3!

Shh! Shh!
It’s story time. It’s story time.
Shh! Shh!
It’s story time today.

16
Overview of routine songs and Teacher talk chants

Introduced Title Purpose CD Track

Cheeky’s The hello Cheeky song 1 To indicate the start of the lesson 1 2
town (Cheeky’s town, U1 & U2)
The one banana, two To choose volunteers for an activity 1 3
banana chant
Calm down chant To re-focus the children’s attention if they get 1 4
over-excited
Transition chant 1 To move children to the tables for worksheet 1 5
activities
Bye-bye Cheeky 1 To indicate the end of the lesson 1 6
(Cheeky’s town, U1 & U2)
The monkey look chant To revise focus language in game Monkey, look! 1 8
Unit 1 The let’s go chant To set the scene for the story (play mat) 1 12
The story time chant To indicate that it is story time 1 13
Unit 2 The let’s go chant To set the scene for the story (play mat) 1 26
Unit 3 The hi song 2 To indicate the start of the lesson (U3 & U4) 1 34
Transition chant 2 To move children to the table for worksheet 1 37
activities
Bye-bye Cheeky 2 To indicate the end of the lesson (U3 & U4) 1 38
The let’s go chant To set the scene for the story (play mat) 1 40
Unit 4 The let’s go chant To set the scene for the story (play mat) 1 50
Unit 5 The Cheeky monkeys To indicate the start of the lesson (U3 & U4) 2 1
song 3
Transition chant 3 To move children to the table for worksheet 2 4
activities
Bye-bye Cheeky 3 To indicate the end of the lesson (U5 & U6) 2 5
The let’s go chant To set the scene for the story (play mat) 2 7

Halloween Hello! It’s Halloween! To indicate the start of the lesson 2 26

Halloween transition To move children to the table for worksheet 2 28
chant activities
Christmas Hello! It’s Christmas! To indicate the start of the lesson 2 30
Christmas transition To move children to the table for worksheet 2 32
chant activities

17
 5 Story-based learning from Lesson 1 and then sing the Story song which is
Cheeky Monkey is a story-based course with one story contained within the story. The worksheet for this lesson
per unit. Stories provide a memorable basis for language practises the new focus language.
learning and enable learners to have fun with language.
The stories involve either Cheeky and his friends, or In Lesson 4 the children do an extended Cheeky’s jungle
re-tell a traditional tale. They are fun and interesting for gym which contains the focus language learnt in Lesson
children of this age group and also incorporate language, 3. Then the concept language is introduced through
communication and repetition in a meaningful context. A flashcards and practised in a new song. The children
song is also incorporated into each story which enables review the story with the Story cards and then do a
children to fully participate. The stories are presented in worksheet to reinforce their understanding of the concept.
Lesson 2: first the play mat is used to introduce the setting
and the characters (see pages 21–22) before the children Lesson 5 focuses on colours and numbers through two
listen to the story for the first time. In Lesson 4 they review activities played on the play mat: Pass and touch (blue),
the story, and then they perform it with the Press out in which introduces the focus colour of the unit and Find
Lesson 6. Finally, in Lesson 7 there is the option (in the (yellow), which revises the colour learnt in the previous
Extra activities) for the children to act out the story. unit. The children then sing The numbers song, building
from one-three to one-five by Unit 5. This is followed by a
6 Song-based learning colour and/or number-based worksheet activity.
Songs and music provide a memorable and enjoyable
way to learn English. Alongside the Story songs, Cheeky The children begin Lesson 6 by repeating Cheeky’s
Monkey includes a variety of songs which review the main jungle gym from lesson 4, which they should now be very
focus language and concepts of each unit. You will find familiar with. They then revise one of the songs from
that the children acquire this language very effectively earlier in the unit and can hopefully participate in it more
through singing in class. Each song is accompanied by readily. This is followed by a Press out activity where the
mime and gesture to facilitate understanding and provide children make a puppet, stand-up character or mask and
opportunities for movement. then use the Press out to ‘perform’ the story.

7 How are the units organised? In Lesson 7 the children review, evaluate and personalise
In Cheeky Monkey 1 each of the six main units contains the language they have learnt during the unit. They
seven lessons, all focusing on a specific topic. Vocabulary first play What’s on the mat today? on the play mat, in
and concepts are introduced through the songs and stories which the chant is used to review a selection of the focus
and then practised in a wide range of games. Each lesson language of the current unit. They then choose and sing
has an optional activity which you can leave out if you their favourite song from the unit. The worksheet activity
are short of time. There are also three Extra activities in for this lesson is a personalisation activity. This is usually
case you have additional time at the end of the class. The a drawing activity which encourages the children to think
Introductory Unit functions slightly differently because about all of the focus language they have learnt during
of the need to introduce the characters and classroom the unit. It also gives the teacher the opportunity to ask
routines, but thereafter the units follow the same basic questions and prompt simple replies in English. The
pattern: children are praised for their efforts during the unit by
being given an award sticker to put on their worksheets.
Lesson 1 introduces the focus language using flashcards,
i.e. four words which are linked to the topic. The children 8 Stages of the lesson
then sing a song which contains the four new words and Each lesson begins with Circle time; children are
practise the vocabulary in a variety of games. This is organised into a circle and sing the ‘Hello’ song. They are
then followed by a worksheet which reinforces the new encouraged to join in and wave to the Cheeky Monkey
language. puppet and later in the course to say Hello! to him.
They then do a variety of activities in the circle time
Lesson 2 begins with Cheeky’s jungle gym when the area, including games and songs. Story time appears in
children do a TPR activity incorporating the new words. Lessons 2, 4 and 6 when the children listen to or review
They are then introduced to the setting and characters of the unit story. The Transition chants are used to move the
the story through play mat activities. After they listen to children from the circle time area to the table time area.
the story for the first time, they do a worksheet activity This helps to move them quickly and efficiently. During
involving putting stickers of the focus language items on Table time the children do a worksheet or a Press out
the story pages. activity which is sometimes followed by a unit song. Each
lesson ends with a ‘Bye-bye’ song when children wave
Lesson 3 builds on the current vocabulary set by and say Bye-bye! to Cheeky.
introducing two new words. The children revise the song

18
9 Additional materials • Always have an extra activity at hand that you can use
Because all classes are different, and children work at if an activity doesn’t work in class.
different rates, we have provided additional materials to • Experiment with the materials, e.g. you can use
use in class. These can be used with fast finishers, and resources like the flashcards and the play mat in many
they also provide flexibility for teachers who have more ways – adapting other activities to work with them.
sessions per week or who have time to work in more • Communicate with the class teacher and when possible
detail on a particular topic or who wish to do something relate topics they learn in their main class to the
different from the ‘core’ material. These additional English lesson.
materials fall into three categories: • Make the children feel valued: their views are
important, so listen to them.
Extra activities: there are three Extra activities detailed • Build up the children’s confidence. Don’t push them
in the Teacher’s Notes at the end of each lesson. These to produce before they are ready. Praise them for
include Photocopiable worksheets, games, flashcard receptive understanding.
activities, ideas on the use of karaoke versions of the • Encourage the children to enjoy the songs, stories and
songs and occasionally craft work. characters and build on that enjoyment.
• Have fun and enjoy the materials yourself, this will
Photocopiable worksheets (see pages 210–227): These quickly translate to the children.
provide three additional worksheet activities per unit.
In each unit, one of these Photocopiable worksheets is 11 Classroom management
a set of mini cards that can be used to play games that Because children of this age group are naturally restless
review the focus language. Then they may colour and cut and have relatively short attention spans, we have provided
out them out. Other Photocopiable worksheets involve the following tools that you can use to manage this energy
matching, tracing and colouring activities. and hold their attention in class:
• Get the children used to hearing you speak English
Multi-ROM: contains the stories and some of the songs all the time. See Teacher talk on pages 15–16 for
from the Pupil’s Book and new games. Children can examples of different classroom language.
take the Multi-ROM home to sing the songs and play the • Follow a pattern of activities and use routine chants
games with their parents. You may also choose to use to signal a change in location/activity. This can help
the Multi-ROM with fast finishers or as an opportunity maintain control of the children.
to divide up the class and spend more time with smaller • Use Cheeky’s jungle gym to give the children a chance
groups. to work off excess energy. They will then be able to
settle down and concentrate.
10 Teaching very young learners • Use the Calm down chant whenever the children
Being flexible is a very important aspect of working become too lively. This signals that it is time for
with very young learners. You must constantly listen, everyone to calm down.
watch and react to them. The instructions provided in the • The use of Table time allows a period of quiet work
Teacher’s Notes are guidelines. You must be the judge and the opportunity to give attention to individuals
of what works best for you and your classroom. Here are when needed.
some suggestions:
• If the children do not react well to an activity, leave it
and come back to it later (or not at all).
• Be aware of the children’s energy levels depending
on the time of day/week and structure your lessons
accordingly. Sometimes they might need to be more
active, so do some extra songs or Cheeky’s jungle gym;
sometimes they may need to work quietly.
• Encourage the children to do the actions when singing
songs. Even if they don’t understand the words at first,
they can still learn the mime quickly.
• If you don’t have time to do all the activities suggested,
choose the ones which you think your children will
react to best.
• Recycle material as many times as you can. Don’t
hesitate in reusing songs or activities that the children
particularly enjoyed.

19
 Busy Book Teacher’s Notes
These are found in the main Teacher’s Notes after the
1 Who is the Busy Book for? Pupil’s Book Teacher’s Notes section. They follow the
You may have chosen to use the Busy Book with Cheeky same pattern, having a unit and lesson overview and
Monkey 1 or Cheeky Monkey 2. These provide extra then full instructions for each stage of the lesson. There
materials for teachers whose pupil’s have additional are also two Extra activities per lesson, including song
hours of English. Complete lessons with accompanying activities and new games.
Teacher’s Notes are provided, which are compatible with
the main course. Audio CD
The Audio CD material can be found on the main Audio
The Busy Book provides three additional lessons for CD towards the end of CD 2. The Busy Book contains one
each of the main units; one lesson each for Halloween new song per unit and also revises songs from the Pupil’s
and Christmas; one new festival and the additional unit Book. There is also a new Cheeky’s jungle gym for each
of seasons. Autumn and Easter are presented in Cheeky unit which incorporates the Busy Book focus language.
Monkey 1 Busy Book and spring and carnival in the
following level. 4 How are the units organised?
Each unit follows the same basic pattern:
2 What are the aims of the Busy Book?
As well as providing extra materials, the Busy Book Lesson 1 introduces the focus language (four new words)
extends the focus language from the lexical sets in the using flashcards, i.e. four words which are linked to the
Pupil’s Book. The children are exposed to four new words topic. Children then sing a new song which contains the
per unit. The Busy Book also aims to consolidate and four new words. They practise the new language and
practise the focus language from the Pupil’s Book. Cheeky revise Pupil’s Book focus language via a variety of games.
Monkey 2 Busy Book introduces some pre-reading and The worksheet focuses only on Busy Book language.
pre-writing activities. The children are exposed to pre-
reading in the worksheets in Lessons 1 of Units 1 and Lesson 2 revises focus language from Lesson 1 and
2, where the four new words appear in written form. language revised from the Pupil’s Book. The children
Then in every Lesson 1 of Units 3 to 6 the focus of the revise the Lesson 1 song and do a new Cheeky’s jungle
worksheet is pre-writing. The children are encouraged to gym which contains Busy Book focus language. The
trace the four new words. In the Cheeky Monkey 2 Busy worksheet focuses on both Busy Book and Pupil’s Book
Book section of the Teacher’s Notes there are also three language.
pre-reading activities per unit. These activities mainly
include using written words with flashcards common in In Lesson 3 the children revise a song from the Pupil’s
classroom activities, e.g. flashcard games, singing a song Book. The worksheet focuses on both Busy Book and
and pointing to the words on the classroom wall, etc. The Pupil’s Book language.
Teacher’s Notes also suggest ideas for writing words on
the children’s pictures and displaying them on the wall.

3 What are the components?

Busy Book
This has 48 full-colour pages consisting of three activity
worksheets for each of the six main units. As is the
Pupil’s Book, the activity types include tracing, matching,
colouring, counting and other cognitive activities. The
worksheets are perforated for easy detachment and there
is again a reminder on the back of each one listing the
main activities and the song lyrics.

Flashcards
There is a pack of 38 colour flashcards illustrating the
focus language for each unit, each numbered and colour
coded by unit for easy identification.

20
How to use the Play Mat
The children can explore the places in Cheeky’s town Using the Play Mat to revise
through a variety of games played on or with the play
mat. The play mat provides a stimulating focal point for focus language
story time and circle time activities. It is used to set the
scene for the first five stories, in which Cheeky and his During every Lesson 7 the play mat is used to revise and
friends take part. The community focus of the play mat consolidate colours and numbers learned throughout Units
provides an essential thread running through the units. 1–6 and focus language learned throughout Units 1–5.
Children will be able to relate this to their own lives and
experiences. The play mat can also be used to revise 1 Play Pass and touch (yellow) on the play mat
focus language, colours and numbers. We have suggested • This activity is used to revise the focus colour of the
activities that can be done on or with the play mat. We unit. (See every Lesson 5 of Units 1–6.)
also encourage you to experiment and develop activities • Point to the play mat and say Look! It’s Cheeky’s
which suit the needs of your class. town! Encourage the children to explore the areas of
the town they know.
• Show the (yellow) flashcard and say Look! (Yellow)!
Using the Play Mat with stories Hand out the (yellow) flashcard.
• Play the CD. Encourage the children to pass the
The children are first introduced to the stories via the play
(yellow) flashcard around the circle. Stop the music.
mat. The following activities help to set the scene and
Say Touch (yellow). Encourage the child holding the
generate an interest in the story before the children hear
flashcard to touch something (yellow) on the play
it for the first time. These activities can also be used to
mat. If they respond correctly, say That’s right! It’s a
recap stories from previous units.
(yellow) …!

1 Play Going to the (funfair)

2 Play Find (blue) on the play mat
• This activity is used to introduce the setting of the
• This activity is used to revise the focus colour(s) of the
story, a location in Cheeky’s town. (See every Lesson
previous unit(s) and numbers. (See every Lesson 5 of
2 of Units 1–5.)
Units 1–6.)
• Do the activity using flashcard(s) of the main characters
• Say Find three (blue) things. Count to three on
of the story. Move the flashcards around the play mat,
your fingers and say One, two, three. Encourage the
walking them along the roads and stopping at different
children to join in.
locations. Say Is Cheeky going to the house? etc.
• Encourage the first child to touch something (blue)
Finally end up at the location of the story: the (funfair).
on the play mat. If they respond correctly, say That’s
Say (Cheeky and Rory) are going to the (funfair) and
right! It’s a (blue) …! Do the activity with the other
put the (Cheeky) and (Rory) flashcards on the funfair.
children and repeat with (two) and (three). Point to the
Ask the children questions about funfairs.
items again and count them with the children.

2 Say The let’s go chant

3 Play What’s on the mat today?
• This activity is used to introduce the main characters
• This game is used to revise a selection of the focus
of the story. (See every Lesson 2 of Units 1–5.)
language items learned during the completed unit.
• After you have played Going to the (funfair) say
(See every Lesson 7 of Units 1–6.)
The let’s go chant. Hand out the flashcards of the
• Put the (nose), (tummy), (toes) and (ears) flashcards
main characters of the story. Tell the children to pass
in a pile face down in front of you. Say Let’s be
the flashcards around the circle. Say the chant and
detectives! and mime looking through a magnifying
encourage the children to join in. (See Teacher talk,
glass. Say the chant and do the actions. Encourage the
pages 15–16) (You may choose to make marching
children to join in.
movements with you arms. Encourage the children to
• Play the CD. Pause the CD after each verse.
join in.)
Choose a child to point to the (nose) on the play mat.
• Say Point to the (funfair) and encourage the children
Encourage them to say (nose). Do the activity with
to point to the funfair. Then tell the child holding the
other children and repeat with (tummy), (toes) and
(Cheeky) flashcard to put it on the funfair. Repeat with
(ears).
(Rory).

21
 Ten ways to use the play mat child guesses correctly, show the flashcard and say
Well done! It’s an (apple)! Play the game with other
All the following activities may also be done using other children and repeat with other food.
focus language, songs and Press outs, etc. 7 Sing (Farmer Brown) on the play mat
1 Play I spy on the play mat with colours • Organise the children into a circle around the play
• Put on the Cheeky puppet. Point to your eye and say mat. Give each child a role, either (duck), (cow),
I spy (a yellow …). Encourage the children to touch (horse) or (sheep). Check that the children remember
the (yellow …) on the play mat. If a child responds how to mime the animals. Say Let’s sing (Farmer
correctly, say (A yellow …!) Well done! Repeat with Brown). Play the CD. Sing the song and do the actions.
(blue), (red), (green) and (brown). Alternate between Encourage the children to join in for their animal.
them until the children are confident. • When the song finishes, say (Horses), touch (yellow).
Encourage all the (horses) to touch (yellow) on the
2 Play Taking Cheeky for a walk on the play mat border. Repeat with the other animals and
play mat colours.
• Hand out the (Cheeky) or (Rory) Press outs, Press outs
8 Sing (Close your eyes) and play Pass the
(Unit 1) or (Unit 2). Choose four children using The
one banana, two banana chant. (See Teacher talk, flashcards on the play mat
pages 15–16.) Encourage the children to put on their • Show the (mummy) flashcard and say (mummy).
puppets. Show the children how to take (Cheeky) or Repeat with (daddy), (sister) and (brother).
(Rory) for a walk around the play mat. Say Let’s go • Choose four children using The one banana, two
for a walk. Talk about the places you are going and the banana chant (See Teacher talk, pages 15–16.) Give
things you can see. them each a flashcard.
• Play the CD. Encourage the children to sing the song
3 Play Cheeky’s whisper with (clothes) on the and show their flashcards.
play mat • Play the song again and encourage the children to pass
• Organise the children into a circle. Put on the Cheeky the flashcards around the circle. This time, stop the
puppet. Tell the children that Cheeky wants to share CD after each verse and encourage one child holding
a secret with them. Get Cheeky to whisper (coat) to a a flashcard to put it next to the family member on the
child. play mat.
• Tell the child to pass the whisper on. Continue until
9 Play Flashcard fan with (the body) on the
reaching the last child in the circle. Encourage them to
point to the (coat) on the play mat. Play the game with play mat
other children and repeat with other clothes. • Shuffle the (nose), (tummy), (toes) and (ears)
flashcards. Take one and hold it to your chest so that
4 Do The colours dance on the play mat the other children can’t see what it is. Fan it back and
• Lay out the play mat. Divide the children into two forth, giving the children a glimpse of the flashcard
groups, the (bears) and the (lions). Play the CD. and say What’s this? Find it. Encourage the children
Encourage the children to dance in the middle. Say to point to the (eyes) on the play mat. Repeat with
(Bears green) and encourage the (bears) to stand on a the (nose), (tummy) and (toes). (You may choose to
(green) square on the play mat. Repeat with the (lions). make this activity more challenging by flashing the
Alternate between the (bears) and the (lions) and flashcards upside down.)
(blue), (yellow), (red), (green) and (brown).
10 Play Abracadabra! with (the body) on the
5 Play Put your hands on a (yellow) square play mat
on the play mat • Put on the Cheeky puppet. Explain that Cheeky is
• Point to two children on opposite sides of the play going to do some magic. With one hand hide the
mat. Say Put your feet on a yellow square. Encourage (fingers), (nose), (tummy) and (toes) flashcards behind
them to stand up and stand on (yellow) squares. Repeat your back.
with hands. Alternate between hands and feet until • Say Abracadabra! 1, 2, 3! and move your other hand
the children are confident. Play the game with other as if chanting a spell. Encourage the children to join in.
children and repeat with (blue) and (red). • Slowly reveal the (nose) flashcard. Encourage the
6 Play Guess the (food) on the play mat children to say (nose). If the children answer correctly,
• Lay out the play mat in the circle time area. Hide the say That’s right! A nose! Give it to a child and
(apple) flashcard behind your back. Choose a child encourage them to put it on the (nose) on the play mat.
to play the game using The one banana, two banana Repeat with (fingers), (tummy), (toes), (eyes) and (ears).
chant. (See Teacher talk, pages 15–16.) Encourage the
other child to guess what the flashcard is by pointing
to the item on the play mat or saying the name. If the

22
Introductory Unit Cheeky’s town
Key language

Focus language Main receptive language Classroom language

Hello We love you Yes!/No!

Bye-bye A kiss for you Let’s say hello
Cheeky Little monkeys Who’s this?
Tom Come with me This is …
Ellie Sit down quietly Let’s sing
Rory Time to sleep Shh! Be very quiet!
Close your eyes Draw
Stand up Colour
Turn around Show me
Make a circle Sit down
Clap your hands Walk
Blow a kiss Jump
Wave What’s this?
Hug It’s …
Sleep Well done!
This is my town What’s in the bag?
Come to … That’s right!
Let’s have fun
One–three

Key language learning aims

• Getting to know the characters’ names
• Discriminating between ‘Hello’ and ‘Bye-bye’
• Singing and acting out a song
• Counting to three

Main criteria for evaluation

Children should:
• Demonstrate an interest in the characters
• Develop an awareness of ‘Hello’ and ‘Bye-bye’
• Respond appropriately to instructions
• Participate in games, songs and TPR activities
• Start to develop physical co-ordination and fine motor skills

23
 Lesson 1 Lesson 2

24
Introductory Unit Cheeky’s town Lesson 1
• Slowly reveal Cheeky. Get him to wave and say Hello,
children! Encourage the children to wave and say
Hello! to Cheeky.
• Say Hello, Cheeky! once more. Bring Cheeky from
behind your back and sit him on your lap. Say Cheeky,
wave to the children and get Cheeky to wave.

3 Sing The hello Cheeky song 1 (CD1 track 2)

• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Get Cheeky to
hug individual children as they sing the song.

The hello Cheeky song 1

Hello Cheeky (Wave.)
Monkey, monkey. (Wave.)
Lesson focus: Introducing Cheeky and learning the Hello Cheeky! (Wave.)
Hello and Bye-bye routines We love you. (Mime giving a hug.)
Focus language: Hello, Bye-bye
Hello Cheeky (Wave.)
Main receptive language: We love you! A kiss for you, Monkey, monkey. (Wave.)
little monkeys, Come with me, Sit down quietly, Time
Hello Cheeky! (Wave.)
to sleep, Close your eyes
A kiss for you. (Blow a kiss.)
Classroom language: Let’s say hello, Who’s this? This
is …, Let’s sing …, Be very quiet! Draw …, Yes! No!
4 Play Cheeky’s kiss
Main activities:
• Sit Cheeky on your lap. Get him to say Hello! and
• Play Wave to Cheeky
• Sing The hello Cheeky song 1 blow the children a kiss. Then get him to say Hello,
• Do the worksheet (Antonio)! and give (Antonio) a kiss. Encourage the
• Sing Bye-bye Cheeky 1 child to say Hello! to Cheeky. Do the activity with
Materials you need: CD, puppet, Cheeky flashcard, other children.
Pupil’s Books, pencils If you are short of time, you can leave out Activity 4.

5 Play Pass Cheeky and sing The hello

Circle time Cheeky song 1 (CD1 track 2)
• Play the CD. Hand out the Cheeky puppet and
1 Play Say hello to Cheeky! encourage the children to pass it around the circle.
• Organise the children into a circle. Put on the Cheeky Encourage them to kiss Cheeky as they sing the song.
puppet and hide him behind your back. Tell the
children you would like them to meet your friend. 6 Play Find Cheeky with Yes! and No!
Look over your shoulder and say Hello! Bring Cheeky (CD1 track 3)
from behind your back and get him to whisper Hello! • Choose two children using The one banana, two
to the children. Then quickly hide him again. banana chant. (See Teacher talk, pages 15–16.)
• Explain that Cheeky is shy. Bring him from behind
your back again. Say Let’s say hello to the children The one banana, two banana chant
and get Cheeky to say Hello! Then hide him behind
your back again. One banana, two banana, three banana go.

2 Play Wave to Cheeky • Tell the children to face the wall and cover their eyes.
• Say This is Cheeky. He’s a monkey. Wave to Cheeky Hide the Cheeky flashcard in the classroom.
and say Hello, Cheeky! Encourage the children
to wave to Cheeky. Repeat until the children are
confident.

25
 • Encourage the two children to link arms and move Bye-bye Cheeky 1
around the classroom together. When they get closer (Rock-a-bye baby tune)
shout Yes! and when they get further away shout No!
Encourage the other children to join in. Continue until Bye-bye Cheeky! (Wave to Cheeky.)
they find Cheeky. Time to sleep. (Mime sleeping.)
• When they find Cheeky encourage all the children to Bye-bye Cheeky! (Wave to Cheeky.)
say Hello, Cheeky! Sleep, sleep, sleep. (Mime sleeping.)
• If the children get overexcited, use the Calm down Cheeky, Cheeky, (Mime rocking a baby.)
chant to get their attention. (See Teacher Talk, pages Close your eyes. (Close your eyes.)
15–16.) Cheeky, Cheeky, (Whisper.)
Bye-bye! (Whisper.)
Calm down chant
Calm down! Calm down! Extra activities
Look at me.
Calm down! Calm down! 1 Play Where’s Cheeky?
Look at me. • Hide the Cheeky puppet behind your back. Choose a
child using The one banana, two banana chant. (See
Teacher talk, pages 15–16.) Encourage them to guess
Transition time which hand you are holding Cheeky in by touching
one of your arms. If they guess correctly, bring
7 Say the Transition chant 1 (CD1 track 5) Cheeky from behind your back and get him to say
• Put your finger to your lips and say Shh! Be very Hello! and give them a kiss. Play the game with other
quiet! Say the chant and do the actions while leading children.
the children to their tables. Encourage them to join in.
2 Play Pass Cheeky then put him to bed
Transition chant 1 • Make a bed for Cheeky using a shoe box and coloured
Little monkeys, (Gesture ‘come here’.) paper. Use the lid as the headboard and the shoe box
Little monkeys, (Gesture ‘come here’.) as the bed base and cover both with coloured paper.
Come with me. (Tiptoe to the table.) Put a cloth or a doll’s blanket on the bed. Organise
Sit down, sit down, (Gesture ‘sit down’.) the children into a circle and put Cheeky’s bed in
Sit down quietly. (Sit down.) the middle. Play a song from the CD. Encourage the
Shh! Shh! (Put your finger to your lips.) children to pass Cheeky around the circle. Stop the
music and tell the child holding Cheeky to kiss him
goodnight, put him to bed and tuck him in.
Table time
3 Play The Hello and Bye-bye game
8 Complete Cheeky (Pupil’s Book p3)
• Organise the children into a circle. Cross your arms
• Hand out the pencils and the Pupil’s Books or the
and hold hands with the children either side of you.
individual worksheets.
Encourage the children to copy. Walk slowly in a
• Point to Cheeky and say Look! Who’s this? Encourage
clockwise direction, saying Hello! as you take each
the children to say Cheeky. Say Hello, Cheeky!
step. Encourage the children to join in. Say Stop! and
• Hold up a pencil and say Draw Cheeky. Demonstrate
tell the children to stay where they are. Encourage
this by tracing him with your finger. Encourage the
the children to swap arms and walk slowly in the
children to copy. Encourage the children to trace
opposite direction, saying Bye-bye! as they take each
Cheeky.
step. Alternate between Hello! and Bye-bye! until the
• When they have finished, show the worksheet, wave
children are confident.
and say Hello, Cheeky! Encourage the children to
join in.

9 Sing Bye-bye Cheeky 1 (CD1 track 6)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave to
Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along.

26
Introductory Unit Cheeky’s town Lesson 2
Cheeky’s jungle gym
Stand up. 1, 2, 3.
Turn around. 1, 2, 3.
Clap your hands. 1, 2, 3.
Blow a kiss.
Hug.
Wave.
Say Hello!
Make a circle.
Sit down. 1, 2, 3.
Sleep. 1, 2, 3.

• If the children get overexcited, use the Calm down

chant to get their attention. (See Teacher Talk, pages
Lesson focus: Introducing Rory, Tom and Ellie and 15–16.)
reviewing the Hello and Bye-bye routines
Focus language: Cheeky, Rory, Tom, Ellie Recycled: 3 Play The hello game
Hello, Bye-bye • Put on the Cheeky puppet. Get Cheeky to say Hello!
Main receptive language: Stand up, Turn around, Clap to a child but get their name wrong. Get him to point
your hands, One–three, Blow a kiss, hug, wave, Say to (Raquel) and say Hello, (Ana)! Put your hand to
hello, Make a circle, Sit down, sleep, This is my town, your head and say, No, Cheeky! This is (Raquel)!
Let’s have fun, Come to … Play the game with other children. When the children
Classroom language: Show me …, This is …, It’s …, are confident, encourage them to correct Cheeky
What’s this? Who’s this? Sit down, please, Well done! themselves.
That’s right! What’s in the bag? walk, jump, turn
around If you are short of time, you can leave out Activity 3.
Main activities:
• Sing The hello Cheeky song 1
4 Introduce Rory, Tom and Ellie
• Do Cheeky’s jungle gym
• Sing Cheeky’s town • Get Cheeky to pick up the Rory, Tom and Ellie
• Make the Press out flashcards, fan them out face down and offer them to
• Sing Bye-bye Cheeky 1 you. Say Cheeky, what’s this? Are they your friends?
Get Cheeky to nod his head in response.
Materials you need: CD, puppet, Cheeky, Rory, Tom
• Show the Rory flashcard. Say Look! This is Rory!
and Ellie flashcards, bag, Press out Cheeky’s town
He’s a lion. Say hello to Rory. Encourage the children
to wave to Rory and say Hello! Put the Rory flashcard
in the circle. Repeat with Tom and Ellie.
Circle time • Get Cheeky to point to the Rory flashcard and say
This is …. Encourage the children to say Rory. If a
1 Sing The hello Cheeky song 1 (CD1 track 2) child guesses correctly, say Well done! It’s Rory!
• Organise the children into a circle and put on the Repeat with Tom and Ellie.
cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave to Cheeky. 5 Play Monkey, look! with the characters
• Play the CD. Sing the song and do the actions. (CD1 track 8)
Encourage the children to join in. Move Cheeky as if • Put the Rory, Tom and Ellie flashcards in a bag. Put on
he’s also singing along. (See Lesson 1 Activity 3 for the Cheeky puppet. Get Cheeky to shake the bag. Say
the tapescript.) What’s in the bag? and get Cheeky to look inside.
• Say the chant and do the actions. Encourage the
2 Do Cheeky’s jungle gym (CD1 track 7) children to join in. (See Teacher talk, pages 15–16.)
• Make sure the children are sitting down and that they
have enough room to move freely.
• Play the CD. Do the actions and encourage the
children to join in.

27
 The monkey look chant 9 Sing Cheeky’s town (CD1 track 9)
• Say Let’s sing Cheeky’s town. Play the CD. Sing the
Monkey, look! (Put your right hand to your forehead
song and show the Cheeky Press out. Encourage the
and look into the distance.)
children to join in. (See Activity 6 for the tapescript.)
Monkey, see! (Put your left hand to your forehead and
look into the distance.)
10 Sing Bye-bye Cheeky 1 (CD1 track 6)
Monkey, show me! (Show the palms of your hands.)
• Put on the Cheeky puppet. Get Cheeky to wave
1, 2, 3! (Count to three on your fingers.)
and say Bye-bye! Encourage the children to wave
to Cheeky.
• Get Cheeky to slowly reveal the Ellie flashcard. Say
• Play the CD. Sing the song and do the actions.
Look! Who’s this? Encourage the children to say
Encourage the children to join in. Move Cheeky as if
Ellie. If a child answers correctly, say That’s right!
he’s also singing along. (See Lesson 1 Activity 9 for
It’s Ellie! Repeat with Rory and Tom.
the tapescript.)
6 Sing Cheeky’s town (CD1 track 9)
• Say Let’s sing Cheeky’s town. Play the CD. Sing the Extra activities
song and do the actions. Encourage the children to join
in. Show the Cheeky, Tom, Ellie and Rory flashcards. 1 Play Say Hello! and Bye-bye!
• Stick the Rory, Tom and Ellie flashcards face down
Cheeky’s town on different walls of the classroom. Walk towards
This is my town, (Point to youself.) Ellie and encourage the children to follow. Reveal
Cheeky’s town, the flashcard, wave and say Hello, Ellie! Then wave
Cheeky’s town. again and say Bye-bye, Ellie! Repeat with Rory and
Come to Cheeky’s town. (Gesture ‘come here’.) Tom. Before you reveal the flashcards, encourage
Let’s have fun! (Rock your head from side to side.) the children to guess who it is. When the children
are confident show them how to jump and fly to the
Hello Cheeky! (Wave.) flashcards. Alternate between walking, jumping and
Hello Tom! (Wave.) flying.
Hello Ellie! (Wave.)
Hello Rory! (Wave.) 2 Play Who’s this?
Let’s have fun! (Rock your head from side to side.) • Organise the children into a circle. Shuffle the Rory,
Tom and Ellie flashcards and lay them out face down
Transition time in the middle. Put on the Cheeky puppet. Choose a
child to play the game using The one banana, two
7 Say the Transition chant 1 (CD1 track 5) banana chant. (See Teacher talk, pages 15–16.)
• Put your finger to your lips and say Shh! Be very Encourage the child to guess which is the Ellie
quiet! Say the chant and do the actions while leading flashcard. If they guess correctly, get Cheeky to turn
the children to their tables. Encourage them to join in. it over and say Yes! Well done! It’s Ellie! Shuffle the
(See Teacher talk, pages 15–16.) flashcards. Lay them out again and repeat with Rory
and Tom.

Table time 3 Play Sing bye-bye to (Pedro) (CD1 track 6)

• Organise the children into a circle. Choose a child to
8 Make a Cheeky puppet (Press out Cheeky’s do the activity using The one banana, two banana
town) chant. (See Teacher talk, pages 15–16.) Point to
• Hand out the Press outs. Demonstrate how to remove (Pedro). Wave and say Say bye-bye to (Pedro).
the Press out and put your fingers through the holes to Encourage the children to copy. Play the CD. Sing
make a puppet. Encourage the children to copy. the song and do the actions using (Pedro) instead of
• Say Show me Cheeky and encourage the children Cheeky. Encourage the children to join in. When the
to put on the puppets. Say Cheeky, walk and song finishes, encourage the child to stand up and
encourage the children to make the Cheeky puppet wave.
walk. Repeat with Cheeky, jump and Cheeky, turn
around. Alternate between them until the children
are confident.

28
Unit 1 Look at me!
Key language

Focus language Main receptive language Classroom language

fingers We love you! Yes!/No!

nose A kiss for you That’s right!
tummy What’s this? Look!
toes Time to sleep Here’s a …
eyes Close your eyes Point to your …
ears Who’s this? Touch your …
one–three Where’s …? Very good!
blue Come here Come with me
Concept: big/small It’s enormous! Sit down quietly
What a great day! Stand up
Recycled language Look at me! Turn around
What a big …! Clap your hands
Hello Let’s go Make a circle
Bye-bye They’re going to the funfair Let’s sing
Come on! Who is it?
Is this Cheeky’s house? Hands up
This is Cheeky’s town! Draw …
Colour …

Key language learning aims

• Responding to new items of vocabulary via mime, visual recognition, gesture, etc
• Listening to the story
• Acting out the story
• Singing and acting out a song
• Discriminating between ‘big’ and ‘small’
• Recognising the colour blue
• Counting to three

Main criteria for evaluation

Children should:
• Demonstrate an interest in what happens in the story
• Recognise characters in the story
• Start to discriminate between different body parts
• Start to identify the colour blue
• Develop an awareness of ‘big’ and ‘small’
• Respond appropriately to instructions
• Participate in games, songs and TPR activities
• Start to develop spatial orientation, physical co-ordination and fine motor skills

29
 Lesson 1 Lesson 2

Lesson 2 Lesson 3

Lesson 4 Lesson 5

Lesson 6 Lesson 7

30
Unit 1 Look at me! Lesson 1
Alternate between fingers, nose, tummy and toes.
When the children are confident, speed up the activity.

3 Play No, Cheeky! with the body

• Put on the Cheeky puppet. Get Cheeky to point to your
tummy and say toes. Encourage the children to say No,
Cheeky! Point to your tummy again and say fingers
and nose.
• Then get Cheeky to point to your tummy and say
tummy. Nod your head and say Well done! Tummy!
Repeat with fingers, nose and toes.

4 Play Here are my friends!

• Put the Rory, Tom and Ellie flashcards in a bag. Put on
the Cheeky puppet. Get Cheeky to look inside the bag.
Lesson focus: Introducing the body Slowly reveal the Rory flashcard. Get Cheeky to kiss
Focus language: fingers, nose, tummy, toes Recycled:
it and say Hello, Rory! Lay it out in the circle. Repeat
Hello, Bye-bye with Tom and Ellie.
• Say Point to Rory’s nose. Encourage the children to
Main receptive language: We love you! A kiss for you,
Where’s Cheeky? Come with me, Sit down quietly, point to Rory’s nose. Repeat with Ellie’s fingers, Tom’s
Time to sleep, Close your eyes tummy and Rory’s toes.
Classroom language: Point to …, What’s this? That’s
right! Look! Well done! Shh! Be very quiet! It’s …, 5 Play Lucky dip! with the body
… are going to… Let’s sing …, Draw … • Put the fingers, nose, tummy and toes flashcards in a
Main activities: bag. Choose a child to play the game using The one
• Sing The hello Cheeky song 1 banana, two banana chant. (See Teacher talk, pages
• Play Copy Cheeky with the body 15–16.) Offer the bag to the child. Encourage them to
• Sing My body take out one of the flashcards and show it to the class.
• Do the worksheet Say What’s this? Encourage the child to say (toes). If
• Sing Bye-bye Cheeky 1 the child answers correctly, say That’s right! (Toes)!
Materials you need: CD, puppet, bag, Rory, Tom, Play the game with other children and continue until
Ellie, fingers, nose, tummy and toes flashcards, Pupil’s all the flashcards have been revealed.
Books, pencils
If you are short of time, you can leave out Activity 5.
Getting ready: Put the Rory, Tom and Ellie flashcards
in a bag.
6 Sing My body (CD1 track 10)
• Say Let’s sing My body! Play the CD. Sing the song
and point to your fingers, nose, tummy and toes.
Circle time
Encourage the children to join in.
1 Sing The hello Cheeky song 1 (CD1 track 2)
My body
• Organise the children into a circle and put on the
Cheeky puppet. Get Cheeky to wave and say Hello! (Heads, shoulders, knees and toes tune)
Encourage the children to wave to Cheeky. Fingers, nose, tummy, toes,
• Play the CD. Sing the song and do the actions. Tummy, toes.
Encourage the children to join in. Move Cheeky as if Fingers, nose, tummy, toes,
he’s also singing along. (See Cheeky’s town Lesson 1 Tummy, toes.
Activity 3 for the tapescript.) And fingers and nose,
And tummy and toes.
2 Play Copy Cheeky with the body Fingers, nose, tummy, toes,
• Sit Cheeky on your lap. Get Cheeky to touch his nose Tummy, toes.
and say nose. Encourage the children to touch their
own noses. Repeat with fingers, tummy and toes.

31
 Transition time 2 Sing Cheeky’s town using flashcards
(CD1 track 9)
7 Say the Transition chant 1 (CD1 track 5) • Organise the children into a circle. Stick the Cheeky,
• Put your finger to your lips and say Shh! Be very Rory, Tom and Ellie flashcards on different walls of
quiet! Say the chant and do the actions while leading the classroom. Say Let’s sing Cheeky’s town. Play the
the children to their tables. Encourage them to join in. CD. Sing the song and point to Cheeky, Rory, Tom
and Ellie. Encourage the children to join in. When the
children are confident, allow them to point without
Table time your help. (See Cheeky’s town Lesson 2 Activity 6 for
the tapescript.)
8 Trace the body (Pupil’s Book p5)
• Hand out the pencils and the Pupil’s Books or the 3 Play The blindfold game
individual worksheets. • Organise the children into a circle and say Shh! Be
• Say Look! It’s Cheeky and Rory! Point to Cheeky very quiet! Choose a child to play the game using
and encourage the children to point to Cheeky. Repeat The one banana, two banana chant. (See Teacher
with Rory. Say Cheeky and Rory are going to the talk, pages 15–16.) Tell them to stand in the middle.
funfair. Blindfold them and turn them around three times.
• Point to Rory’s nose and say nose. Repeat with Rory’s Count One, two, three, using your fingers. Encourage
toes and Cheeky’s tummy and fingers. the children to join in. Lead the child to another child
• Hold up a pencil and say Draw Rory’s nose. in the class. Say Touch (his) nose and encourage them
Demonstrate this by tracing it with your finger. Say to touch the other child’s nose. Say Who is it? and
Draw the nose, toes, tummy and fingers. Encourage encourage them to guess the name of the child. If they
the children to trace the body. guess correctly, say Yes! It’s (Jaime)! If they guess
incorrectly, let them guess again. Play the game with
9 Sing My body and point to the body on the other children and repeat with fingers and tummy.
worksheet (CD1 track 10, Pupil’s Book p5)
• Say Let’s sing My body. Play the CD. Sing the song
and point to the fingers, nose, tummy and toes.
Encourage the children to join in. (See Activity 6 for
the tapescript.)

10 Sing Bye-bye Cheeky 1 (CD1 track 6)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Cheeky’s town Lesson 1
Activity 9 for the tapescript.)

Extra activities
1 Play Find the banana with Yes! and No!
• Choose a child to play the game using The one
banana, two banana chant. (See Teacher talk, pages
15–16.) Tell them to face the wall and cover their
eyes. Show the banana flashcard and say Cheeky eats
bananas. Hide the banana flashcard in the classroom.
Put on the Cheeky puppet. Tell the child they must
help Cheeky find the banana. When they get closer
shout Yes! and when they get further away shout No!
Encourage the other children to join in. Continue until
they find the banana. When the child finds the banana
flashcard, show it and say Look! A banana! Here it
is!

32
Unit 1 Look at me! Lesson 2

Lesson focus: Listening to the story for the first time

Focus language: fingers, nose, tummy, toes, Hello, Bye-bye
Main receptive language: One–three, Stand up, Turn around, Clap your hands, Touch your…Make a circle, Sit
down, Sleep, Let’s go, Come on! Come here, It’s enormous! What a great day! Look at me! What a big …
Classroom language: Who’s this? Where’s …? This is Cheeky’s town, They’re going to the funfair, Let’s listen
to …, Let’s sing …, That’s right! Very good! Show me …, Where does the … go? Stick on the …, Draw the …
Main activities:
• Sing The hello Cheeky song 1
• Do Cheeky’s jungle gym
• Listen to the Look at me! story
• Do the worksheet
• Sing Bye-bye Cheeky 1
Materials you need: CD, puppet, play mat, fingers, nose, tummy, toes, Cheeky and Rory flashcards, Unit 1 Story
cards, Pupil’s Books, pencils, Unit 1 stickers
Getting ready: Lay out the play mat in the circle time area.

Circle time Cheeky’s jungle gym

1 Sing The hello Cheeky song 1 (CD1 track 2) Stand up. 1, 2, 3.
• Organise the children into a circle and put on the Turn around. 1, 2, 3.
Cheeky puppet. Get Cheeky to wave and say Hello! Clap your hand. 1, 2, 3.
Encourage the children to wave to Cheeky. Touch your fingers.
• Play the CD. Sing the song and do the actions. Touch your nose.
Encourage the children to join in. Move Cheeky as if Touch your tummy.
he’s also singing along. (See Cheeky’s town Lesson 1 Touch your toes.
Activity 3 for the tapescript.)
Make a circle.
Sit down. 1, 2, 3.
2 Do Cheeky’s jungle gym (CD1 track 11)
Sleep. 1, 2, 3.
• Make sure the children are sitting down and that they
have enough room to move freely.
• If the children get overexcited, use the Calm down
• Play the CD. Do the actions and encourage the
chant to get their attention. (See Teacher Talk, pages
children to join in.
15–16).

33
 3 Play Abracadabra! with the body • Say Point to the funfair and encourage the children
• Put on the Cheeky puppet. Explain that Cheeky is to point to the funfair. Then tell the child holding the
going to do some magic. With one hand hide the Cheeky flashcard to put it on the funfair. Repeat with
fingers, nose, tummy and toes flashcards behind Rory.
your back.
• Say Abracadabra! 1, 2, 3! and move your other hand
Story time
as if chanting a spell. Encourage the children to
join in.
7 Say The story time chant (CD1 track 13)
• Slowly reveal the nose flashcard. Encourage the
• Say It’s story time and open the palms of your hands
children to say nose. If the children answer correctly,
as if opening a book. Say the chant and do the actions.
say That’s right! A nose! Repeat with fingers, tummy
(See Teacher talk, pages 15–16.) Encourage the
and toes.
children to join in.

4 Play Where’s Cheeky’s …? with the body

The story time chant
• Put on the Cheeky puppet. Choose a child to play the
game using The one banana, two banana chant. (See Shh! Shh! (Put your finger to your lips.)
Teacher talk, pages 15–16.) Say Where’s Cheeky’s It’s story time. It’s story time. (Open your hands like
nose? Encourage the child to point to Cheeky’s nose. a book.)
• If they respond correctly, say Very good! There’s Shh! Shh! (Put your finger to your lips.)
Cheeky’s nose! Play the game with other children It’s story time today. (Open your hands like a book.)
and repeat with fingers, toes and tummy. Shh! Shh! (Put your finger to your lips.)
If you are short of time, you can leave out Activity 4. It’s story time. It’s story time. (Open your hands like
a book.)
Shh! Shh! (Put your finger to your lips.)
5 Play Going to the funfair on the play mat It’s story time today. (Open your hands like a book.)
• Point to the play mat and say Look! It’s Cheeky’s
town! Get Cheeky to say Hello! and wave to the 8 Listen to the Look at me! story (CD1 track
children. 14, Unit 1 Story cards)
• Raise your arms questioningly and say Where’s • Say Let’s listen to the story. Read the story aloud or
Cheeky going today? Get him to walk around the play the CD. Show the Story cards and do the actions.
town and stop at the house. Say Is Cheeky going to Encourage the children to listen and to look at the
the house? Pause, shake your head and say No! If pictures.
children answer Yes! shake your head and say No!
Not today. Repeat with the park, the farm and the Look at me!
restaurant. Finally get Cheeky to walk to the funfair.
Story card 1
• Ask the children questions about funfairs. Ask them
Narrator: This is Cheeky Monkey. (Point to
what rides they like and when they last went to the
Cheeky.) This is Rory. (Point to Rory.)
funfair, etc.
They’re going to the funfair. (Point to the
• Show the Cheeky and Rory flashcards and say Cheeky
funfair.)
and Rory are going to the funfair.
Cheeky: Come on, Rory! Let’s go in! (Gesture
‘come on’.)
6 Say The let’s go chant (CD1 track 12)
Rory: Okay!
• Hand out the Cheeky and Rory flashcards. Tell the
children to pass the flashcards around the circle. Say Story card 2
the chant and encourage the children to join in. (See Rory: Oh! Look at me! (Point to your eye. /
Teacher talk, pages 15–16.) (You may choose to make Point to yourself.) What a big nose!
marching movements with your arms. Encourage the (Point to Rory’s big nose in the mirror.)
children to join in.)
Story card 3
Cheeky: Hee, hee! Look! (Point to your eye.) It’s
The let’s go chant a funny mirror! (Point to the mirror.)
Let’s go, let’s go. Hee, hee! Look at me! (Point to your eye.
Ho, ho, ho! / Point to yourself.) What big fingers!
To the funfair, to the funfair. (Point to Cheeky’s big fingers in the
Let’s go, let’s go. mirror.)
Ho, ho, ho!

34
 Story card 4 11 Sing Bye-bye Cheeky 1 (CD1 track 6)
Rory: Ho, hoo! Come here, Cheeky. (Gesture • Put on the Cheeky puppet. Get Cheeky to wave and
‘come here’.) Look at me! (Point to your say Bye-bye! Encourage the children to wave and say
eye. / Point to yourself.) What big toes! Bye-bye! to Cheeky.
(Point to Rory’s big toes.) • Play the CD. Sing the song and do the actions.
Cheeky: Hee, hee! Look at me! (Point to your eyes. Encourage the children to join in. Move Cheeky as if
/ Point to yourself.) What a big tummy! he’s also singing along. (See Cheeky’s town Lesson 1
(Point to Cheeky’s big tummy.) Activity 9 for the tapescript.)
Rory: It’s enormous! (Mime enormous.)
Ho, ho, hoo! He, he, hee!
What a big nose! (Point to your nose and Extra activities
gesture that it’s growing.) Look at me!
(Point to your eye. / Point to yourself.) 1 Sing My body with your favourite toy
Cheeky: Ho, ho, hoo! He, he, hee! (CD1 track 10)
What big fingers! (Point to your fingers • In advance, tell the children to bring their favourite
and gesture that they are growing.) Look teddy bear or doll to class. Say Let’s sing My body.
at me! (Point to your eye. / Point to Play the CD. Sing the song and do the actions,
yourself.) touching the teddy bear’s fingers, nose, tummy and
Rory: Ho, ho, hoo! He, he, hee! toes instead of your own. Encourage the children to
What big toes! (Point to your toes and join in. (See Lesson 1 Activity 6 for the tapescript.)
gesture that they are growing.) Look at
me! (Point to your eye. / Point to yourself.) 2 Play Cheeky’s echo with the body
Cheeky: Ho, ho, hoo! He, he, hee! • Put on the Cheeky puppet. Get Cheeky to shout
What a big tummy! (Point to your tummy tummy. Repeat tummy three times, reducing the
and gesture that it’s growing.) volume each time to imitate an echo. Encourage the
Look at me! (Point to your eye. / Point to children to join in. Repeat with fingers, nose and toes.
yourself.)
What a great day! 3 Play Flashcard fan with the body
• Shuffle the fingers, nose, tummy and toes flashcards.
Hold the nose flashcard against your chest so the
Transition time children can’t see what it is. Fan it back and forth,
giving the children a glimpse of the flashcard and
9 Say the Transition chant 1 (CD1 track 5) say What’s this? Encourage the children to say nose.
• Put your finger to your lips and say Shh! Be very Repeat with fingers, tummy and toes.
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.)

Table time
10 Stick on the body and complete the mirror
(Pupil’s Book p6 & p7, Unit 1 stickers)
• Hand out the stickers, pencils and the Pupil’s Books or
the individual worksheets.
• Point to Cheeky and Rory and say Look! Cheeky and
Rory are at the funfair!
• Hold up the stickers and say Show me the nose.
Encourage the children to peel off the nose sticker and
hold it up in the air. Say Where does the nose go? and
encourage them to point to Rory’s missing nose. Say
Stick on the nose and encourage them to put the nose
sticker in place.
• Say Stick on the fingers, toes and tummy. Encourage
the children to stick on the body.
• Hold up a pencil and say Draw the mirror.
Demonstrate this by tracing it with your finger.
Encourage the children to complete the mirror.

35
Unit 1 Look at me! Lesson 3
• Say Let’s sing My body. Play the CD. Sing the song
and do the actions. Encourage the children to join in.
(See Lesson 1 Activity 6 for the tapescript.)

3 Introduce eyes and ears

• Put on the Cheeky puppet. Point to Cheeky’s eyes and
say eyes. Encourage the children to point to their own
eyes. Repeat with ears. Alternate between eyes and
ears. When the children are confident, speed up the
activity. Repeat with fingers, nose, tummy and toes.

4 Play Monkey, look! with the body (CD1

track 8)
• Put the fingers, nose, tummy, toes, eyes and ears
flashcards in a bag. Put on the Cheeky puppet. Get
Lesson focus: Listening to the Story song again Cheeky to shake the bag. Say What’s in the bag?
Focus language: eyes, ears Recycled: fingers, nose, and get Cheeky to look inside.
tummy, toes, Hello, Bye-bye • Say the chant and do the actions. Encourage the
children to join in. (See Teacher talk, pages 15–16.)
Main receptive language: What a big nose! What big
toes! What big fingers! What a big tummy! Look at me! • Get Cheeky to slowly reveal the eyes flashcard. Say
Look! What’s this? Encourage the children to say
Classroom language: What’s this? Whose is this? Very
good! Touch your …, Point to …, That’s right! Draw eyes. Play the game with other children and repeat
…, Where’s …? What’s in the bag? with fingers, nose, tummy, toes and ears.
Main activities:
• Sing The hello Cheeky song 1 5 Play Whose is this? with the body
• Sing My Body • Take a piece of paper. Cut a hole in it that is big
• Introduce eyes and ears enough to reveal the tummy on the tummy flashcard.
• Sing the Story song Position the hole over the tummy without letting the
• Do the worksheet children see the whole flashcard. Say Whose is this?
• Sing Bye-bye Cheeky 1 Encourage the children to say Cheeky’s. If the children
Materials you need: CD, puppet, fingers, nose, tummy, answer correctly, say That’s right! It’s Cheeky’s
toes, eyes and ears flashcards, bag, piece of paper, tummy!
Pupil’s Books, pencils, teddy bear • Repeat with Cheeky’s fingers and eyes and Rory’s
Getting ready: Put the fingers, nose, tummy, toes, nose, toes and ears, alternating between Cheeky and
eyes and ears flashcards in a bag. Bring a teddy bear Rory.
to class.
If you are short of time, you can leave out Activity 5.

Circle time 6 Sing the Story song (CD1 track 15)

• Show the children how to laugh like Rory. Say Ho, ho,
1 Sing The hello Cheeky song 1 (CD1 track 2) hoo! He, he, hee! and encourage the children to join
• Organise the children into a circle and put on the in. Say Let’s sing the Story song. Play the CD. Sing
Cheeky puppet. Get Cheeky to wave and say Hello! the song and do the actions. Encourage the children to
Encourage the children to wave to Cheeky. join in.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if Story song
he’s also singing along. (See Cheeky’s town Lesson 1 Ho, ho, hoo! He, he, hee!
Activity 3 for the tapescript.) What a big nose! (Point to your nose and gesture that
it’s growing.) Look at me! (Point to your eye. Point to
2 Sing My body (CD1 track 10) yourself.)
• Say Touch your fingers and encourage the children to
Ho, ho, hoo! He, he, hee!
touch their fingers. Repeat with nose, tummy and toes.
What big fingers! (Point to your fingers and gesture

37
 that they are growing.) Look at me! (Point to your eye. • Play the CD. Sing the song and do the actions.
Point to yourself.) Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Cheeky’s town Lesson 1
Ho, ho, hoo! He, he, hee!
Activity 9 for the tapescript.)
What big toes! (Point to your toes and gesture that
they are growing.) Look at me! (Point to your eye.
Point to yourself.) Extra activities
Ho, ho, hoo! He, he, hee!
What a big tummy! (Point to your tummy and gesture 1 Play Cheeky says please with the body
that it’s growing.) Look at me! (Point to your eye. • Organise the children into a circle and put on the
Point to yourself.) Cheeky puppet. (Play the game as you would play the
traditional game Simon says.) Say Cheeky says touch
your nose, please and touch your nose. Encourage
Transition time the children to join in. Repeat with fingers, tummy,
toes, eyes and ears. Explain that when you say Cheeky
7 Say the Transition chant 1 (CD1 track 5) says they should do the action but that if you simply
• Put your finger to your lips and say Shh! Be very say Touch your nose they shouldn’t do the action.
quiet! Say the chant and do the actions while leading Demonstrate this by saying Touch your nose. Shake
the children to their tables. Encourage them to join in. your head at any children who are touching their noses
(See Teacher talk, pages 15–16.) but don’t eliminate them. Repeat with fingers, tummy,
toes, eyes and ears. Alternate between giving the
instructions with and without Cheeky says …, please.
Table time
2 Play Concentration with body mini cards
8 Trace the teddy bear’s and elephant’s
(Photocopiable worksheet p210)
bodies (Pupil’s Book p9)
• In advance, photocopy and cut out a set of mini cards
• Hand out the pencils and the Pupil’s Books or the
for every child. Hand them out. Point to the fingers
individual worksheets.
and say What are these? Repeat with the nose,
• Point to the teddy bear and say Look! A teddy bear!
tummy, toes, eyes and ears. Lay out four sets of mini
Repeat with the elephant. Say Look! The teddy bear
cards face down in the circle. Choose a child to play
and the elephant are at the funfair.
the game using The one banana, two banana chant.
• Say Point to the teddy bear’s eyes and encourage the
(See Teacher talk, pages 15–16.) Explain that they
children to point to the teddy bear’s eyes. Repeat with
must find a pair. Encourage them to point to two mini
the teddy bear’s tummy and the elephant’s ears and
cards and guess the names. Reveal the mini cards. If
toes.
they guess correctly, say (Toes) and (toes). Well done!
• Hold up a pencil and say Draw the eyes. Demonstrate
and move the pair to the edge of the circle. If they
this by tracing them with your finger. Say Draw the
guess incorrectly, say (Toes) and (tummy). Oh well!
eyes, tummy, ears and toes. Encourage the children
and turn the mini cards back over. Play the game with
to trace the body.
other children and continue until all the mini cards
have been revealed. Then count the pairs with the
9 Play Where’s the teddy bear’s …? with the
children.
body
• Bring a teddy bear to class. Choose a child to play the
3 Sing My body using flashcards (CD1
game using The one banana, two banana chant. (See
track 10)
Teacher talk, pages 15–16.) Say Where’s the teddy
• Stick the fingers, nose, tummy and toes flashcards
bear’s nose? Encourage the child to point to the teddy
on different walls of the classroom. Say Let’s sing
bear’s nose. Encourage the other children to point to
My body. Play the CD. Sing the song and point to the
the nose on their worksheets.
flashcards. Encourage the children to join in. When
• If they respond correctly, get the teddy bear to give
the children are confident, allow them to point without
them a hug. Say Very good! There’s the teddy bear’s
your help. (See Lesson 1 Activity 6 for the tapescript.)
nose. Play the game with other children and repeat
with tummy, toes, eyes and ears.

10 Sing Bye-bye Cheeky 1 (CD1 track 6)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.

38
Unit 1 Look at me! Lesson 4
Turn around, 1, 2, 3.
Clap your hands, 1, 2, 3.
Touch your fingers.
Touch your nose.
Touch your tummy.
Touch your toes.
Point to your eyes.
Point to your ears.
Make a circle.
Sit down, 1, 2, 3.
Sleep, 1, 2, 3.

• If the children get overexcited, use the Calm down

chant to get their attention. (See Teacher Talk, pages
15–16.)
Lesson focus: Reviewing the core concept and story
Focus language: big, small Recycled: fingers, nose,
3 Play Cheeky says please with the body
tummy, toes, eyes, ears
• Organise the children into a circle and put on
Main receptive language: Look! Who’s this? What’s the Cheeky puppet. Play the game following the
this? Is it big or small? Pointing at you! Listening to
instructions in Lesson 3 Extra activity 1.
you! Looking at you! Walking to you!
Classroom language: Touch your …, Point to …, Show If you are short of time, you can leave out Activity 3.
your …, That’s right! Let’s listen to …, Match …,
Main activities: 4 Introduce big and small
• Sing The hello Cheeky song 1
• Show the small flashcard and say small. Repeat with
• Do Cheeky’s jungle gym
• Introduce big and small the big flashcard.
• Sing The big and small song • Choose a child to do the activity using The one
• Do the worksheet banana, two banana chant. (See Teacher talk, pages
• Sing Bye-bye Cheeky 1 15–16.) Say Show your fingers. Encourage them to
Materials you need: CD, puppet, big and small show their fingers. Say Look! Fingers! Small fingers!
flashcards, Unit 1 Story cards, Pupil’s Books, pencils Put your hand to theirs. Point to your fingers and say
Look! Big fingers! Do the activity with other children
and repeat with nose, tummy and ears.

Circle time 5 Sing The big and small song (CD1 track 17)
• Say Let’s sing The big and small song. Play the
1 Sing The hello Cheeky song 1 (CD1 track 2) CD. Sing the song and do the actions. Encourage the
• Organise the children into a circle and put on the children to join in.
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave to Cheeky. The big and small song
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if Big tummy, big tummy (Mime a big tummy.)
he’s also singing along. (See Cheeky’s town Lesson 1 Pointing at you! (Point to the child opposite.)
Activity 3 for the tapescript.) Big tummy, big tummy (Mime a big tummy.)
Pointing at you! (Point to the child opposite.)
2 Do Cheeky’s jungle gym (CD1 track 16) Small ears, small ears (Mime small ears.)
• Make sure the children are sitting down and that they Listening to you! (Point to the child opposite.)
have enough room to move freely. Small ears, small ears (Mime small ears.)
• Play the CD. Encourage the children to do the actions. Listening to you! (Point to the child opposite.)
Big eyes, big eyes (Mime big eyes.)
Cheeky’s jungle gym Looking at you! (Point to the child opposite.)
Stand up, 1, 2, 3. Big eyes, big eyes (Mime big eyes.)
Looking at you! (Point to the child opposite.)

39
 Small toes, small toes (Mime small toes.) Table time
Walking to you! (Point to the child opposite.)
Small toes, small toes (Mime small toes.)
10 Match Cheeky’s big and small body
Walking to you! (Point to the child opposite.)
(Pupil’s Book p11)
• Hand out the pencils and the Pupil’s Books or the
Story time individual worksheets.
• Say Point to Cheeky’s small ears and encourage the
6 Say The story time chant (CD1 track 13) children to point to Cheeky’s small ears. Say Point to
• Say It’s story time and open the palms of your hands Cheeky’s big ears and encourage the children to point
as if opening a book. Say the chant and do the actions. to Cheeky’s big ears. Repeat with Cheeky’s fingers,
Encourage the children to join in. (See Teacher talk, tummy and toes, alternating between big and small.
pages 15–16.) • Hold up a pencil and say Match the ears. Demonstrate
this by drawing a line with your finger. Say Match the
7 Review the Look at me! story (Unit 1 Story ears, fingers, tummy and toes. Encourage the children
cards) to match the body.
• Show Story card 1. Point to Cheeky and say Who’s
this? Encourage the children to say Cheeky. Repeat 11 Sing The big and small song and point to
with Rory. Say Cheeky and Rory are going to the the body on the worksheet (CD1 track 17)
funfair. • Say Let’s listen to The big and small song. Play
• Show Story card 2. Point to Rory’s big nose and say the CD. Sing the song and point to the big or small
What’s this? Encourage the children to say nose. Say tummy, ears and toes on the worksheet. Encourage the
Is it big or small? Encourage the children to say big. children to join in. (See Activity 5 for the tapescript.)
Repeat with Rory’s small nose.
• Show Story card 3. Point to Cheeky’s big fingers 12 Sing Bye-bye Cheeky 1 (CD1 track 6)
and say What are these? Encourage the children to • Put on the Cheeky puppet. Get Cheeky to wave and
say fingers. Say Are they big or small? Encourage say Bye-bye! Encourage the children to wave and say
the children to say big. Repeat with Cheeky’s small Bye-bye! to Cheeky.
fingers. • Play the CD. Sing the song and do the actions.
• Show Story card 4. Point to Cheeky’s small tummy Encourage the children to join in. Move Cheeky as if
and say What’s this? Encourage the children to say he’s also singing along. (See Cheeky’s town Lesson 1
tummy. Say Is it big or small? Encourage the children Activity 9 for the tapescript.)
to say small. Repeat with Cheeky’s big tummy. Then
repeat with Rory’s big and small toes.
Extra activities
8 Listen to the Look at me! story (CD1 track
1 Play Big object, small object
14, Unit 1 Story cards, Pupil’s Book p5,
• Make a big circle and a small circle using string or
p6 & p7) chalk. Encourage the children to find big objects from
• Hand out the Pupil’s Books or the individual the classroom and put them in the big circle. Repeat
worksheets. with small objects.
• Say Let’s listen to the story. Read the story aloud,
pausing for the children to say fingers, nose, tummy
2 Play Touch your … with body flashcards
and toes. Show the Story cards and do the actions.
• Show the nose flashcard and say Touch your nose.
Encourage the children to follow the story on their
Encourage the children to touch their noses. Repeat
worksheets.
with fingers, tummy, toes, eyes and ears.
• Sing the Story song and do the actions. Encourage
the children to join in. (You may choose to play the
3 Play What big fingers!
CD instead of reading the story aloud.) (See Lesson 2
• Show your fingers and say Look at my big fingers! Put
Activity 8 for the tapescript.)
your hand on the board and draw around it. Say Look!
Big fingers! Trace a child’s fingers on the other side
Transition time of the board. Say Look! Small fingers! Say Point to
small and encourage the children to point to the small
9 Say the Transition chant 1 (CD1 track 5) fingers. Repeat with big.
• Put your finger to your lips and say Shh! Be very
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.)

40
Unit 1 Look at me! Lesson 5
If you are short of time, you can leave out Activity 2.

3 Play Pass and touch blue on the play mat

• Point to the play mat and say Look! It’s Cheeky’s
town! Encourage the children to explore the areas of
the town they know.
• Show the blue flashcard and say Look! Blue! Hand
out the blue flashcard.
• Play some music from the CD. Encourage the children
to pass the blue flashcard around the circle. Stop the
music. Say Touch blue. Encourage the child holding
the flashcard to touch something blue on the play
mat. If they respond correctly, say That’s right! It’s
a blue …!
Lesson focus: Working with colours and numbers
4 Sing The numbers song (CD1 track 19)
Focus language: blue, one–three Recycled: fingers,
nose, tummy, toes, eyes, ears, Hello, Bye-bye • Show the 1 flashcard and say One. Show one finger.
Encourage the children to join in. Repeat with two and
Main receptive language: Look at me! I can count to
three, Hooray! Come on! Move your body, Hide, Point three.
to …, Pat …, Touch … • Say Let’s sing the numbers song. Sing the song and
do the actions. Encourage the children to join in.
Classroom language: What’s this? That’s right! It’s a
…, Good! It’s a blue …! Touch blue, How many fish
are there? Is it big/small? Let’s count, Colour … Yes! The numbers song
No! Look at me! (Point to yourself.)
Main activities: One, two, three. (Count to three on your fingers.)
• Sing The hello Cheeky song 1 I can count to three! (Point to yourself. / Show three
• Play Pass and touch blue on the play mat
fingers.)
• Sing Move your body
• Do the worksheet One, two, three. (Count to three on your fingers.)
• Sing Bye-bye Cheeky 1 One, two, three. (Count to three on your fingers.)
Hooray! Hooray! Hooray! (Clap three times.)
Materials you need: CD, puppet, play mat, blue, 1, 2
and 3 flashcards, Pupil’s Books, pencils, blue crayons
5 Sing Move your body (CD1 track 20)
Getting ready: Lay out the play mat in the circle
time area. • Show the children how to move their bodies as if they
are made of jelly. Say Come on! Move your body!
• Say Let’s sing Move your body. Play the CD. Sing the
song and do the actions. Encourage the children to join
Circle time in.

1 Sing The hello Cheeky song 1 (CD1 track 2) Move your body
• Organise the children into a circle and put on the Move your body. (Wiggle your body.)
Cheeky puppet. Get Cheeky to wave and say Hello! Move your body. (Wiggle your body.)
Encourage the children to wave to Cheeky. I look funny! (Point to yourself. / Pull a funny face.)
• Play the CD. Sing the song and do the actions. So do you. (Point to the child opposite.)
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Cheeky’s town Lesson 1 Hide your fingers.
Activity 3 for the tapescript.) Point to your nose.
Pat your tummy.
2 Draw the body in the air Touch your toes.
• Get Cheeky to draw a tummy in the air. Say What’s Point to your ears.
this? Encourage the children to say tummy. Repeat Point to your eyes.
with fingers, nose, toes, eyes and ears.

41
 Move your body. (Wiggle your body.) Extra activities
Move your body. (Wiggle your body.)
I look funny! (Point to yourself. / Pull a funny face.)
1 Play Pass the tambourine and sing The
So do you. (Point to the child opposite.)
numbers song (CD1 track 19)
• Organise the children into a circle. Say Let’s sing
Transition time The numbers song. Play the CD. Sing the song and
encourage the children to pass the tambourine around
6 Say the Transition chant 1 (CD1 track 5) the circle. When you reach the One, two, three lines
• Put your finger to your lips and say Shh! Be very encourage the child holding the tambourine to tap it
quiet! Say the chant and do the actions while leading three times.
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.) 2 Play Guess who’s got the flashcard with
the body
• Organise the children into a circle. Shuffle the fingers,
Table time nose, tummy, toes, eyes and ears flashcards. Choose
six children using The one banana, two banana
7 Colour the small fish blue (Pupil’s Book p13)
chant. (See Teacher talk, pages 15–16.) Hand out the
• Hand out the pencils, blue crayons and the Pupil’s
flashcards and tell the children they must not look at
Books or the individual worksheets.
them. Tell them to stand at the front of the class and to
• Say Look! Fish! How many fish are there? Point to
hold the flashcards above their heads. Say Nose, who’s
each fish as you count them out loud with the children.
got the nose? and encourage the other children to
Encourage the children to point to the fish on their
name the child holding the nose flashcard. Repeat with
worksheets. Say How many? Encourage the children
fingers, tummy, toes, eyes and ears.
to say three.
• Point to the big fish and say Look! A fish! Is it small?
3 Colour and find the teddy bear, ball and
Yes or No? Encourage the children to say No! Then
fish (Photocopiable worksheet p211)
say Is it big? Yes or No? Encourage the children to say
• In advance, photocopy the worksheet for every child.
Yes! Repeat with the small fish.
Hand out the blue crayons and the photocopiable
• Hold up a blue crayon and say Colour the small fish
worksheets. Show the children how to colour the
blue. Demonstrate this by pretending to colour it in.
shapes to find the teddy bear, ball and fish. When the
Encourage the children to colour the small fish.
children have finished, point to the teddy bear and
say What’s this? Encourage the children to say teddy
8 Sing The numbers song and point to the
bear. Say What colour’s the teddy bear? Encourage
fish on the worksheet (CD1 track 19, Pupil’s
the children to say blue. Repeat with the ball and fish.
Book p13)
• Say Let’s sing The numbers song. Sing the song and
point to the fish on the worksheet as you count to
three. Encourage the children to join in. (See Activity
4 for the tapescript.)

9 Sing Bye-bye Cheeky 1 (CD1 track 6)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Cheeky’s town Lesson 1
Activity 9 for the tapescript.)

42
Unit 1 Look at me! Lesson 6
chant to get their attention. (See Teacher talk, pages
15–16.)

3 Play What’s this? with the body

• Shuffle the fingers, nose, tummy, toes, eyes and
ears flashcards. Remove the eyes flashcard and hold
it to your chest so the children can’t see what it is.
Flash it quickly to the children and say What’s this?
Encourage them to say eyes. Give the flashcard to a
child who guesses correctly and say Well done! Eyes!
Repeat with fingers, nose, tummy, toes and ears.

4 Play Who’s got ...? with the body

• Tell the children holding the flashcards to stand up
and hold their flashcards to their chests so the other
Lesson focus: Performing the story with the Press out children can’t see what they are. Say Who’s got the
tummy? Encourage the other children to guess who
Focus language: fingers, nose, tummy, toes, eyes, ears,
big, small has got the tummy flashcard by saying the child’s
name.
Main receptive language: This is Cheeky’s town, Is this
Cheeky’s house? They’re going to the funfair, Come • Tell the child to reveal their flashcard. If a child
on! Come here, It’s enormous! What a great day! Look guesses correctly, say Yes! (Juan’s) got the tummy!
at me! What a big … and tell the child to sit down. If they guess incorrectly,
Classroom language: What’s this? Well done! Who’s say No! (Juan) has got the (toes)! Tell the child to
got …? Yes! No! Give me …, Point to … turn their flashcard over and hold it to their chest
again. Continue until all the flashcards have been
Main activities:
• Sing The hello Cheeky song 1 revealed.
• Do Cheeky’s jungle gym • Say Give me the nose and encourage the child
• Make the Press out holding the nose flashcard to give it to you. Repeat
• Listen to the Look at me! story with fingers, tummy, toes, eyes and ears.
• Sing Bye-bye Cheeky 1
If you are short of time, you can leave out Activity 4.
Materials you need: CD, puppet, fingers, nose, tummy,
toes, eyes and ears flashcards, Press out Unit 1, Unit 1
Story cards
Transition time
5 Say the Transition chant 1 (CD1 track 5)
Circle time • Put your finger to your lips and say Shh! Be very
quiet! Say the chant and do the actions while leading
1 Sing The hello Cheeky song 1 (CD1 track 2) the children to their tables. Encourage them to join in.
• Organise the children into a circle and put on the (See Teacher talk, pages 15–16.)
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave to Cheeky.
• Play the CD. Sing the song and do the actions.
Table time
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Cheeky’s town Lesson 1 6 Make a Rory puppet (Press out Unit 1)
Activity 3 for the tapescript.) • Hand out the Press outs. Demonstrate how to remove
the Press out and put your fingers through the holes to
make a puppet. Encourage the children to copy.
2 Do Cheeky’s jungle gym (CD1 track 16)
• Say Point to Rory’s tummy and encourage the
• Make sure the children are sitting down and that they
children to point to the tummy. Repeat with fingers,
have enough room to move freely.
nose and toes.
• Play the CD. Encourage the children to do the actions.
(See Lesson 4 Activity 2 for the tapescript.)
• If the children get overexcited, use the Calm down

43
 Story time 2 Colour the small teddy bears blue
(Photocopiable worksheet p212)
7 Say The story time chant (CD1 track 13) • In advance, photocopy the worksheet for every
• Say It’s story time and open the palms of your hands child. Hand out the blue crayons and photocopiable
as if opening a book. Say the chant and do the actions. worksheets. Say Look! Teddy bears! Point to the big
Encourage the children to join in. (See Teacher talk, teddy bears. Repeat with the small teddy bears. Hold
pages 15–16.) up a blue crayon and say Colour the small teddy bears
blue. Encourage the children to colour the small teddy
8 Listen to the Look at me! story (CD1 track bears with a blue crayon.
14, Unit 1 Story cards, Press out Unit 1)
• Say Let’s listen to the story. Read the story aloud or 3 Sing the karaoke version of The big and
play the CD. Show the Story cards and do the actions. small song (CD1 track 18)
Encourage the children to listen and to look at the • Say Let’s sing The big and small song. Play the
pictures. CD. Sing the song and do the actions. Encourage the
• Encourage the children to point to the nose, fingers, children to join in. (See Lesson 4 Activity 5 for the
toes and tummy on the Press out as they listen to the tapescript.)
story.
• Sing the Story song and do the actions. Encourage the
children to join in. (See Lesson 2 Activity 8 for the
tapescript.)

9 Sing Bye-bye Cheeky 1 (CD1 track 6)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Cheeky’s town Lesson 1
Activity 9 for the tapescript.)

Extra activities
1 Play Pass the flashcards with the body
• Organise the children into a circle. Hand out the nose
and the eyes flashcards face down. Tell the children
they must not look at them. Play a song from the CD.
Encourage the children to pass the flashcards around
the circle. Stop the music. Encourage a child holding a
flashcard to reveal it. Say What’s this? Encourage the
child to say (nose). If they respond correctly, lay out
the flashcard in the circle and say Very good! Nose!
Repeat with (eyes). Play the game with other children
and repeat with fingers, tummy, toes and ears.

44
Unit 1 Look at me! Lesson 7
2 Play What’s on the mat today? (CD1 track
22)
• Put the nose, tummy, toes and ears flashcards in a pile
face down in front of you. Say Let’s be detectives and
mime looking through a magnifying glass. Say the
chant and do the actions. Encourage the children to
join in.

What’s on the mat today?

What’s on the mat today? (Mime looking through a
magnifying glass.)
What’s on the mat today? (Mime looking through a
magnifying glass.)
Put up your hand to play. (Put your hand up.)
Find a nose. (Show the nose flashcard.)
Lesson focus: Consolidating unit songs and new Find a nose. (Show the nose flashcard.)
language Find a nose on the mat today. (Point to the play mat.)
Focus language: Recycled: fingers, nose, tummy, toes, Point and say (Point. / Mime speaking with your
eyes, ears, big, small, blue hand.)
Main receptive language: What’s on the mat today? Hip, hip, hooray! (Throw your arms into the air with
Put your hand up to play, Find a …, Hip, hip, hooray! excitement.)
Classroom language: That’s right! Very good!
Well done! Excellent! Let’s be detectives, Do you • Pause the CD. Choose a child to point to the nose
remember …? What’s your favourite song? Our on the play mat. Encourage them to say nose. If they
favourite song is …, Look! Who’s this? Is it the respond correctly, encourage the other children to
teacher? Oh yes it is! Point to …, Draw yourself
clap. Do the activity with other children and repeat
Main activities: with tummy, toes and ears.
• Sing The hello Cheeky song 1
• Play What’s on the mat today?
• Sing our favourite song Find a tummy. (Show the tummy flashcard.)
• Do the worksheet Find a tummy. (Show the tummy flashcard.)
• Sing Bye-bye Cheeky 1 Find a tummy on the mat today. (Point to the play
Materials you need: CD, puppet, play mat, nose, mat.)
tummy, toes and ears flashcards, piece of paper, Point and say (Point. / Mime speaking with your
crayons, Pupil’s Book, pencils, Cheeky award stickers hand.)
Getting ready: Lay out the play mat in the circle time Hip, hip, hooray! (Throw your arms into the air with
area. excitement.)
Find toes. (Show the toes flashcard.)
Find toes. (Show the toes flashcard.)
Find toes on the mat today. (Point to the play mat.)
Circle time Point and say (Point. / Mime speaking with your
hand.)
1 Sing The hello Cheeky song 1 (CD1 track 2) Hip, hip, hooray! (Throw your arms into the air with
• Organise the children into a circle and put on the excitement.)
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave to Cheeky. Find ears. (Show the ears flashcard.)
• Play the CD. Sing the song and do the actions. Find ears. (Show the ears flashcard.)
Encourage the children to join in. Move Cheeky as if Find ears on the mat today. (Point to the play mat.)
he’s also singing along. (See Cheeky’s town Lesson 1 Point and say (Point. / Mime speaking with your
Activity 3 for the tapescript.) hand.)
Hip, hip, hooray! (Throw your arms into the air with
excitement.)

45
 3 Sing our favourite song 7 Hand out Cheeky award stickers
• Ask the children if they remember all the songs from • Praise the children for their good work by saying
Unit 1. Play the beginning of My body. Say Do you Well done! Very good! or Excellent! and put a
remember My body? Encourage the children to sing Cheeky award sticker on their worksheets. (You may
any words or phrases they remember. Repeat with choose to ask the children to stick on the award sticker
Story song, The big and small song and Move your themselves.)
body.
• Say What’s your favourite song? Tell the children 8 Sing Bye-bye Cheeky 1 (CD1 track 6)
they must decide what their favourite song from Unit • Put on the Cheeky puppet. Get Cheeky to wave and
1 is. Say Put your hands up for My body. Count the say Bye-bye! Encourage the children to wave and say
number of votes. Repeat with Story song, The big and Bye-bye! to Cheeky.
small song and Move your body. • Play the CD. Sing the song and do the actions.
• Say Our favourite song is (Move your body). Let’s Encourage the children to join in. Move Cheeky as if
sing (Move your body). Play the CD. Sing the song he’s also singing along. (See Cheeky’s town Lesson 1
and do the actions. Encourage the children to join in. Activity 9 for the tapescript.)
See Multi-ROM for fun interactive activities
Transition time on this topic.

4 Say the Transition chant 1 (CD1 track 5)

• Put your finger to your lips and say Shh! Be very Extra activities
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in. 1 Play Abracadabra! with the body
(See Teacher talk, pages 15–16.) • Put on the Cheeky puppet. Explain that Cheeky is
going to do some magic. With one hand hide the
5 Draw a self-portrait fingers, nose, tummy, toes, eyes and ears flashcards
• Draw a self-portrait on a large piece of paper. It behind your back. Say Abracadabra! 1, 2, 3! and
doesn’t matter if there’s little resemblance. Show it to move your other hand as if chanting a spell. Encourage
the children and say Look! Who’s this? Encourage the the children to join in. Slowly reveal the tummy
children to guess. Say Is it the teacher? If the children flashcard. Encourage the children to say tummy. If the
say no, say Oh yes, it is! children answer correctly, say That’s right! A tummy!
• Choose a child to do the activity using The one Repeat with fingers, nose, toes, eyes and ears.
banana, two banana chant. (See Teacher talk, pages
15–16.) Say Point to the nose and encourage them to 2 Act out the Look at me! story (CD1 track 14)
point to the nose on the drawing. Do the activity with • Choose two children using The one banana, two
other children and repeat with fingers, tummy, toes, banana chant. (See Teacher talk, pages 15–16.) Give
eyes and ears. them each a role, either Cheeky or Rory. Play the CD.
If you are short of time, you can leave out Activity 5. Encourage the children to act out the story. (Use story
activity in Lesson 2 as a guide). Encourage the other
children to join in with the Story song.
Table time
3 Sing the karaoke version of Move your
6 Draw yourself and say Look at me! (Pupil’s body (CD1 track 21)
Book p15) • Say Let’s sing Move your body. Play the CD. Sing the
• Hand out the pencils, crayons and Pupil’s Books or the song and do the actions. Encourage the children to join
individual worksheets. in. (See Lesson 5 Activity 5 for the tapescript.)
• Point to the mirror and say Look! A mirror! Hold up
a pencil and your self-portrait and say Draw yourself.
Demonstrate this by pretending to draw. Encourage
the children to draw themselves and colour in their
pictures.
• Circulate and ask the children questions about their
work. Say What a beautiful picture! Look at your
big smile! and What colour is your hair? etc.
• When they have finished, tell them to show their
pictures to the class. Encourage them to say Look
at me!

46
Unit 2 Baby is sad
Key language

Focus language Main receptive language Classroom language

mummy They’re at their … Yes!/No!

daddy What’s the matter, baby? Point to …
sister Goodnight Look!
brother This is … Let’s listen/sing
baby Close your eyes Quiet!
granny It’s your … Colour …
Concept: happy/sad Blow a kiss Show me …
yellow Stand up Stick on …
Sit down Match …
Recycled language Clap your hands Who’s this …?
Shake hands Draw …
fingers Hug Count …
nose Wave What colour is this?
tummy Make a circle Find …
toes Go to sleep How many …?
eyes Baby is sleeping now There are …
ears Let’s be happy! Touch …
Hello Jump Let’s be detectives
Bye-bye Dance What’s your favourite song?
blue Let’s have fun Pick up …
one–three Come and play Stop
Concept: big/small Point and say
Hip, hip, hooray

Key language learning aims

• Responding to new items of vocabulary via mime, visual recognition, gesture, etc
• Listening to the story
• Acting out the story
• Singing and acting out a song
• Discriminating between ‘happy’ and ‘sad’
• Recognising the colour yellow
• Counting to three

Main criteria for evaluation

Children should:
• Demonstrate an interest in what happens in the story
• Recognise characters in the story
• Start to discriminate between different family members
• Start to identify the colour yellow
• Develop an awareness of ‘happy’ and ‘sad’
• Respond appropriately to instructions
• Participate in games, songs and TPR activities
• Start to develop spatial orientation, physical co-ordination and fine motor skills

47
 Lesson 1 Lesson 2

Lesson 2 Lesson 3

Lesson 4 Lesson 5

Lesson 6 Lesson 7

48
Unit 2 Baby is sad Lesson 1
3 Play Hello daddy!
• Fan out the mummy, daddy, sister and brother
flashcards in the air. Say Look who’s come to visit
today! It’s Cheeky’s family!
• Show the mummy flashcard and say This is mummy.
Repeat with daddy, sister and brother.
• Hand out the daddy flashcard and say Hello, daddy!
Encourage the child to take the flashcard and say
Hello, daddy! Tell them to pass the flashcard on.
Encourage the next child to say Hello, daddy!
Continue until reaching the last child in the circle. Say
Hello, daddy! again and lay out the daddy flashcard in
the circle. Repeat with mummy, sister and brother.

4 Play Who’s this? with the family

Lesson focus: Introducing the family • Shuffle the mummy, daddy, sister and brother
Focus language: mummy, daddy, sister, brother
flashcards. Remove the brother flashcard and hold it to
Recycled: fingers, nose, tummy, toes, blue, Hello, your chest so the children can’t see what it is. Flash it
Bye-bye quickly to the children and say Who’s this? Encourage
them to say brother. Give the brother flashcard to
Main receptive language: yellow, This is …,
Where’s …? Who’s this? Who’s got …? Close a child who guesses correctly and say Well done!
your eyes. It’s your …, Blow a kiss Brother! Repeat with mummy, daddy
Classroom language: Well done! Point to …, Look! and sister.
Listen! What colour is …? Yes! No!
Main activities: 5 Play Who’s got ...? with the family
• Sing The hello Cheeky song 1 • Tell the children holding the flashcards to stand up
• Play Hello daddy! and hold their flashcards to their chests so the other
• Sing Close your eyes children can’t see what they are. Say Who’s got
• Do the worksheet mummy? Encourage the other children to guess who
• Sing Bye-bye Cheeky 1 has got the mummy flashcard by saying the child’s
Materials you need: CD, puppet, mummy, daddy, sister name.
and brother flashcards, Pupil’s Books, yellow and blue • Tell the child to reveal their flashcard. If a child
crayons guesses correctly, say Yes! (Juan’s) got mummy! and
tell the child to sit down. If they guess incorrectly,
say No! (Juan’s) got (daddy). Tell the child to turn
their flashcard over and hold it to their chest again.
Circle time
Continue until all the flashcards have been revealed.
• Say Give me mummy and encourage the child holding
1 Sing The hello Cheeky song 1 (CD1 track 2)
the mummy flashcard to give it to you. Repeat with
• Organise the children into a circle and put on the
daddy, sister and brother.
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave and say Hello! to If you are short of time, you can leave out Activity 5.
Cheeky.
• Play the CD. Sing the song and do the actions.
6 Sing Close your eyes (CD1 track 23)
Encourage the children to join in. Move Cheeky as if
• Say Let’s sing Close your eyes. Play the CD. Sing the
he’s also singing along. (See Cheeky’s town Lesson 1
song and show the flashcards. Encourage the children
Activity 3 for the tapescript.)
to point to daddy, mummy, sister and brother.
2 Sing Move your body (CD1 track 20)
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. (See Unit 1 Lesson 5
Activity 5 for the tapescript.)

49
 Close your eyes 10 Sing Bye-bye Cheeky 1 (CD1 track 6)
• Put on the Cheeky puppet. Get Cheeky to wave and
Close your eyes. (Cover your eyes.)
say Bye-bye! Encourage the children to wave and say
Who is this? (Remove your hands from your eyes.)
Bye-bye! to Cheeky.
It’s your daddy!
• Play the CD. Sing the song and do the actions.
Blow a kiss. (Blow a kiss.)
Encourage the children to join in. Move Cheeky as if
Close your eyes. (Cover your eyes.) he’s also singing along. (See Cheeky’s town Lesson 1
Who is this? (Remove your hands from your eyes.) Activity 9 for the tapescript.)
It’s your mummy!
Blow a kiss. (Blow a kiss.)
Extra activities
Close your eyes. (Cover your eyes.)
Who is this? (Remove your hands from your eyes.) 1 Play Hello, daddy! Bye-bye, daddy!
It’s your sister! • Hand out the daddy flashcard and say Hello, daddy!
Blow a kiss. (Blow a kiss.) Encourage the child to take the flashcard and to repeat
Close your eyes. (Cover your eyes.) Hello, daddy! after you. Tell them to pass the flashcard
Who is this? (Remove your hands from your eyes.) to the child on their left. Encourage the next child
It’s your brother! to say Hello, daddy! Continue in an anti-clockwise
Blow a kiss. (Blow a kiss.) direction until reaching the last child in the circle.
Then say Bye-bye, daddy! and pass the flashcard to the
child on your right. Continue in a clockwise direction
Transition time until reaching the last child in the circle. When the
children are confident, say Hello! or Bye-bye! as the
7 Say the Transition chant 1 (CD1 track 5) children pass the flashcard to indicate that they must
• Put your finger to your lips and say Shh! Be very change direction and change from Hello, daddy to
quiet! Say the chant and do the actions while leading Bye-bye, daddy.
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.) 2 Sing My body (CD1 track 10)
• Remind the children that they used the phrase ‘Close
Table time your eyes’ in today’s song. Ask them what other parts
of the body they remember. Encourage them to say
8 Colour the pyjamas yellow and blue fingers, nose, tummy, toes and ears. Say Let’s sing My
(Pupil’s Book p17) body. Play the CD. Sing the song and do the actions.
• Hand out the yellow and blue crayons and the Pupil’s Encourage the children to join in. (See Unit 1 Lesson 1
Books or the individual worksheets. Activity 6 for the tapescript.)
• Point to Cheeky and say Look! It’s Cheeky! Say
Point to brother and encourage the children to point 3 Make a family paper chain
to brother. Repeat with sister, mummy and daddy. • Take a pile of paper and cut out a simple body shape.
• Point to mummy’s pyjamas and say What colour is Hand out the paper bodies and tell the children they
this? Encourage the children to say yellow. Repeat must choose a family member, either mummy, daddy,
with daddy’s pyjamas and blue. sister or brother. Encourage the children to draw and
• Hold up a yellow crayon and say Colour mummy’s colour in their family member. When the children
pyjamas yellow. Demonstrate this by pretending to have finished, staple the shapes together to make a
colour them in. Repeat with daddy’s pyjamas. Say paper chain and display it in the classroom.
Colour mummy’s pyjamas yellow and daddy’s
pyjamas blue. Encourage the children to colour the
pyjamas.

9 Sing Close your eyes and point to the

family on the worksheet (CD1 track 23)
• Say Let’s sing Close your eyes! Play the CD. Sing the
song and point to daddy, mummy, sister and brother
on the worksheet. Encourage the children to join in.
(See Activity 6 for the tapescript.)

50
Unit 2 Baby is sad Lesson 2

Lesson focus: Listening to the story for the first time

Focus language: mummy, daddy, sister, brother Recycled: Hello, Bye-bye
Main receptive language: Stand up, Turn around, Clap your hands, Shake hands, Hug, Wave, Make a circle,
Sit down, Sleep, Let’s go to the house, Close your eyes, baby, sad, happy, go to sleep, hush
Classroom language: Who’s missing? It’s … Point to …, Show me, Stick on, Where does … go?
Main activities:
• Sing The hello Cheeky song 1
• Do Cheeky’s jungle gym
• Listen to the Baby is sad story
• Do the worksheet
• Sing Bye-bye Cheeky 1
Materials you need: CD, puppet, play mat, mummy, daddy, sister, brother, Cheeky and baby flashcards, Unit 2 Story
cards, Pupil’s Books, blue crayons, Unit 2 stickers
Getting ready: Lay out the play mat in the circle time area.

Circle time • Play the CD. Do the actions and encourage the
children to join in.
1 Sing The hello Cheeky song 1 (CD1 track 2)
• Organise the children into a circle and put on the
Cheeky’s jungle gym
Cheeky puppet. Get Cheeky to wave and say Hello! Stand up. 1, 2, 3.
Encourage the children to wave and say Hello! to Turn around. 1, 2, 3.
Cheeky. Clap your hands. 1, 2, 3.
• Play the CD. Sing the song and do the actions. Say hello! to mummy.
Encourage the children to join in. Move Cheeky as if Shake hands with daddy.
he’s also singing along. (See Cheeky’s town Lesson 1 Hug sister.
Activity 3 for the tapescript.) Wave to brother.

2 Sing My body (CD1 track 10)

Make a circle.
• Say Let’s sing My body. Play the CD. Sing the song Sit down. 1, 2, 3.
and do the actions. Encourage the children to join in. Sleep. 1, 2, 3.
(See Unit 1 Lesson 1 Activity 6 for the tapescript.)
• If the children get overexcited, use the Calm down
chant to get their attention. (See Teacher talk, pages
3 Do Cheeky’s jungle gym (CD1 track 25)
15–16.)
• Make sure the children are sitting down and that they
have enough room to move freely.

51
 4 Play Who’s missing? with the family Story time
• Lay out the daddy flashcard in the circle and say
daddy. Repeat with mummy, sister and brother. 7 Say The story time chant (CD1 track 13)
Tell the children they must remember the flashcards. • Say It’s story time and open the palms of your hands
• Shuffle the flashcards then remove one without letting as if opening a book. Say the chant and do the actions.
the children see what it is. Choose three children using Encourage the children to join in. (See Teacher talk,
The one banana, two banana chant. (See Teacher pages 15–16.)
talk, pages 15–16.) Hand out the three remaining
flashcards. Encourage the children to show them.
8 Listen to the Baby is sad story (CD1 track
• Say Who’s missing? Encourage the other children to
27, Unit 2 Story cards)
say (sister). Show the flashcard. If the children answer
• Say Let’s listen to the story. Read the story aloud or
correctly, say Well done! It’s (sister)! Shuffle the
play the CD. Show the Story cards and do the actions.
flashcards and play the game again.
Encourage the children to listen and to look at the
If you are short of time, you can leave out Activity 4. pictures.

Baby is sad
5 Play Going to the house on the play mat
• Point to the play mat and say Look! It’s Cheeky’s Story card 1
town! Get Cheeky to say Hello! and wave to the Narrator: This is Tom. (Point to Tom.) This is Ellie.
children. (Point to Ellie.) This is mummy. (Point to
• Raise your arms questioningly and say Where’s mummy.) This is daddy. (Point to daddy.)
Cheeky going today? Yawn and get Cheeky to say They’re at their house. (Point to the
I’m sleepy. Get him to walk around the town and stop house.)
at the funfair. Say Is Cheeky going to the funfair? Baby: (Rub your eyes and pretend to cry.)
Pause, shake your head and say No! If children answer Tom and Ellie: What’s that? (Pretend to listen by
Yes! shake your head and say No! Not today. Finally cupping your hand to your ear.)
get Cheeky to walk to the house. Mummy: It’s baby. (Mime rocking a baby.)
• Ask the children questions about their house. Ask Daddy: Oh, no! Baby is sad. (Mime being sad.)
them who lives in their house and what their house is Story card 2
like, etc. Baby: (Rub your eyes and pretend to cry.)
• Show the Cheeky and baby flashcards and say Cheeky Daddy: What’s the matter, baby? (Raise your
and baby are going to the house. arms questioningly.) Oh, no! Baby is
sad. (Rub your eyes and pretend to cry.)
6 Say The let’s go chant (CD1 track 26) It’s okay, baby. (Sing softly.) Hush baby,
• Hand out the Cheeky and baby flashcards. Tell the don’t cry! (Put your fingers to your lips.)
children to pass the flashcards around the circle. Say Baby, baby go to sleep. (Mime sleeping.)
the chant and encourage the children to join in. (See Daddy’s here, daddy’s here. (Point to
Teacher talk, pages 15–16.) (You may choose to make daddy.) Close your eyes and go to sleep.
marching movements with your arms. Encourage the (Mime rocking a baby.)
children to join in.) Baby: (Rub your eyes and pretend to cry.)
Mummy: (Whisper.) What’s the matter, baby?
The let’s go chant (Raise your arms questioningly.) Oh, no!
Let’s go, let’s go. Baby is sad. (Rub your eyes and pretend
Ho ho ho! to cry.) It’s okay, baby! (Sing softly.)
To the house, to the house. Hush baby, don’t cry. (Put your fingers to
Let’s go, let’s go. your lips.) Baby, baby go to sleep. (Mime
Ho ho ho! sleeping.) Mummy’s here, mummy’s here.
(Point to mummy.) Close your eyes and go
• Say Point to the house and encourage the children to sleep. (Mime rocking a baby.)
to point to the house. Then tell the child holding the Baby: (Rub your eyes and pretend to cry.)
Cheeky flashcard to put it on the house. Repeat with Ellie: What’s the matter, baby? (Raise your
baby. arms questioningly.) Oh, no! Baby is sad.
(Rub your eyes and pretend to cry.) It’s
okay baby. (Sing softly.) Hush baby, don’t
cry. (Put your finger to your lips.) Baby,
baby go to sleep. (Mime sleeping.) Sister’s
here, sister’s here. (Point to Ellie.) Close

52
 your eyes and go to sleep. (Mime rocking • Hold up a blue crayon and say Colour the cot blue.
a baby.) Demonstrate this by pretending to colour it in.
Baby: (Rub your eyes and pretend to cry.) Encourage the children to colour the cot blue.
Tom: (Whisper.) What’s the matter, baby?
(Raise your arms questioningly.) Oh, no! 11 Sing Bye-bye Cheeky 1 (CD1 track 6)
Baby is sad. (Rub your eyes and pretend • Put on the Cheeky puppet. Get Cheeky to wave and
to cry.) It’s okay, baby. (Sing softly.) Hush say Bye-bye! Encourage the children to wave and say
baby, don’t cry. (Put your finger to your Bye-bye! to Cheeky.
lips.) Baby, baby go to sleep. Brother’s • Play the CD. Sing the song and do the actions.
here, brother’s here. (Point to Tom.) Encourage the children to join in. Move Cheeky as if
Close your eyes and go to sleep. (Mime he’s also singing along. (See Cheeky’s town Lesson 1
rocking a baby.) Activity 9 for the tapescript.)
Baby: (Rub your eyes and pretend to cry.)
Story card 3 Extra activities
Cheeky: (Sing happily.) Hush baby, don’t cry.
(Mime rocking a baby.) 1 Sing Close your eyes with a toy family
Baby, baby go to sleep! (Put your finger to (CD1 track 23)
your lips.) Daddy’s here, mummy’s here, • Say Let’s sing Close your eyes. Group together four
Sister’s here, brother’s here, Cheeky’s dolls or cuddly toys. Play the CD. Sing the song and
here, Cheeky’s here! Close your eyes and do the actions, presenting a different toy for daddy,
go to sleep! (Mime rocking a baby.) mummy, sister and brother. Encourage the children to
Baby: (Laugh and suck your thumb.) join in.
Story card 4
Mummy: Look! (Point to your eye.) Baby is happy! 2 Play Swapping places with the family
(Point to baby and smile.) Thank you • Organise the children into four groups. Point to
Cheeky! Baby is sleeping now. (Mime the first group and say You are mummies. Repeat
sleeping.) Come on everyone! (Gesture with daddies, sisters and brothers. Say Hands up,
‘come on’.) It’s time for bed. Goodnight! mummies. Encourage the mummies to put their hands
(Mime sleeping.) up. Repeat with daddies, sisters and brothers. Say
mummies and encourage all the mummies to stand
up and swap places. Repeat with daddies, sisters and
Transition time brothers, alternating between them until the children
are confident.
9 Say the Transition chant 1 (CD1 track 5)
• Put your finger to your lips and say Shh! Be very
3 Sing The numbers song and pass the
quiet! Say the chant and do the actions while leading
flashcards (CD1 track 19)
the children to their tables. Encourage them to join in.
• Say Let’s sing The numbers song. Hand out the 1, 2
(See Teacher talk, pages 15–16.)
and 3 flashcards. Play the CD. Encourage the children
to pass the flashcards around the circle. When you
Table time reach the One, two, three lines encourage the children
holding the 1, 2 and 3 flashcards to show them. (See
10 Stick on the family and colour the cot Unit 1 Lesson 5 Activity 4 for the tapescript.)
(Pupil’s Book p18 & p19, Unit 2 stickers)
• Hand out the stickers and the Pupil’s Books or the
individual worksheets.
• Point to baby and say Look! Baby is sad!
• Hold up the stickers and say Show me daddy.
Encourage the children to peel off the daddy sticker
and hold it up in the air. Say Where does daddy go?
and encourage the children to point to the missing
daddy. Say Stick on daddy and encourage the children
to put the daddy sticker in place.
• Say Stick on sister, brother and mummy. Encourage
the children to stick on the family.

53
Unit 2 Baby is sad Lesson 3
3 Introduce baby and granny
• Show Story card 2. Choose a child using The one
banana, two banana chant. (See Teacher talk, pages
15–16.) Point to mummy and say This is …. Pause and
encourage the child to say mummy. Do the activity
with other children and repeat with daddy, sister,
brother and Cheeky.
• Ask the children who else is in the story. Encourage
them to say baby.
• Show the baby flashcard. Say baby and encourage the
children to join in. Repeat with granny.

4 Play Speed speaking with the family

• Show the sister flashcard and encourage the children
to say sister. Repeat with mummy, daddy, brother,
Lesson focus: Listening to the Story song again baby and granny.
• Show the flashcards again one after the other,
Focus language: baby, granny Recycled: mummy,
daddy, sister, brother, eyes, ears, nose increasing the speed each time. Encourage the
children to say the names as quickly as possible.
Main receptive language: Hush, Don’t cry! Close your
eyes and go to sleep. If you are short of time, you can leave out Activity 4.
Classroom language: Point to …, This is … Who’s this?
Match …
5 Sing the Story song (CD1 track 28)
Main activities:
• Say Let’s sing the Story song. Play the CD. Sing the
• Sing The hello Cheeky song 1
• Sing Close your eyes song and do the actions. Encourage the children to join
• Introduce baby and granny in.
• Sing the Story song
• Do the worksheet Story song
• Sing Bye-bye Cheeky 1
Hush baby, don’t cry! (Put your finger to your lips.)
Materials you need: CD, puppet, Story card 2, mummy,
Baby, baby go to sleep. (Mime sleeping.)
daddy, sister, brother, baby and granny flashcards,
Daddy’s here, mummy’s here.
Pupil’s Books, pencils
Sister’s here, brother’s here.
Cheeky’s here, Cheeky’s here!
Close your eyes and go to sleep. (Mime sleeping.)
Circle time
Transition time
1 Sing The hello Cheeky song 1 (CD1 track 2)
• Organise the children into a circle and put on the
6 Say the Transition chant 1 (CD1 track 5)
Cheeky puppet. Get Cheeky to wave and say Hello!
• Put your finger to your lips and say Shh! Be very
Encourage the children to wave and say Hello! to
quiet! Say the chant and do the actions while leading
Cheeky.
the children to their tables. Encourage them to join in.
• Play the CD. Sing the song and do the actions.
(See Teacher talk, pages 15–16.)
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Cheeky’s town Lesson 1
Activity 3 for tapescript.)

2 Sing Close your eyes (CD1 track 23)

• Say Let’s sing Close your eyes. Play the CD. Sing the
song and do the actions. Encourage the children to join
in. (See Lesson 1 Activity 6 for the tapescript.)

55
 Table time
7 Match the family (Pupil’s Book p21)
• Hand out the pencils and the Pupil’s Books or the
individual worksheets.
• Point to the sister silhouette and say Who’s this?
Encourage the children to say sister.
• Hold up a pencil and say Match sister. Demonstrate
this by drawing a line with your finger. Say Match
sister, granny, brother and baby. Encourage the
children to match the family.

8 Sing Bye-bye Cheeky 1 (CD1 track 6)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Cheeky’s town Lesson 1
Activity 9 for the tapescript.)

Extra activities
1 Play The ball game with the family
• Organise the children into a circle. Roll the ball to a
child. Show the sister flashcard and say Who’s this?
Encourage them to say sister. If the child answers
correctly, say Well done! Sister! Tell them to roll the
ball to another child and play the game again. Repeat
with mummy, daddy, brother, baby and granny.

2 Play Who’s missing? with the family

• Shuffle the mummy, daddy, sister, brother, granny and
baby flashcards. Remove the granny flashcard. Choose
three children using The one banana, two banana
chant. (See Teacher talk, pages 15–16.) Hand out the
mummy, daddy, sister, brother and baby flashcards.
Tell the children to show their flashcards. Say Who’s
missing? and encourage the other children to say
granny. Play the game with other children and repeat
with mummy, daddy, sister, brother and baby.

3 Show your family photo

• In advance, ask the class teacher to provide you with
photos of the children’s family. Choose a child to
do the activity using The one banana, two banana
chant. (See Teacher talk, pages 15–16.) Tell them to
show one of their photos. Say Who’s this? If the child
has difficulty answering, say Is it (mummy)? and
encourage them to say Yes! or No! Do the activity with
other children.

56
Unit 2 Baby is sad Lesson 4
Cheeky’s jungle gym
Stand up. 1, 2, 3.
Turn around. 1, 2, 3.
Clap your hands. 1, 2, 3.
Wave to mummy.
Shake hands with daddy.
Hug sister.
Smile at brother.
Rock baby.
Blow a kiss to granny.
Make a circle.
Sit down. 1, 2, 3.
Sleep. 1, 2, 3.

Lesson focus: Reviewing the core concept and story • If the children get overexcited, use the Calm down
Focus language: happy, sad Recycled: mummy, daddy, chant to get their attention. (See Teacher talk, pages
sister, brother, baby, granny 15–16.)
Main receptive language: Stand up, Turn around, Clap
your hands, Wave to …, Shake hands, Hug, Smile at 3 Introduce happy and sad
…, Rock …, Blow a kiss to …, Make a circle, Sit down, • Put on the Cheeky puppet and hide him behind your
Sleep, Let’s be happy! Jump, Dance, back. Bring Cheeky from behind your back and get
Classroom language: Who’s this? Draw … him to cry. Say Cheeky is sad and pull a sad face.
Main activities: Show the sad flashcard and say sad.
• Sing The hello Cheeky song 1 • Give Cheeky a kiss. Say Cheeky is happy and pull a
• Do Cheeky’s jungle gym happy face. Show the happy flashcard and say happy.
• Introduce happy and sad
• Sing the Clap and be happy 4 Sing Clap and be happy (CD1 track 30)
• Do the worksheet • Say Let’s sing Clap and be happy. Play the CD. Sing
• Sing Bye-bye Cheeky 1
the song and do the actions. Encourage the children to
Materials you need: CD, puppet, happy and sad join in.
flashcards, Unit 2 Story cards, Pupil’s Books, pencils
Clap and be happy
Clap, clap, clap. (Clap three times.)
Circle time Let’s be happy! (Draw a smile in the air.)
Brothers and sisters,
1 Sing The hello Cheeky song 1 (CD1 track 2) Mummy and daddy.
• Organise the children into a circle and put on the
Jump, jump, jump. (Jump three times.)
Cheeky puppet. Get Cheeky to wave and say Hello!
Let’s be happy! (Draw a smile in the air.)
Encourage the children to wave and say Hello! to
Brothers and sisters,
Cheeky.
Mummy and daddy.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if Dance, dance, dance. (Dance.)
he’s also singing along. (See Cheeky’s town Lesson 1 Let’s be happy! (Draw a smile in the air.)
Activity 3 for the tapescript.) Brothers and sisters,
Mummy and daddy.
2 Do Cheeky’s jungle gym (CD1 track 29)
• Make sure the children are sitting down and that they Story time
have enough room to move freely.
• Play the CD. Encourage the children to do the actions.
5 Say The story time chant (CD1 track 13)
• Say It’s story time and open the palms of your hands
as if opening a book. Say the chant and do the actions.

57
 Encourage the children to join in. (See Teacher talk, • When the children have finished, show happy baby
pages 15–16.) and say Is baby happy or sad? Encourage them to say
happy. Repeat with sad baby.
6 Review the Baby is sad story (Unit 2 Story • Say Baby is happy and encourage the children to show
cards) happy baby. Repeat with sad baby. Alternate between
• Show Story card 1. Point to brother and say Who’s happy baby and sad baby.
this? Encourage the children to say brother or Tom.
Repeat with sister, mummy and daddy. Point to the 10 Play Cheeky’s echo with happy and sad
family, yawn and say They’re very tired. • Put on the Cheeky puppet. Get Cheeky to shout happy.
• Show Story card 2. Point to baby. Say Is baby happy Repeat happy three times, reducing the volume each
or sad? and mime happy and sad. Encourage the time to imitate an echo. Encourage the children to join
children to say sad. in. Repeat with sad.
• Show Story card 3. Point to Cheeky and say Look! If you are short of time, you can leave out Activity 10.
Cheeky is singing. Put your finger to you lips and
begin to sing Hush baby, don’t cry. Baby, baby go
to sleep! 11 Sing Bye-bye Cheeky 1 (CD1 track 6)
• Show Story card 4. Point to baby and say Is baby • Put on the Cheeky puppet. Get Cheeky to wave and
happy or sad? and mime happy and sad. Encourage say Bye-bye! Encourage the children to wave and say
the children to say happy. Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
7 Listen to the Baby is sad story (CD1 track Encourage the children to join in. Move Cheeky as if
27, Unit 2 Story cards, Pupil’s Book p17, he’s also singing along. (See Cheeky’s town Lesson 1
p18 & p19) Activity 9 for the tapescript.)
• Hand out the Pupil’s Books or the individual
worksheets. Extra activities
• Say Let’s lisen to the story. Read the story aloud,
pausing for the children to say mummy, daddy, sister 1 Sing the Story song and rock Cheeky (CD1
and brother. Show the Story cards and do the actions.
track 28)
Encourage the children to follow the story on their
• Choose a child to do the activity using The one
worksheets.
banana, two banana chant. (See Teacher talk, pages
• Sing the Story song and do the actions. Encourage
15–16.) Give them the Cheeky puppet. Play the Story
the children to join in. (You may choose to play the
song. Sing the song and do the actions. Encourage the
CD instead of reading the story aloud.) (See Lesson 2
children to join in. Encourage the child to rock Cheeky
Activity 8 for the tapescript.)
to sleep in their arms. (See Lesson 3 Activity 5 for
the tapescript.) When the song finishes, encourage the
Transition time child to pretend to put Cheeky to bed.

8 Say the Transition chant 1 (CD1 track 5) 2 Play Happy face, sad face
• Put your finger to your lips and say Shh! Be very • Smile and say Happy or sad? Encourage the children
quiet! Say the chant and do the actions while leading to say happy. Move your hand across your face from
the children to their tables. Encourage them to join in. top to bottom. As you cover your mouth, turn your
(See Teacher talk, pages 15–16.) smile into a sad face. Reveal your sad face and say
Happy or sad? Encourage the children to say sad.
Move your hand back across your face from bottom
Table time to top. As you cover your mouth, turn your sad face
into a smile. Reveal your smile and say Happy or
9 Draw happy baby and sad baby (Pupil’s sad? Encourage the children to say happy. Alternate
Book p23) between happy and sad until the children are
• Hand out the pencils and the Pupil’s Books or the confident.
individual worksheets. Make sure the pages are all
facing the same way, showing happy baby. 3 Draw a happy or sad face
• Point to baby and say Who’s this? Encourage the • Say Let’s draw a happy face. Demonstrate this on
children to say baby. the board. Repeat with sad. Encourage the children to
• Hold up a pencil and say Draw happy baby. draw a happy or sad face. When they have finished,
Demonstrate this by tracing the line with your finger. encourage them to show their pictures to the class.
Encourage the children to trace happy baby. Turn the
page upside down and repeat with sad baby.

58
Unit 2 Baby is sad Lesson 5
• Show the yellow flashcard and say Look! Yellow!
Hand out the yellow flashcard.
• Play some music from the CD. Encourage the children
to pass the yellow flashcard around the circle. Stop the
music. Say Touch yellow. Encourage the child holding
the flashcard to touch something yellow on the play
mat. If they respond correctly, say That’s right! It’s a
yellow …!

3 Play Find blue on the play mat

• Show the blue flashcard and say What colour is this?
Encourage the children to say blue.
• Choose three children to play the game using The one
banana, two banana chant. (See Teacher talk, pages
15–16.) Say Find three blue things. Count to three on
Lesson focus: Working with colours and numbers your fingers and say One, two, three. Encourage the
children to join in.
Focus language: yellow Recycled: one–three, mummy,
daddy, sister, brother, baby, granny, happy, sad, blue, • Encourage the first child to touch something blue on
big, small the play mat. If they respond correctly, say That’s
right! It’s a blue …! Do the activity with the other
Main receptive language: It’s Cheeky’s town, lion, goes
out, play, day, Let’s have fun, Come and play children and repeat with two and three. Point to the
items again and count them with the children.
Classroom language: Look! What colour is this?
Find …, Touch …, That’s right! How many …? Count
4 Play Flashcard fan with yellow and blue
Main activities:
• Sing The hello Cheeky song 1 • Shuffle the yellow and blue flashcards. Hold the yellow
• Play Pass and touch yellow on the play mat flashcard to your chest so the children can’t see what it
• Sing Three small lions is. Fan it back and forth, giving the children a glimpse
• Do the worksheet of the flashcard and say What’s this? Encourage the
• Sing Bye-bye Cheeky 1 children to say yellow. Repeat with blue.
Materials you need: CD, puppet, play mat, yellow and
If you are short of time, you can leave out Activity 4.
blue flashcards, Pupil’s Books, pencils
Getting ready: Lay out the play mat in the circle
time area. 5 Sing The numbers song (CD1 track 19)
• Say Let’s sing The numbers song. Sing the song and
do the actions. Encourage the children to join in. (See
Unit 1 Lesson 5 Activity 4 for the tapescript.)
Circle time
6 Sing Three small lions (CD1 track 32)
1 Sing The hello Cheeky song 1 (CD1 track 2)
• Say Let’s sing Three small lions. Play the CD. Sing
• Organise the children into a circle and put on the the song and do the actions. Encourage the children to
Cheeky puppet. Get Cheeky to wave and say Hello! join in.
Encourage the children to wave and say Hello! to
Cheeky. Three small lions
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if One small lion goes out to play. (Show one finger.)
he’s also singing along. (See Cheeky’s town Lesson 1 Happy, happy, happy day. (Draw a smile in the air.)
Activity 3 for the tapescript.) Sister, sister, let’s have fun!
Come and play. Come, come, come. (Gesture ‘come
2 Play Pass and touch yellow on the play here’.)
mat Two small lions go out to play. (Show two fingers.)
• Point to the play mat and say Look! It’s Cheeky’s Happy, happy, happy day. (Draw a smile in the air.)
town! Encourage the children to explore the areas of Brother, brother, let’s have fun!
the town they know. Come and play. Come, come, come. (Gesture ‘come
here’.)

59
 Three small lions go out to play. (Show three fingers.) Extra activities
Happy, happy, happy day. (Draw a smile in the air.)
Granny, granny, let’s have fun!
1 Colour and count the Rories (Photocopiable
Come and play. Come, come, come. (Gesture ‘come
worksheet p213)
here’.)
• In advance, photocopy the worksheet for every child.
Hand out the yellow crayons and the photocopiable
Transition time worksheets. Point to the big Rory and say Look! Rory!
Big or small? Encourage the children to say big.
7 Say the Transition chant 1 (CD1 track 5) Repeat with the small Rories. Hold up a yellow crayon
• Put your finger to your lips and say Shh! Be very and say Colour the big Rory yellow. Demonstrate this
quiet! Say the chant and do the actions while leading by pretending to colour it in. Say Count the lions.
the children to their tables. Encourage them to join in. One, two or three? and point to 1, 2 and 3. Hold up a
(See Teacher talk, pages 15–16.) pencil and say Circle the number. Demonstrate this
by circling it with your finger. Encourage the children
to colour and count the Rories.
Table time
2 Clap and point to the flashcard
8 Count and match the family (Pupil’s Book • Stick the number 1 and brother flashcard next to each
page 25) other on the board. Repeat with 2 and baby, 3 and
• Show the mummy flashcard and say Who’s this? granny. Clap twice and say Who is it? Encourage the
Encourage the children to say mummy. Repeat with children to say baby. Repeat by clapping once and
daddy, sister, brother, baby and granny. three times. Alternate between them until the children
• Show the Rory flashcard and say Look! It’s Rory! are confident.
Encourage the children to guess how many grannies
Rory has got by saying one, two or three. Repeat with 3 Sing the karaoke version of Clap and be
Rory’s brothers and sisters.
happy (CD1 track 31)
• Hand out the pencils and the Pupil’s Books or the
• Say Let’s sing Clap and be happy. Play the CD. Sing
individual worksheets.
the song and do the actions. Encourage the children to
• Say Point to 1. Repeat with 2 and 3. Point to the
join in. (See Lesson 4 Activity 4 for the tapescript.)
brothers and say How many brothers are there?
Count them out loud with the children. Repeat with
sisters and granny.
• Hold up a pencil and say Match one. Demonstrate this
by drawing a line with your finger. Say Match one,
two and three. Encourage the children to match one,
two and three to granny, brothers and sisters.

9 Sing Bye-bye Cheeky 1 (CD1 track 6)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Cheeky’s town Lesson 1
Activity 9 for the tapescript.)

60
Unit 2 Baby is sad Lesson 6
• If the children get overexcited, use the Calm down
chant to get their attention. (See Teacher talk, pages
15–16.)

3 Play Feely bag with classrooms objects

and counting
• Put two rulers in a bag without letting the children see.
• Choose a child to do the activity using The one
banana, two banana chant. (See Teacher talk, pages
15–16.) Offer the bag to the child and encourage them
to feel the objects inside.
• Say How many rulers are there? Encourage the child
to say two. Reveal the two rulers and count them
out loud with the children. If the child has guessed
correctly, say That’s right! There are two rulers.
Lesson focus: Performing the story with the Press out Repeat with three rubbers and one pencil.
Focus language: one–three, mummy, daddy, sister, If you are short of time, you can leave out Activity 3.
brother, baby, granny
Main receptive language: This is Cheeky’s house
4 Sing Three small lions (CD1 track 32)
Classroom language: How many …? There are …, This
• Say Let’s sing Three small lions. Play the CD. Sing
is …, Show me …, Point to …, Let’s listen, Let’s
sing … the song and do the actions. Encourage the children to
join in. (See Lesson 5 Activity 6 for the tapescript.)
Main activities:
• Sing The hello Cheeky song 1
• Do Cheeky’s jungle gym Transition time
• Make the Press out
• Listen to the Baby is sad story
5 Say the Transition chant 1 (CD1 track 5)
• Sing Bye-bye Cheeky 1
• Put your finger to your lips and say Shh! Be very
Materials you need: CD, puppet, classroom objects,
quiet! Say the chant and do the actions while leading
bag, Press out Unit 2, Unit 2 Story cards
the children to their tables. Encourage them to join in.
Getting ready: Put two rulers in a bag. (See Teacher talk, pages 15–16.)

Table time
Circle time
6 Make a house (Press out Unit 2)
1 Sing The hello Cheeky song 1 (CD1 track 2) • Hand out the Press outs. Demonstrate how to remove
• Organise the children into a circle and put on the the Press outs and put the character strip in the
Cheeky puppet. Get Cheeky to wave and say Hello! window. Encourage the children to join in.
Encourage the children to wave and say Hello! to • Show the Press out and say Look! This is Cheeky’s
Cheeky. house! Say Point to daddy and encourage the children
• Play the CD. Sing the song and do the actions. to point to daddy. Repeat with mummy, sister, brother
Encourage the children to join in. Move Cheeky as if and granny. Say Look! Baby is sad and mime sad.
he’s also singing along. (See Cheeky’s town Lesson 1 • Say Show me sister and baby. Demonstrate this by
Activity 3 for the tapescript.) positioning the character strip so that sister and baby
are in the house. Encourage the children to put sister
2 Do Cheeky’s jungle gym (CD1 track 29) and baby in the house. Repeat with mummy and baby,
• Make sure the children are sitting down and that they daddy and baby, sister and baby, brother and baby
have enough room to move freely. and granny and baby.
• Play the CD. Encourage the children to do the actions.
(See Lesson 4 Activity 2 for the tapescript.)

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 Story time 2 Talk about your family with the family
mini cards (Photocopiable worksheet p214)
7 Say The story time chant (CD1 track 13) • In advance, photocopy and cut out a set of mini cards
• Say It’s story time and open the palms of your hands for every child. Shuffle the packs together and deal
as if opening a book. Say the chant and do the actions. four to each child. Choose a child to play the game
Encourage the children to join in. (See Teacher talk, using The one banana, two banana chant. (See
pages 15–16.) Teacher talk, pages 15–16.) Say Who’s in your family?
and encourage the child to name the family members
8 Listen to the Baby is sad story (CD1 track on their cards. Play the game with other children.
27, Unit 2 Story cards, Press out Unit 2)
• Say Let’s listen to the story. Read the story aloud or 3 Play Reveal the flashcard with the family
play the CD. Show the Story cards and do the actions. • Organise the children into a circle and put on the
Encourage the children to listen and to look at the Cheeky puppet. Shuffle the mummy, daddy, sister,
pictures. brother, baby, and granny flashcards. Lay them out
• Encourage the children to put baby with daddy, face down in the circle. Put on the Cheeky puppet.
mummy, sister, brother and Cheeky in the house as Get Cheeky to choose a flashcard by saying (sister).
they listen to the story. Say Point to sister and get him to guess which
• Sing the Story song and do the actions. Encourage the flashcard it is. Reveal the flashcard. If Cheeky
children to join in. (See Lesson 2 Activity 8 for the guesses correctly, say Well done! It’s (sister)! If
tapescript.) Cheeky guesses incorrectly, continue until the (sister)
flashcard is revealed. Choose a child to play the
game using The one banana, two banana chant.
9 Sing Bye-bye Cheeky 1 (CD1 track 6)
(See Teacher talk, pages 15–16.) Play the game with
• Put on the Cheeky puppet. Get Cheeky to wave and
other children and repeat until all the flashcards are
say Bye-bye! Encourage the children to wave and say
revealed.
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Cheeky’s town Lesson 1
Activity 9 for the tapescript.)

Extra activities
1 Sing the karaoke version of Close your
eyes using flashcards (CD1 track 24)
• Shuffle the mummy, daddy, sister and brother
flashcards. Fan them out and offer them to a child.
Encourage them to take one. Show the flashcard and
say Let’s sing about (daddy). Play the CD. Sing the
first verse of the song using the line Where’s your
daddy? Repeat until all the flashcards have been
revealed. (See Lesson 1 Activity 6 for the tapescript.)

62
Unit 2 Baby is sad Lesson 7
2 Play What’s on the mat today? (CD1 track
33)
• Put the mummy, daddy, sister and brother flashcards
in a pile face down in front of you. Say Let’s be
detectives! and mime looking through a magnifying
glass. Say the chant and do the actions. Encourage the
children to join in.

What’s on the mat today?

What’s on the mat today? (Mime looking through a
magnifying glass.)
What’s on the mat today? (Mime looking through a
magnifying glass.)
Put up your hand to play. (Put your hand up.)
Find mummy. (Show the mummy flashcard.)
Lesson focus: Consolidating unit songs and new Find mummy. (Show the mummy flashcard.)
language Find mummy on the mat today. (Point to the play
Focus language: mummy, daddy, sister, brother, baby, mat.)
granny, happy, sad, yellow, blue Point and say (Point. / Mime speaking with your
Main receptive language: Put up your hand …, Find hand.)
…, Point and say, Hip, hip, hooray, Is …? Are you …? Hip, hip, hooray! (Throw your arms into the air with
This is my…, crayons excitement.)
Classroom language: Let’s be detectives, Do you
remember …? What’s your favourite song? Let’s sing, • Pause the CD. Choose a child to point to mummy on
Pick up …, Stop, Well done! Very good! Excellent! the play mat. Encourage them to say mummy. If they
Who’s this? Is this …? Draw …, This is …
respond correctly, encourage the other children to
Main activities: clap. Do the activity with other children and repeat
• Sing The hello Cheeky song 1
with daddy, brother and sister.
• Play What’s on the mat today?
• Sing our favourite song
• Do the worksheet Find daddy. (Show the daddy flashcard.)
• Sing Bye-bye Cheeky 1 Find daddy. (Show the daddy flashcard.)
Materials you need: CD, puppet, play mat, mummy, Find daddy on the mat today. (Point to the play mat.)
daddy, sister and brother flashcards, blue and yellow Point and say (Point. / Mime speaking with your
crayons, Pupil’s Books, pencils, Cheeky award stickers hand.)
Getting ready: Lay out the play mat in the circle time Hip, hip, hooray! (Throw your arms into the air with
area. excitement.)
Find brother. (Show the brother flashcard.)
Find brother. (Show the brother flashcard.)
Find brother on the mat today. (Point to the play
Circle time mat.)
Point and say (Point. / Mime speaking with your
1 Sing The hello Cheeky song 1 (CD1 track 2) hand.)
• Organise the children into a circle and put on the Hip, hip, hooray! (Throw your arms into the air with
Cheeky puppet. Get Cheeky to wave and say Hello! exitement.)
Encourage the children to wave and say Hello! to
Cheeky. Find sister. (Show the sister flashcard.)
• Play the CD. Sing the song and do the actions. Find sister. (Show the sister flashcard.)
Encourage the children to join in. Move Cheeky as if Find sister on the mat today. (Point to the play mat.)
he’s also singing along. (See Cheeky’s town Lesson 1 Point and say (Point. / Mime speaking with your
Activity 3 for the tapescript.) hand.)
Hip, hip, hooray! (Throw your arms into the air with
excitement.)

63
 3 Draw happy and sad faces family. Encourage them to draw and colour in their
• In advance, draw simple pictures of mummy, daddy, family.
sister, brother, baby and granny on the board. Don’t • Circulate and ask the children questions about their
draw their mouths. work. Say Who’s this? and Is this mummy? etc.
• Choose a child to play the game using The one • When the children have finished tell them to show their
banana, two banana chant. (See Teacher talk, pages pictures. Encourage them to say This is my (mummy).
15–16.) Say Is mummy happy or sad? and encourage
the child to say happy or sad. Tell them to draw happy 8 Hand out Cheeky award stickers
mummy or sad mummy. • Praise the children for their good work by saying Well
• Do the activity with other children and repeat with done! Very good! or Excellent! and put a Cheeky award
daddy, sister, brother, baby and granny. sticker on their worksheets. (You may choose to ask
• Say Are you happy or sad? If they say happy say the children to stick on the award sticker themselves.)
hooray! and throw your arms into the air.
9 Sing Bye-bye Cheeky 1 (CD1 track 6)
If you are short of time, you can leave out Activity 3. • Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
4 Sing our favourite song
• Play the CD. Sing the song and do the actions.
• Ask the children if they remember all the songs from Encourage the children to join in. Move Cheeky as if
Unit 2. Play the beginning of Close your eyes. Say he’s also singing along. (See Cheeky’s town Lesson 1
Do you remember Close your eyes? Encourage the Activity 9 for the tapescript.)
children to sing any words or phrases they remember.
Repeat with Story song, Clap and be happy and Three See Multi-ROM for fun interactive activities
small lions. on this topic.
• Say What’s your favourite song? Tell the children
they must decide what their favourite song from Unit 2
is. Say Put your hands up for Close your eyes. Count Extra activities
the number of votes. Repeat with Story song, Clap and
be happy and Three small lions. 1 Act out the Baby is sad story (CD1 track 27)
• Say Our favourite song is (Clap and be happy). Let’s • Choose four children using The one banana, two
sing (Clap and be happy). Play the CD. Sing the song banana chant. (See Teacher talk, pages 15–16.) Give
and do the actions. Encourage the children to join in. them each a role, either mummy, daddy, sister or
brother. Put on the Cheeky puppet. You will play the
Transition time part of Cheeky. Play the CD. Encourage the children
to act out the story. (Use story activity in Lesson 2 as a
5 Say the Transition chant 1 (CD1 track 5) guide) Encourage the other children to join in with the
• Put your finger to your lips and say Shh! Be very Story song.
quiet! Say the chant and do the actions while leading
2 Match the family (Photocopiable
the children to their tables. Encourage them to join in.
worksheet p215)
(See Teacher talk, pages 15–16.)
• In advance, photocopy the worksheet for every child.
Hand out the blue crayons and the photocopiable
Table time worksheets. Point to the first sister and say Look!
Who’s this? Encourage the children to say sister. Hold
6 Play Picking up crayons up a pencil and say Match sister. Demonstrate this
• Hand out the yellow and blue crayons. Say Pick up the by tracing a line with your finger. Say Match sister,
yellow crayon. Pick up and show the yellow crayon. granny and brother. Encourage the children to match
Encourage the children to join in. Repeat with blue. the family.
Alternate between yellow and blue. When the children
are confident, speed up the activity. 3 Play Going out in the car with the family
• Choose four children using The one banana, two
7 Draw your family (Pupil’s Book page 27, banana chant. (See Teacher talk, pages 15–16.) Give
Story cards Unit 2) them each a role, either mummy, daddy, sister, brother,
• Hand out the pencils, crayons and the Pupil’s Books or baby or granny. Say Come on, (mummy)! and encourage
the individual worksheets. the other children to join in. Encourage (mummy) to walk
• Show Story Card 2. Point to mummy and say Who’s towards the car in role and pretend to get in. Repeat with
this? Encourage the children to say mummy. Repeat the other three family members. Then say Let’s go!
with daddy, sister, brother, baby and granny. Bye-bye (mummy)! and encourage (mummy) to wave.
• Tell the children they must choose two family Repeat with the other three family members. Encourage
members to draw. Hold up a pencil and say Draw your the children to pretend to drive away in the car.
64
Unit 3 I’m cold!
Key language

Focus language Main receptive language Classroom language

jumper It’s a happy day Yes!/No!

coat Let’s jump/play I’ve got something for you
hat I’m ready What’s this?
scarf Shh! Be very quiet Thank you
T-shirt Jump up and down Point to …
shorts Turn around Draw …
Concept: hot/cold Look! It’s Cheeky’s town Colour …
red Where’s Cheeky going? Show me the …
Let’s go Where does the … go?
Recycled language park Stick on the …
It’s cold Here’s the …
Concept: big/small I’m hot/cold Draw the …
one–three Look at me What colour is/are the …?
yellow This is fun What can she wear?
blue I’m taking my … off Match …
Concept: happy/sad It’s getting cold Look at …
Hello Put your … on Find …
Bye-bye I put my … on What’s Ellie wearing?
Cheeky and Rory are in the park What are these?
Where’s my …? Are you happy?
shape This is my …
What’s in the bag?
What’s on the mat today?
Put up your hand to play

Key language learning aims

• Responding to new items of vocabulary via mime, visual recognition, gesture, etc
• Listening to the story
• Acting out the story
• Singing and acting out a song
• Discriminating between ‘hot’ and ‘cold’
• Recognising the colour red
• Counting to three

Main criteria for evaluation

Children should:
• Demonstrate an interest in what happens in the story
• Recognise characters in the story
• Start to discriminate between different clothes
• Start to identify the colour red
• Develop an awareness of ‘hot’ and ‘cold’
• Respond appropriately to instructions
• Participate in games, songs and TPR activities
• Start to develop spatial orientation, physical co-ordination and fine motor skills

65
 Lesson 1 Lesson 2

Lesson 2 Lesson 3

Lesson 4 Lesson 5

Lesson 6 Lesson 7

66
Unit 3 I’m cold! Lesson 1
The hi song 2
Hi! Hi! (Wave with your right then left hand.)
It’s a happy day. (Draw a smile in the air.)
Hi! Hi! (Wave with your right then left hand.)
Let’s jump and play. (Jump on the spot.)
Hi! Hi! (Wave with your right then left hand.)
It’s a happy day. (Draw a smile in the air.)
Hi! Hi! (Wave with your right then left hand.)
A happy day today! (Jump on the spot.)

2 Sing The big and small song (CD1 track 17)

• Say Let’s sing The big and small song. Play the CD.
Sing the song and do the actions while leading the
children around in a circle. Encourage the children
Lesson focus: Introducing clothes to join in. (See Unit 1 Lesson 4 Activity 5 for the
tapescript.)
Focus language: jumper, coat, hat, scarf Recycled: big,
small, one–three
3 Play Cheeky’s clothes
Main receptive language: Hi! It’s a happy day, Let’s
jump and play, A happy day today, I’m ready, Let’s • Lay out the jumper, coat, hat and scarf flashcards
play, Jump up and down, Turn around, everyone face up in the circle. Put on the Cheeky puppet. Say
Cheeky, I’ve got something for you. Show the jumper
Classroom language: I’ve got something for you, Put
on, Thank you, Point to, Draw … flashcard, say jumper and give it to Cheeky.
• Say Put your jumper on. Encourage the children to
Main activities:
• Sing The hi song 2 mime putting their jumpers on. Repeat with coat, hat
• Play Cheeky’s clothes and scarf.
• Sing Getting dressed
• Do the worksheet 4 Play No, Cheeky! with clothes
• Sing Bye-bye Cheeky 2 • Lay out the jumper, coat, hat and scarf flashcards in
Materials you need: CD, puppet, jumper, hat, coat, the circle. Put on the Cheeky puppet. Get Cheeky to
and scarf flashcards, Pupil’s Books, pencils point to the jumper flashcard and say coat. Encourage
the children to say No, Cheeky! Then get him to say
hat and scarf.
• Get Cheeky to point to the jumper flashcard and say
Circle time jumper. Nod your head and say Well done! Jumper!
Repeat with coat, hat and scarf.
1 Sing The hi song 2 (CD1 track 34)
• Organise the children into a circle and put on the
5 Play Dress Cheeky
Cheeky puppet. Get Cheeky to wave and say Hello!
• Put on the Cheeky puppet. Tell the children they must
Encourage the children to wave and say Hello! to
help Cheeky get dressed. Choose a child to do the
Cheeky. Then get Cheeky to shake hands with a child
activity using The one banana, two banana chant.
and say Hello, (Maria)! Encourage the child to say
(See Teacher talk, pages 15–16.) Say Put the scarf on
Hello, Cheeky! Do the activity with other children.
and encourage the child to pick out the scarf flashcard
• Play the CD. Sing the song and do the actions.
and give it to Cheeky. If the child guesses correctly,
Encourage the children to join in. Move Cheeky
get Cheeky to say A scarf! Thank you! and mime
as if he’s also singing along.
putting the (scarf) on. Repeat with jumper, coat
and hat.

6 Mime getting dressed

• Show the coat flashcard and say coat. Mime putting
the coat on and encourage the children to join in.
Repeat with jumper, hat and scarf. Alternate between
them until the children are confident.

67
 • Show the coat flashcard. Say A big coat and mime big. • Hold up a pencil and say Draw Cheeky’s hat.
Then mime putting a big coat on and encourage the Demonstrate this by tracing it with your finger. Say
children to join in. Repeat with jumper, hat and scarf. Draw the hat, scarf, coat and jumper. Encourage the
children to complete the clothes.
If you are short of time, you can leave out Activity 6.

10 Sing Bye-bye Cheeky 2 (CD1 track 38)

7 Sing Getting dressed (CD1 track 35) • Put on the Cheeky puppet. Get Cheeky to wave and
• Say Let’s sing Getting dressed. Play the CD. Sing the say Bye-bye! Encourage the children to wave and say
song and do the actions. Encourage the children to join Bye-bye! to Cheeky.
in. • Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
Getting dressed he’s also singing along.
I put my jumper on. (Mime putting your jumper on.)
One, two, three. (Count to three on your fingers.)
Bye-bye Cheeky 2
I’m ready! (Stand up straight and tap your legs.) Bye-bye Cheeky! (Wave.)
Let’s play. (Mime skipping.) Jump up and down. (Jump up and down.)
Bye-bye Cheeky! (Wave.)
I put my coat on. (Mime putting your coat on.)
Turn around. (Turn around.)
One, two, three. (Count to three on your fingers.)
Up, down, turn around. (Jump up and down. / Turn
I’m ready! (Stand up straight and tap your legs.)
around.)
Let’s play. (Mime skipping.)
Bye-bye everyone! (Wave.)
I put my hat on. (Mime putting your hat on.) Bye-bye! (Wave.)
One, two, three. (Count to three on your fingers.)
I’m ready! (Stand up straight and tap your legs.)
Let’s play. (Mime skipping.) Extra activities
I put my scarf on. (Mime putting your scarf on.) 1 Colour the scarf yellow and blue
One, two, three. (Count to three on your fingers.) (Photocopiable worksheet p216)
I’m ready! (Stand up straight and tap your legs.) • In advance, photocopy the worksheet for every
Let’s play. (Mime skipping.) child. Hand out the yellow and blue crayons and
photocopiable worksheets. Say Look! A scarf! Point
Transition time to the scarf. Repeat with the coat and jumper. Hold
up a yellow crayon and say Colour the scarf yellow.
8 Say the Transition chant 2 (CD1 track 37) Repeat with blue to demonstrate the sequence.
• Put your finger to your lips and say Shh! Be very
quiet! Say the chant and do the actions while leading 2 Play Cheeky’s echo with clothes
the children to their tables. Encourage them to join in. • Put on the Cheeky puppet. Get Cheeky to shout
jumper. Repeat jumper three times, reducing the
Transition chant 2 volume each time to imitate an echo. Encourage the
children to join in. Repeat with coat, hat and scarf.
Little lions, (Gesture ‘come here’.)
Little lions, (Gesture ‘come here’.)
3 Play Guess who’s got the flashcard with
Come with me. (Tiptoe to the table.)
clothes
Sit down, sit down, (Gesture ‘sit down’.)
• Organise the children into a circle. Shuffle the jumper,
Sit down quietly. (Sit down.)
coat, hat and scarf flashcards. Choose four children
Shh! Shh! (Put your finger to your lips.)
using The one banana, two banana chant. (See
Teacher talk, pages 15–16.) Hand out the flashcards
Table time and tell the children they must not look at them. Tell
them to stand at the front of the class and hold the
9 Complete the clothes (Pupil’s Book p29) flashcards above their heads. Say scarf and encourage
• Hand out the pencils and the Pupil’s Books or the the other children to name the child holding the scarf
individual worksheets. flashcard. Repeat with jumper, coat and hat.
• Say Point to Cheeky’s hat and encourage the children
to point to the hat. Repeat with Cheeky’s scarf and
coat and Rory’s jumper.

68
Unit 3 I’m cold! Lesson 2

Lesson focus: Listening to the story for the first time

Focus language: jumper, coat, hat, scarf Recycled: one–three
Main receptive language: Stand up, Turn around, Clap your hands, Make a circle, Sit down, Sleep, Look! It’s
Cheeky’s town, Where’s Cheeky going? Let’s go to the park, It’s cold, I’m hot, I’m cold, Look at me, This is fun, I’m
taking my … off, It’s getting cold, Put your … on
Classroom language: Yes! No! Let’s listen, Point to, Show me the …, Where does the … go? Stick on the …, Draw …
Main activities:
• Sing The hi song 2
• Do Cheeky’s jungle gym
• Listen to the I’m cold! story
• Do the worksheet
• Sing Bye-bye Cheeky 2
Materials you need: CD, puppet, play mat, jumper, coat, hat, scarf, Cheeky and Rory flashcards, Unit 3 Story cards,
Pupil’s Books, pencils, Unit 3 stickers
Getting ready: Lay out the play mat in the circle time area.

Circle time Cheeky’s jungle gym

Stand up, 1, 2, 3.
1 Sing The hi song 2 (CD1 track 34)
Turn around, 1, 2, 3.
• Organise the children into a circle and put on the Clap your hands, 1, 2, 3.
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave and say Hello! to Put your jumper on.
Cheeky. Then get Cheeky to shake hands with a child Put your coat on.
and say Hello, (Maria)! Encourage the child to say Put your hat on.
Hello, Cheeky! Do the activity with other children. Put your scarf on.
• Play the CD. Sing the song and do the actions. Make a circle.
Encourage the children to join in. Move Cheeky as if Sit down, 1, 2, 3.
he’s also singing along. (See Lesson 1 Activity 1 for Sleep, 1, 2, 3.
the tapescript.)
• If the children get overexcited, use the Calm down
2 Do Cheeky’s jungle gym (CD1 track 39) chant to get their attention. (See Teacher talk, pages
• Make sure the children are sitting down and that they 15–16.)
have enough room to move freely.
• Play the CD. Do the actions and encourage the
children to join in.

69
 3 Play Going to the park on the play mat I’m cold!
• Point to the play mat and say Look! It’s Cheeky’s
Story card 1
town! Get Cheeky to say Hello! and wave to the
Narrator: This is Cheeky Monkey (Point to Cheeky.)
children.
and Rory the lion (Point to Rory.).
• Raise your arms questioningly and say Where’s
They’re in the park. It’s cold! (Mime
Cheeky going today? Get him to walk around the
shivering.)
town and stop at the house. Say Is Cheeky going to the
Cheeky: Brrr! (Mime being cold.) I’m cold! Let’s
house? Pause, shake your head and say No! If children
play! Wee…! (Point to the slide and
answer Yes! shake your head and say No! Not today.
indicate sliding down it.) Look at me!
Repeat with the funfair. Finally get Cheeky to walk to
(Point to yourself.) This is fun! I love
the park.
playing in the park! (Smile.)
• Ask the children questions about parks. Ask them who
Rory: (Point to Rory.) Brrr! (Mime shivering.)
they visit the park with and what they can do there,
etc.
Story card 2
• Show the Cheeky and Rory flashcards and say Cheeky
Cheeky: Phew! (Wipe your brow.) I’m hot now!
and Rory are going to the park.
I’m taking my coat off. (Mime taking
your coat off.) I’m taking my scarf off.
4 Say The let’s go chant (CD1 track 40)
(Mime taking your scarf off.)
• Hand out the Cheeky and Rory flashcards. Tell the
children to pass the flashcards around the circle. Say
Story card 3
the chant and encourage the children to join in. (See
Cheeky: (Point to the roundabout.) Wee! Wee! This
Teacher talk, pages 15–16.) (You may choose to make
is fun! (Smile.) Phew! (Wipe your brow.)
marching movements with your arms. Encourage the
I’m very hot now! I’m taking my hat off.
children to join in.)
(Point to the hat and mime taking your hat
off.) I’m taking my jumper off. (Point to
The let’s go chant
the jumper and mime taking your jumper
Let’s go, let’s go. off.) Come on Rory! Spin with me!
Ho ho ho! (Gesture ‘come here’. / Circle the air with
To the park, to the park. your finger.)
Let’s go, let’s go. Rory: Oh, Cheeky stop! (Put your hand out.)
Ho ho ho! It’s cold! (Mime shivering.)

• Say Point to the park and encourage the children to Story card 4
point to the park. Then tell the children holding the Rory: Look Cheeky! (Point to your eye.) There’s
Cheeky and Rory flashcards to put them on the park. a big cloud in the sky! (Point to the
cloud.)
Cheeky: Oh, Rory! Brrr! I’m cold! (Mime
Story time shivering.)
Rory: Quick, quick! (Run on the spot.)
5 Say The story time chant (CD1 track 13)
It’s getting cold. (Rub your arms and mime
• Say It’s story time and open the palms of your hands
shivering.)
as if opening a book. Say the chant and do the actions.
Put your scarf on. (Mime putting your
Encourage the children to join in. (See Teacher talk,
scarf on.)
pages 15–16.)
Quick, quick! (Run on the spot.)
It’s getting cold. (Rub your arms and mime
6 Listen to the I’m cold! story (CD1 track 41,
shivering.)
Unit 3 Story cards) Put your hat on. (Mime putting your hat
• Say Let’s listen to the story. Read the story aloud or on.)
play the CD. Show the Story cards and do the actions. Quick, quick! (Run on the spot.)
Encourage the children to listen and to look at the It’s getting cold. (Rub your arms and mime
pictures. shivering.)
Put your jumper on. (Mime putting your
jumper on.)
Quick, quick! (Run on the spot.)
It’s getting cold. (Rub your arms and mime
shivering.)

70
 Put your coat on. (Mime putting your Extra activities
coat on.)
Oh, Cheeky! (Put your hand to your face
1 Play Cheeky says please with clothes
and laugh.)
• Organise the children into a circle and put on the
Cheeky puppet. (Play the game as you would play the
Transition time traditional game Simon says.) Say Cheeky says put
your hat on, please and mime putting your hat on.
7 Say the Transition chant 2 (CD1 track 37) Encourage the children to join in. Repeat with jumper,
• Put your finger to your lips and say Shh! Be very coat and scarf. Explain that when you say Cheeky says
quiet! Say the chant and do the actions while leading they should do the action but if you simply say Put
the children to their tables. Encourage them to join in. your hat on they shouldn’t do the action. Demonstrate
(See Teacher talk, pages 15–16.) this by saying Put your hat on. Shake your head
at any children who are doing the mime but don’t
eliminate them. Repeat with jumper, coat and scarf.
Table time Alternate between giving the instructions with and
without Cheeky says …, please.
8 Stick on the clothes and complete the cloud
(Pupil’s Book p30 & p31, Unit 3 stickers) 2 Play Flashcard fan with clothes
• Hand out the stickers, pencils and the Pupil’s Books or • Shuffle the jumper, coat, hat and scarf flashcards.
the individual worksheets. Hold the scarf flashcard against your chest so the
• Say Look! Cheeky and Rory are at the park. children can’t see what it is. Fan it back and forth,
• Hold up the stickers and say Show me the scarf. giving the children a glimpse of the flashcard and
Encourage the children to peel off the scarf sticker and say What’s this? Encourage the children to say scarf.
hold it up in the air. Say Where does the scarf go? and Repeat with jumper, coat and hat.
encourage the children to point to the missing scarf.
Say Stick on the scarf and encourage the children to 3 Do The flashcard dance with clothes
put the scarf sticker in place. • Stick the jumper, coat, hat and scarf flashcards on
• Say Stick on the jumper, hat and coat. Encourage different walls of the classroom. Play some music
them to stick on the clothes. from the CD and tell the children to dance freely in
• Hold up a pencil and say Draw the cloud. the middle. Stop the CD and say hat. Encourage the
Demonstrate this by tracing it with your finger. children to stand next to the hat flashcard. Play the CD
Encourage the children to complete the cloud. again and repeat with jumper, coat and scarf.

9 Sing Bye-bye Cheeky 2 (CD1 track 38)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 10 for
the tapescript.)

71
Unit 3 I’m cold! Lesson 3
2 Play Lucky dip! with clothes
• Put the jumper, coat, hat and scarf flashcards in a
bag. Choose a child to play the game using The one
banana, two banana chant. (See Teacher talk, pages
15–16.) Offer the bag to a child. Encourage them to
take out one of the flashcards and show it to the class.
Say What’s this? Encourage the child to say (scarf). If
the child answers correctly, say That’s right! (Scarf!)
Play the game with other children and repeat until all
the flashcards have been revealed.

3 Introduce T-shirt and shorts

• Put the T-shirt and shorts flashcards in the bag. Reveal
the T-shirt flashcard and say Look! A T-shirt! Repeat
with shorts.
Lesson focus: Listening to the Story song again
Focus language: T-shirt, shorts Recycled: jumper, 4 Sing Getting dressed (CD1 track 35)
coat, hat, scarf, yellow, blue • Say Let’s sing Getting dressed. Play the CD. Sing the
song and do the actions. Encourage the children to join
Main receptive language: Quick, quick! It’s getting
cold, Put your … on. in. (See Lesson 1 Activity 7 for the tapescript.)
Classroom language: What this? That’s right! Look!
Here’s the …, Draw the …, What colour is/are the …? 5 Play Find the clothes? with whispering and
Colour … shouting
Main activities: • Choose a child to play the game using the The one
• Sing The hi song 2 banana, two banana chant. (See Teacher talk, pages
• Sing Getting dressed 15–16.) Tell them to face the wall and cover their eyes.
• Introduce T-shirt and shorts Hide the hat flashcard in the classroom.
• Sing the Story song • Put on the Cheeky puppet. Tell the child they must
• Do the worksheet help Cheeky find the hat. When they get closer shout
• Sing Bye-bye Cheeky 2
hat and when they get further away whisper hat.
Materials you need: CD, puppet, jumper, coat, hat, Encourage the other children to join in. Continue
scarf, T-shirt and shorts flashcards, bag, Story card 3, until they find the hat.
Pupil’s Books, pencils, yellow and blue crayons
• When the child finds the hat, show it to the children
Getting ready: Put the jumper, coat, hat and scarf and say Look! Here’s the hat! Play the game with
flashcards in a bag. other children and repeat with jumper, coat, scarf,
T-shirt and shorts.
If you are short of time, you can leave out Activity 5.
Circle time
1 Sing The hi song 2 (CD1 track 34) 6 Sing the Story song (CD1 track 42)
• Organise the children into a circle and put on the • Show Story card 3. Point to the hat and say Look!
Cheeky puppet. Get Cheeky to wave and say Hello! A hat! Repeat with the jumper, coat and scarf.
Encourage the children to wave and say Hello! to • Say Let’s sing the Story song. Play the CD. Sing the
Cheeky. Then get Cheeky to shake hands with a child song and do the actions. Encourage the children to join
and say Hello, (Maria)! Encourage the child to say in.
Hello, Cheeky! Do the activity with other children.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 1 for
the tapescript.)

73
 Story song Extra activities
Quick, quick! (Run on the spot.) 1 Sing Getting dressed with the clothes mini
It’s getting cold. (Rub your arms and mime shivering.) cards (Photocopiable worksheet p217,
Put your scarf on. (Mime putting your scarf on.)
CD1 track 35)
Quick, quick! (Run on the spot.) • In advance, photocopy and cut out the mini cards for
It’s getting cold. (Rub your arms and mime shivering.) every child. Hand them out. Say Colour the clothes
Put your hat on. (Mime putting your hat on.) and encourage the children to colour them in. When
the children have finished, point to the hat and say
Quick, quick! (Run on the spot.)
What’s this? Repeat with the jumper, coat, scarf,
It’s getting cold. (Rub your arms and mime shivering.)
T-shirt and shorts. Say Let’s sing Getting dressed.
Put your jumper on. (Mime putting your jumper on.)
Play the CD. Sing the song and encourage the children
Quick, quick! (Run on the spot.) to show the mini cards. (See Lesson 1 Activity 7 for
It’s getting cold. (Rub your arms and mime shivering.) the tapescript.)
Put your coat on. (Mime putting your coat on.)
2 Play Charades with clothes
Transition time • Choose a child to play the game using The one
banana, two banana chant. (See Teacher talk, pages
7 Say the Transition chant 2 (CD1 track 37) 15–16.) Shuffle the jumper, coat, hat, scarf, shorts and
• Put your finger to your lips and say Shh! Be very T-shirt flashcards. Fan them out and offer them to the
quiet! Say the chant and do the actions while leading child. Encourage the child to take a flashcard and to
the children to their tables. Encourage them to join in. mime putting on a (coat). Encourage the other children
(See Teacher talk, pages 15–16.) to guess what it is. Play the game with other children
and repeat until all the flashcards have been revealed.

Table time 3 Sing the Story song (CD1 track 42)

• Say Let’s sing the Story song. Play the CD. Sing the
8 Complete and colour the clothes (Pupil’s song and do the actions. Encourage the children to join
Book p33) in. (See Activity 6 for the tapescript.)
• Hand out the pencils, blue and yellow crayons and the
Pupil’s Books or the individual worksheets.
• Point to Rory and say Look! It’s Rory! He’s sleeping.
Say Point to the T-shirt and encourage the children to
point to the T-shirt. Say What colour is the T-shirt?
Encourage the children to say yellow. Repeat with the
coat, hat and shorts.
• Hold up a pencil and say Draw the T-shirt.
Demonstrate this by tracing it with your finger. Then
hold up a yellow crayon and say Colour the T-shirt
yellow. Demonstrate this by pretending to colour it
in. Hold up yellow and blue crayons and say Colour
the T-shirt, coat, hat and shorts yellow or blue.
Encourage the children to complete and colour the
clothes.

9 Sing Bye-bye Cheeky 2 (CD1 track 38)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 10 for
the tapescript.)

74
Unit 3 I’m cold! Lesson 4
• Play the CD. Do the actions and encourage the
children to join in.

Cheeky’s jungle gym

Stand up, 1, 2, 3.
Turn around, 1, 2, 3.
Clap your hands, 1, 2, 3.
Put your jumper on.
Put your coat on.
Put your hat on.
Put your scarf on.
Put your T-shirt on.
Put your shorts on.
Make a circle.
Sit down, 1, 2, 3.
Lesson focus: Reviewing the core concept and story
Sleep, 1, 2, 3.
Focus language: hot, cold Recycled: jumper, coat, hat,
scarf, T-shirt, shorts, happy, sad, one–three, yellow,
• If the children get overexcited, use the Calm down
blue
chant to get their attention. (See Teacher talk, pages
Main receptive language: It’s …, I’m …, Put your …
15–16.)
on, I put my … on, Cheeky’s taking his … off
Classroom language: What can she wear? Point to …, 3 Introduce hot and cold
Let’s listen to the story, Be very quiet, Match …
• Show the hot flashcard. Say Oh! It’s hot! and mime
Main activities: wiping your brow. Encourage the children to join
• Sing The hi song 2
in. Show the cold flashcard. Say Brrr! It’s cold! and
• Do Cheeky’s jungle gym
• Introduce hot and cold mime shivering. Encourage the children to join in.
• Sing The hot and cold song • Speed up the activity and alternate between hot and
• Do the worksheet cold until the children are confident.
• Sing Bye-bye Cheeky 2
Materials you need: CD, puppet, hot, cold, jumper, 4 Draw clothes
coat, hat, scarf, T-shirt and shorts flashcards, Unit 3 • Stick the hot and cold flashcards on the board. Draw a
Story cards, Pupil’s Books, pencils, blue and yellow girl next to hot and a boy next to cold.
crayons • Lay out the jumper, coat, hat, scarf, T-shirt and shorts
flashcards in the circle. Point to the girl and say It’s
hot! What can she wear? Encourage the children to
say or point to the shorts and T-shirt. Draw these on
Circle time the girl.
• Point to the boy and repeat with cold.
1 Sing The hi song 2 (CD1 track 34)
• Organise the children into a circle and put on the If you are short of time, you can leave out Activity 4.
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave and say Hello! to
5 Sing The hot and cold song (CD1 track 44)
Cheeky. Then get Cheeky to shake hands with a child
• Say Let’s sing The hot and cold song. Play the CD.
and say Hello, (Maria)! Encourage the child to say
Sing the song and do the actions. Encourage the
Hello, Cheeky! Do the activity with other children.
children to join in.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
The hot and cold song
he’s also singing along. (See Lesson 1 Activity 1 for
the tapescript.) I’m cold, cold, cold! (Rub your arms and mime
shivering.)
2 Do Cheeky’s jungle gym (CD1 track 43) I put my jumper on. (Mime putting your jumper on.)
• Make sure the children are sitting down and that they I’m cold, cold, cold! (Rub your arms and mime
have enough room to move freely. shivering.)

75
 I put my coat on. (Mime putting your coat on.) quiet! Say the chant and do the actions while leading
I’m cold, cold, cold! (Rub your arms and mime the children to their tables. Encourage them to join in.
shivering.) (See Teacher talk, pages 15–16.)
I’m hot, hot, hot! (Mime wiping your brow.)
I put my T-shirt on. (Mime putting your T-shirt on.) Table time
I’m hot, hot, hot! (Mime wiping your brow.)
I put my shorts on. (Mime putting your shorts on.) 10 Match the clothes to hot and cold (Pupil’s
I’m hot, hot, hot! (Mime wiping your brow.) Book p35)
• Hand out the yellow and blue crayons and the Pupil’s
Story time Books or the individual worksheets. Say Point to hot
and encourage the children to point to hot. Repeat
6 Say The story time chant (CD1 track 13) with cold.
• Say It’s story time and open the palms of your hands • Hold up a yellow crayon and say Match using yellow.
as if opening a book. Say the chant and do the actions. Demonstrate this by pretending to colour along the
Encourage the children to join in. (See Teacher talk, path and colour the T-shirt in. Hold up the yellow
pages 15–16.) and blue crayons and say Match using yellow and
blue. Encourage the children to match and colour the
7 Review the I’m cold story (Unit 3 Story cards) clothes.
• Show Story card 1. Point to Cheeky and Rory and say
Look! Cheeky and Rory are at the park. Say It’s cold 11 Sing Bye-bye Cheeky 2 (CD1 track 38)
and mime shivering. • Put on the Cheeky puppet. Get Cheeky to wave and
• Show Story card 2. Point to Cheeky and say Cheeky say Bye-bye! Encourage the children to wave and say
is playing in the park. Is Cheeky hot or cold? Bye-bye! to Cheeky.
Encourage the children to say hot. Say Cheeky’s hot! • Play the CD. Sing the song and do the actions.
and mime wiping your brow. Say What’s Cheeky Encourage the children to join in. Move Cheeky as if
taking off? and point to the scarf and coat. Encourage he’s also singing along. (See Lesson 1 Activity 10 for
the children to say scarf and coat. the tapescript.)
• Show Story card 3. Say Cheeky’s still hot. Point to
the jumper and hat and say What’s Cheeky taking off
now? Encourage the children to say jumper and hat. Extra activities
• Show Story card 4. Say Is it hot or cold? Encourage
the children to say cold. Say Is Cheeky hot or cold? 1 Play The hot and cold game with clothes
Encourage the children to say cold. Point to Cheeky, • Shuffle the jumper, coat, hat, scarf, T-shirt and shorts
tangled up with clothes, and say What happened to flashcards. Put them in a pile in the circle. Encourage
Cheeky? Encourage the children to tell you what they a child to take a flashcard from the top of the pile.
remember happening at the end of the story. Say Hot or cold? Encourage them to say hot or cold,
according to what type of weather the clothing can
8 Listen to the I’m cold! story (CD1 track 41, be worn in. Repeat until all the flashcards have been
Unit 3 Story cards, Pupil’s Book p29, p30 revealed. When the children are confident, speed up
& p31) the activity.
• Hand out the Pupil’s Books or the individual
worksheets. 2 Sing the karaoke version of Getting
• Say Let’s listen to the story. Read the story aloud, dressed (CD1 track 36)
pausing for the children to say jumper, coat, hat • Say Let’s sing Getting dressed. Play the CD. Sing the
and scarf. Show the Story cards and do the actions. song and do the actions. Encourage the children to join
Encourage the children to follow the story on their in. (See Lesson 1 Activity 7 for the tapescript.)
worksheets.
• Sing the Story song and do the actions. Encourage 3 Play The hot and cold drawing game with
the children to join in. (You may choose to play the clothes
CD instead of reading the story aloud.) (See Lesson 2 • Draw a sun and a cloud on the board. Then draw a
Activity 6 for the tapescript.) T-shirt next to the sun and a hat next to the cloud.
Choose a child to do the activity using The one
Transition time banana, two banana chant. (See Teacher talk, pages
15–16.) Tell the child they must choose hot or cold and
9 Say the Transition chant 2 (CD1 track 37) then draw an appropriate item of clothing next to the
• Put your finger to your lips and say Shh! Be very sun or cloud.

76
Unit 3 I’m cold! Lesson 5
2 Play Pass and touch red on the play mat
• Point to the play mat and say Look! It’s Cheeky’s
town! Encourage the children to explore the areas of
the town they know.
• Show the red flashcard and say Look! Red! Hand out
the red flashcard.
• Play some music from the CD. Encourage the children
to pass the red flashcard around the circle. Stop the
music. Say Touch red. Encourage the child holding the
flashcard to touch something red on the play mat. If
they respond correctly say That’s right! It’s a
red …!

3 Play Find yellow on the play mat

• Show the yellow flashcard and say What colour is
Lesson focus: Working with colours and numbers this? Encourage the children to say yellow.
• Choose three children to play the game using The one
Focus language: red Recycled: jumper, coat, hat, scarf,
T-shirt, shorts, yellow, blue, cold, one–three, big banana, two banana chant. (See Teacher talk, pages
15–16.) Say Find three yellow things. Count to three
Main receptive language: Where’s my …? It’s cold
today, shape on your fingers and say One, two, three. Encourage
the children to join in.
Classroom language: Look! Touch …, That’s right! It’s
• Encourage the first child to touch something yellow
a …, What colour is this? What’s this? Colour …
on the play mat. If they respond correctly, say That’s
Main activities:
right! It’s a yellow …! Do the activity with the other
• Sing The hi song 2
children and repeat with two and three. Point to the
• Play Pass and touch red on the play mat
• Sing My big red jumper items again and count them with the children.
• Do the worksheet
• Sing Bye-bye Cheeky 2 4 Sing The numbers song (CD1 track 19)
Materials you need: CD, puppet, play mat, jumper, • Say Let’s sing The numbers song. Sing the song and
coat, hat, scarf, T-shirt, shorts, yellow, blue and red do the actions. Encourage the children to join in. (See
flashcards, Pupil’s Books, red crayons Unit 1 Lesson 5 Activity 4 for the tapescript.)
Getting ready: Lay out the play mat in the circle time
area. 5 Play Cheeky’s whisper with clothes
• Organise the children into a circle. Shuffle the jumper,
coat, hat, scarf, T-shirt and shorts flashcards. Lay
them out face up in the circle. Put on the Cheeky
Circle time puppet.
• Tell the children that Cheeky wants to share a secret
1 Sing The hi song 2 (CD1 track 34) with them. Get Cheeky to whisper jumper to a child.
• Organise the children into a circle and put on the • Tell the child to pass the whisper on. Continue until
Cheeky puppet. Get Cheeky to wave and say Hello! reaching the last child in the circle. Encourage them to
Encourage the children to wave and say Hello! to pick up the jumper flashcard. Play the game with other
Cheeky. Then get Cheeky to shake hands with a child children and repeat with coat, hat, scarf, T-shirt and
and say Hello, (Maria)! Encourage the child to say shorts.
Hello, Cheeky! Do the activity with other children.
• Play the CD. Sing the song and do the actions. If you are short of time, you can leave out Activity 5.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 1 for
the tapescript.)

77
 6 Sing My big red jumper (CD1 track 45) Extra activities
• Say Let’s sing My big red jumper. Play the CD. Sing
the song and do the actions. Encourage the children to 1 Play Lucky dip! with clothes and colours
join in. • Put the jumper, coat, hat, scarf, T-shirt and shorts
flashcards in a bag. Choose a child to play the game
My big red jumper using The one banana, two banana chant. (See
Where’s my jumper? (Raise your arms questioningly.) Teacher talk, pages 15–16.) Offer the bag to the child.
My big red jumper. (Mime putting your jumper on.) Encourage them to take out one of the flashcards
Brr! It’s cold today. (Rub your arms and mime and show it to the class. Say What’s this? Encourage
shivering.) the child to say (coat). Say What colour is the coat?
Encourage the child to say (blue). Say (A blue coat)
Where’s my hat? (Raise your arms questioningly.)
and encourage the child to join in. Play the game with
My big blue hat. (Mime putting your hat on.)
other children and repeat until all the flashcards have
Brr! It’s cold today. (Rub your arms and mime
been revealed.
shivering.)
Where’s my scarf? (Raise your arms questioningly.) 2 Play Pass the flashcard and find the objects
My big yellow scarf. (Mime putting your scarf on.) • Organise the children into a circle. Hand out the
Brr! It’s cold today. (Rub your arms and mime number 3 flashcard face down. Tell the children they
shivering.) must not look at it. Play some music from the CD.
Encourage the children to pass the flashcard around
Transition time the circle. Stop the music. Encourage the child holding
the flashcard to reveal it. Say What’s this? Encourage
7 Say the Transition chant 2 (CD1 track 37) the child to say three. Say Find three crayons.
• Put your finger to your lips and say Shh! Be very Encourage the children to collect three crayons from
quiet! Say the chant and do the actions while leading the classroom. Count them out loud with the children.
the children to their tables. Encourage them to join in. Play the game with other children and repeat with two
(See Teacher talk, pages 15–16.) and one, using other classroom objects.

3 Sing My big red jumper using colour

Table time flashcards (CD1 track 45)
• Stick the yellow, red and blue flashcards on different
8 Colour the shapes following the sequence walls of the classroom. Play the CD. Sing the song
(Pupil’s Book p37) and point to the flashcards. Encourage the children to
• Hand out the red crayons and the Pupil’s Books or the join in. When the children are confident, allow them
individual worksheets. to point without your help. (See Activity 6 for the
• Point to Ellie’s jumper and say Look at Ellie’s tapescript.)
jumper! Point to the first circle and say What colour
is this? Encourage the children to say yellow. Repeat
with the following circles. Hold up a red crayon
and Say Colour the shape red. Demonstrate this by
pretending to colour it in. Repeat with the following
sequences. Say Colour the shapes. Encourage the
children to colour the shapes following the sequence.

9 Sing Bye-bye Cheeky 2 (CD1 track 38)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 10 for
the tapescript.)

78
Unit 3 I’m cold! Lesson 6
2 Do Cheeky’s jungle gym (CD1 track 43)
• Make sure the children are sitting down and that they
have enough room to move freely.
• Play the CD. Encourage the children to do the actions.
(See Lesson 4 Activity 2 for the tapescript.)
• If the children get overexcited, use the Calm down
chant to get their attention. (See Teacher talk, pages
15–16.)

3 Play Monkey, look! with clothes (CD1

track 8)
• Put the jumper, coat, hat, scarf, T-shirt and shorts
flashcards in a bag. Put on the Cheeky puppet. Get
Cheeky to shake the bag. Say What’s in the bag? and
get Cheeky to look inside.
Lesson focus: Performing the story with the Press out • Say the chant and do the actions. Encourage the
Focus language: jumper, coat, hat, scarf, T-shirt, children to join in. (See Teacher talk, pages 15–16.)
shorts Recycled: one–three, hot, cold • Get Cheeky to slowly reveal the shorts flashcard. Say
Look! What’s this? Encourage the children to say
Main receptive language: Stand up, Sit down, Turn
around, Clap your hands, Put your … on, Make a shorts. If a child answers correctly say That’s right!
circle, sleep Shorts! Play the game with other children and repeat
with jumper, coat, hat, scarf and T-shirt.
Classroom language: What’s in the bag? What’s this?
Point to the …, Put the … on, Colour the …, Let’s
listen 4 Sing My big red jumper (CD1 track 45)
Main activities: • Say Let’s sing My big red jumper. Play the CD. Sing
• Sing The hi song 2 the song and do the actions. Encourage the children to
• Do Cheeky’s jungle gym join in. (See Lesson 5 Activity 6 for the tapescript.)
• Make the Press out
If you are short of time, you can leave out Activity 4.
• Listen to the I’m cold! story
• Sing Bye-bye Cheeky 2
Materials you need: CD, puppet, jumper, coat, hat,
scarf, T-shirt and shorts flashcards, bag, Press out Unit Transition time
3 and Cheeky’s town, Unit 3 Story cards, crayons,
pencils 5 Say the Transition chant 2 (CD1 track 37)
Getting ready: Put the jumper, coat, hat, scarf, T-shirt • Put your finger to your lips and say Shh! Be very
and shorts flashcards in a bag. quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.)
Circle time
1 Sing The hi song 2 (CD1 track 34)
Table time
• Organise the children into a circle and put on the
Cheeky puppet. Get Cheeky to wave and say Hello! 6 Put the clothes on Cheeky (Press out Unit 3,
Encourage the children to wave and say Hello! to Press out Cheeky’s town)
Cheeky. Then get Cheeky to shake hands with a child • Hand out the Press outs. Demonstrate how to remove
and say Hello, (Maria)! Encourage the child to say the Press out. Encourage the children to copy.
Hello, Cheeky! Do the activity with other children. • Say Point to the jumper. Encourage the children to
• Play the CD. Sing the song and do the actions. point to the jumper. Repeat with scarf, hat and coat.
Encourage the children to join in. Move Cheeky as if • Hand out the Press outs Cheeky’s town. Say Put the
he’s also singing along. (See Lesson 1 Activity 1 for jumper on Cheeky. Repeat with the hat, scarf and
the tapescript.) coat. Encourage the children to put the clothes on
Cheeky.

79
 Story time 2 Sing The hot and cold song using flashcards
(See CD1 track 44)
7 Say The story time chant (CD1 track 13) • Stick the jumper, coat, hat and scarf flashcards on
• Say It’s story time and open the palms of your hands different walls of the classroom. Play the CD. Sing
as if opening a book. Say the chant and do the actions. the song and point to the flashcards. Encourage the
Encourage the children to join in. (See Teacher talk, children to join in. (See Lesson 4 Activity 5 for the
pages 15–16.) tapescript.)

8 Listen to the I’m cold! story (CD1 track 41, 3 Draw a T-shirt for Tom or Ellie
Unit 3 Story cards, Press out Unit 3) • Hand out paper and crayons. Tell the children
• Say Let’s listen to the story. Read the story aloud or they must draw a T-shirt for either Tom or Ellie.
play the CD. Show the Story cards and do the actions. Demonstrate this by drawing your own T-shirt on the
Encourage the children to listen and to look at the board with a pattern on it. Encourage the children to
pictures. draw and colour their T-shirts.
• Encourage the children to take the coat, scarf, hat
and jumper off the Cheeky Press out as they listen to
the story. Then encourage them to put the scarf, hat,
jumper and coat on Cheeky.
• Sing the Story song and do the actions. Encourage the
children to join in. (See Lesson 2 Activity 6 for the
tapescript.)

9 Sing Bye-bye Cheeky 2 (CD1 track 38)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 10 for
the tapescript.)

Extra activities
1 Trace the clothes (Photocopiable worksheet
p218)
• In advance, photocopy the worksheet for every child.
Hand out the pencils and photocopiable worksheets.
Point to the T-shirt and say Look! What’s this?
Encourage the children to say T-shirt. Repeat with
the scarf and hat. Point to the T-shirt and say Draw
one T-shirt. Demonstrate this by tracing it with
your finger. Repeat with two scarves and three hats.
Encourage the children to trace the clothes.

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Unit 3 I’m cold! Lesson 7
2 Play What a lovely (red) T-shirt!
• Get Cheeky to point to a child’s T-shirt and say
What’s this? Encourage the child to say (T-shirt). Get
Cheeky to say Oh! A (red) T-shirt! Very nice! Do the
activity with other children and repeat with jumper,
coat, hat, scarf and shorts using yellow, blue and red.
If you are short of time, you can leave out Activity 2.

3 Play What’s on the mat today? (CD1

track 47)
• Put the jumper, scarf, hat and coat flashcards in a pile
face down in front of you. Say Let’s be detectives and
mime looking through a magnifying glass. Say the
chant and do the actions. Encourage the children to
Lesson focus: Consolidating unit songs and new join in.
language
Focus language: jumper, coat, hat, scarf, T-shirt, What’s on the mat today?
shorts, red, yellow, blue, hot, cold Recycled: happy, What’s on the mat today? (Mime looking through a
sad
magnifying glass.)
Main receptive language: What’s on the mat today? What’s on the mat today? (Mime looking through a
Put up your hand to play, Find a …, This is my … magnifying glass.)
Classroom language: What are these? Very nice! Are Put up your hand to play. (Put your hand up.)
you happy? Let’s be detectives! What’s your favourite Find a jumper. (Show the jumper flashcard.)
song? Our favourite song is …, Point to the …,
Find a jumper. (Show the jumper flashcard.)
Draw …, Well done! Excellent! Very good!
Find a jumper on the mat today. (Point to the play
Main activities: mat.)
• Sing The hi song 2
Point and say (Point. / Mime speaking with your
• Play What’s on the mat today?
• Sing our favourite song hand.)
• Do the worksheet Hip, hip, hooray! (Throw your arms into the air with
• Sing Bye-bye Cheeky 2 excitement.)
Materials you need: CD, puppet, play mat, jumper,
coat, hat, scarf, T-shirt and shorts flashcards, Pupil’s • Pause the CD. Choose a child to point to the jumper
Books, pencils, crayons, Cheeky award stickers on the play mat. Encourage them to say jumper. If
Getting ready: Lay out the play mat in the circle time they respond correctly, encourage the other children
area. to clap. Do the activity with other children and repeat
with scarf, coat and hat.

Find a scarf. (Show the scarf flashcard.)

Circle time Find a scarf. (Show the scarf flashcard.)
Find a scarf on the mat today. (Point to the play mat.)
1 Sing The hi song 2 (CD1 track 34) Point and say (Point. / Mime speaking with your hand.)
• Organise the children into a circle and put on the Hip, hip, hooray! (Throw your arms into the air with
Cheeky puppet. Get Cheeky to wave and say Hello! excitement.)
Encourage the children to wave and say Hello! to
Find a coat. (Show the coat flashcard.)
Cheeky. Then get Cheeky to shake hands with a child
Find a coat. (Show the coat flashcard.)
and say Hello, (Maria)! Encourage the child to say
Find a coat on the mat today. (Point to the play mat.)
Hello, Cheeky! Do the activity with other children.
Point and say (Point. / Mime speaking with your hand.)
• Play the CD. Sing the song and do the actions.
Hip, hip, hooray! (Throw your arms into the air with
Encourage the children to join in. Move Cheeky as if
excitement.)
he’s also singing along. (See Lesson 1 Activity 1 for
the tapescript.)

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 Find a hat. (Show the hat flashcard.) 7 Hand out Cheeky award stickers
Find a hat. (Show the hat flashcard.) • Praise the children for their good work by saying Well
Find a hat on the mat today. (Point to the play mat.) done! Very good! or Excellent! and put a Cheeky
Point and say (Point. / Mime speaking with your award sticker on their worksheets. (You may choose
hand.) to ask the children to stick on the award stickers
Hip, hip, hooray! (Throw your arms into the air with themselves.)
excitement.)
8 Sing Bye-bye Cheeky 2 (CD1 track 38)
4 Sing our favourite song • Put on the Cheeky puppet. Get Cheeky to wave and
• Ask the children if they remember all the songs from say Bye-bye! Encourage the children to wave and say
Unit 3. Play the beginning of Getting Dressed. Say Bye-bye! to Cheeky.
Do you remember Getting Dressed? Encourage the • Play the CD. Sing the song and do the actions.
children to sing any words or phrases they remember. Encourage the children to join in. Move Cheeky as if
Repeat with Story song, The hot and cold song and My he’s also singing along. (See Lesson 1 Activity 10 for
big red jumper. the tapescript.)
• Say What’s your favourite song? Tell the children
See Multi-ROM for fun interactive activities
they must decide what their favourite song from Unit 3
on this topic.
is. Say Put your hands up for Getting Dressed. Count
the number of votes. Repeat with Story song, The hot
and cold song and My big red jumper.
• Say Our favourite song is (Story song). Let’s sing Extra activities
(Story song). Play the CD. Sing the song and do the
actions. Encourage the children to join in. 1 Act out the I’m cold! story (CD1 track 41)
• Choose two children using The one banana, two
banana chant. (See Teacher talk, pages 15–16.) Give
Transition time them each a role, either Cheeky or Rory. Play the CD.
Encourage the children to act out the story. (Use story
5 Say the Transition chant 2 (CD1 track 37) activity in Lesson 2 as a guide) Encourage the other
• Put your finger to your lips and say Shh! Be very children to join in with the Story song.
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in. 2 Play No, Cheeky! with clothes and colours
(See Teacher talk, pages 15–16.) • Put on the Cheeky puppet. Show the blue hat flashcard
and get Cheeky to say I’m putting my red hat on.
Table time Encourage the children to say No, Cheeky! Then get
Cheeky to say I’m putting my blue hat on. Encourage
6 Draw yourself wearing your favourite the children to say Yes, Cheeky! Nod your head and
say Well done! Blue hat! Repeat with red jumper,
clothes (Pupil’s Book p39)
blue coat, yellow scarf and yellow T-shirt.
• Hand out the pencils, crayons and the Pupil’s Books
or the individual worksheets. Say Point to the hat and
encourage the children to point to the hat. Repeat 3 Sing the karaoke version of My big red
with the scarf, T-shirt, shorts, jumper and coat. jumper (CD1 track 46)
• Hold up a pencil and say Draw yourself wearing your • Say Let’s sing My big red jumper. Play the CD. Sing
favourite clothes. Demonstrate this by pretending to the song and do the actions. Encourage the children to
draw. Encourage the children to draw themselves and join in. (See Lesson 5 Activity 6 for the tapescript.)
colour in their pictures.
• Circulate and ask the children questions about their
work. Say What’s this? and What colour is your
jumper? etc.
• When the children have finished, encourage them to
show their pictures. Encourage them to say This is my
(jumper).

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Unit 4 Good morning!
Key language

Focus language Main receptive language Classroom language

duck What’s your name? Yes!/No!

cow Farmer Brown has a farm Let’s get dressed
horse On the farm there is a … What’s the matter?
sheep Quack, Moo, Neigh, Baa Where’s the …?
cat Be a … What is it?
dog The animals are going to the farm It’s a …
Concept: clean/dirty There’s a lot of noise Draw the …
green This morning Point to the …
Good morning What’s this/that?
Recycled language Let’s wake up Show me the …
Come on, everyone Stick on the …
jumper Let’s jump Trace the …
coat I’m/We’re/Dog’s dirty What’s in the bag?
hat We’re in trouble What colour is this?
scarf Wake up Farmer Brown Colour it …
T-shirt Help! Who’s this?
shorts Please help us now Touch …
one–three Look at my dirty/clean hands Find …
red This is the way I wash my hands
yellow Ellie’s got …
blue Traffic lights
I’m driving the tractor
Time to stop!
Time to wait!
Off we go!

Key language learning aims

• Responding to new items of vocabulary via mime, visual recognition, gesture, etc
• Listening to the story
• Acting out the story
• Singing and acting out a song
• Discriminating between ‘clean’ and ‘dirty’
• Recognising the colour green
• Counting to three

Main criteria for evaluation

Children should:
• Demonstrate an interest in what happens in the story
• Recognise characters in the story
• Start to discriminate between different animals
• Start to identify the colour green
• Develop an awareness of ‘clean’ and ‘dirty’
• Respond appropriately to instructions
• Participate in games, songs and TPR activities
• Start to develop spatial orientation, physical co-ordination and fine motor skills

83
 Lesson 1 Lesson 2

Lesson 2 Lesson 3

Lesson 4 Lesson 5

Lesson 6 Lesson 7

84
Unit 4 Good morning! Lesson 1
2 Sing Getting dressed (CD1 track 35)
• Put on the Cheeky puppet. Yawn and say Cheeky,
let’s get dressed. Show the T-shirt flashcard and say
T-shirt. Repeat with jumper, shorts, coat, hat and
scarf. Encourage the children to join in.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. (See Unit 3 Lesson 1
Activity 7 for the tapescript.)

3 Play Looking for Cheeky’s animal friends

• Tell the children that Cheeky has brought some friends
from the farm to meet them. Get Cheeky to look in the
bag. Get him to hold the bag upside down to show that
it is empty and say Oh dear!
• Say Cheeky, what’s the matter? Get him to whisper
Lesson focus: Introducing the animals in your ear. Tell the children that the animals have
Focus language: duck, cow, horse, sheep Recycled:
escaped from the bag.
jumper, coat, hat, scarf, T-shirt, shorts • Say Where’s the cow? Get Cheeky to walk around the
classroom saying moo. Show the cow flashcard and
Main receptive language: What’s your name? Farmer
Brown has a farm, On the farm, There’s a …, Quack, say Hello, cow. Encourage the children to join in. Lay
Moo, Neigh, Baa out the cow flashcard face up in the circle. Repeat with
horse, sheep and duck.
Classroom language: Let’s get dressed, Oh dear!
What’s the matter? Where’s the …? What is it? It’s a
…, Draw the …, Point to the … 4 Play Guess the animal
Main activities: • Point to the horse flashcard and say horse. Repeat with
• Sing The hi song 2 cow, sheep and duck.
• Play Looking for Cheeky’s animal friends • Choose a child using The one banana, two banana
• Sing Farmer Brown chant. (See Teacher talk, pages 15–16.) Shuffle the
• Do the worksheet flashcards and lay them out face down in the circle.
• Sing Bye-bye Cheeky 2 Remove the cow and duck flashcards and hide them
Materials you need: CD, puppet, jumper, coat, hat, behind your back in different hands. Say (Moo). Pause
scarf, T-shirt, shorts, duck, cow, horse and sheep and say What is it? Encourage the child to guess
flashcards, bag, Pupil’s Books, pencils which hand the (cow) flashcard is in by touching one
Getting ready: Hide the duck, cow, horse and sheep of your arms. Reveal the flashcard. If they guess
flashcards in the classroom. correctly, say Yes! It’s a (cow)! and lay out the cow
flashcard in the circle. If they guess incorrectly, let
them guess again. Repeat with the horse and sheep.
Circle time If you are short of time, you can leave out Activity 4.

1 Sing The hi song 2 (CD1 track 34)

5 Sing Farmer Brown (CD1 track 48)
• Organise the children into a circle and put on the
• Play the CD. Sing the song and do the animal actions.
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to join in.
Encourage the children to wave and say Hello! to
Cheeky. Then get Cheeky to shake hands with a child
Farmer Brown
and say What’s your name? Encourage the child to
say (Maria). Do the activity with other children. (Old Macdonald had a farm tune)
• Play the CD. Sing the song and do the actions. Farmer Brown has a farm.
Encourage the children to join in. Move Cheeky as if E-I-E-I-O
he’s also singing along. (See Unit 3 Lesson 1 Activity
On the farm there is a duck.
1 for the tapescript.)
Quack, quack! Quack, quack!
E-I-E-I-O

85
 On the farm there is a cow. Extra activities
Moo, moo! Moo, moo!
E-I-E-I-O
1 Sing Farmer Brown and make the animal
On the farm there is a horse. sound (CD1 track 48)
Neigh, neigh! Neigh, neigh! • Tell the children to stand up. Divide them into four
E-I-E-I-O groups. Shuffle and fan out the duck, cow, horse and
On the farm there is a sheep. sheep flashcards. Offer them to a child from the first
Baa, baa! Baa, baa! group. Encourage them to take a flashcard. Say You’re
E-I-E-I-O (ducks). Repeat with the second, third and fourth
Farmer Brown has a farm. groups. Play the CD. Sing the song and do the animal
E-I-E-I-O actions. Encourage the ducks, cows, horses and sheep
to join in with their verses. Encourage all the children
to join in with the chorus.
Transition time
2 Play Cheeky’s whisper with animals
6 Say the Transition chant 2 (CD1 track 37) • Organise the children into a circle. Shuffle the duck,
• Put your finger to your lips and say Shh! Be very cow, horse and sheep flashcards. Lay them out face
quiet! Say the chant and do the actions while leading up in the circle. Put on the Cheeky puppet. Tell the
the children to their tables. Encourage them to join in. children that Cheeky wants to share a secret with
(See Teacher talk, pages 15–16.) them. Get Cheeky to whisper duck to a child. Tell the
child to pass the whisper on. Continue until reaching
Table time the last child in the circle. Encourage them to pick up
the duck flashcard. If they respond correctly, say Well
7 Complete the animals (Pupil’s Book p41) done! It’s a duck! Play the game with other children
• Hand out the pencils and the Pupil’s Books or the and repeat with cow, horse and sheep.
individual worksheets.
• Point to the horse and say Look! A horse! Repeat with 3 Play Animal statues
the sheep, cow and duck. • Say Let’s be ducks. Move around the classroom
• Hold up a pencil and say Draw the horse. waddling and making the sound of a duck. Encourage
Demonstrate this by tracing it with your finger. Say the children to join in. Say freeze. Tell the children
Draw the horse, sheep, cow and duck. Encourage the they must stay as still as possible. Repeat with cows,
children to complete the animals. horses and sheep. Alternate between them until the
children are confident.
8 Sing Farmer Brown and point to the
animals (CD1 track 48, Pupil’s Book p41)
• Say Let’s Sing Farmer Brown. Play the CD. Sing the
song and point to the duck, cow, horse and sheep on
the worksheet. Encourage the children to join in. (See
Activity 5 for the tapescript.)

9 Sing Bye-bye Cheeky 2 (CD1 track 38)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 3 Lesson 1 Activity
10 for the tapescript.)

86
Unit 4 Good morning! Lesson 2

Lesson focus: Listening to the story for the first time

Focus language: duck, cow, horse, sheep Recycled: one–three
Main receptive language: Stand up, Turn around, Clap your hands, Be a …, Make a circle, Sit down, Sleep,
It’s Cheeky’s town, Where’s Cheeky going today? Is Cheeky going to the …? No, not today! The animals are going
to the farm, There’s a lot of noise on the farm this morning, Good morning, Let’s wake up, Come on everyone,
Let’s jump …, I’m dirty, We’re in trouble
Classroom language: Let’s listen to …, Show me the …, Where does … go? Stick on the …, Draw the …, Yes! No!
Main activities:
• Sing The hi song 2
• Do Cheeky’s jungle gym
• Listen to the Good morning! story
• Do the worksheet
• Sing Bye-bye Cheeky 2
Materials you need: CD, puppet, cow, horse, duck and sheep flashcards, play mat, Unit 4 Story cards,
Pupil’s Books, pencils, Unit 4 stickers
Getting ready: Lay out the play mat in the circle time area.

Circle time Cheeky’s jungle gym

Stand up. 1, 2, 3.
1 Sing The hi song 2 (CD1 track 34) Turn around. 1, 2, 3.
• Organise the children into a circle and put on the Clap your hands. 1, 2, 3.
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave and say Hello! to Be a cow.
Cheeky. Then get Cheeky to shake hands with a child Be a duck.
and say What’s your name? Encourage the child to Be a horse.
say (Maria). Do the activity with other children. Be a sheep.
• Play the CD. Sing the song and do the actions. Make a circle.
Encourage the children to join in. Move Cheeky as if Sit down. 1, 2, 3.
he’s also singing along. (See Unit 3 Lesson 1 Activity Sleep. 1, 2, 3.
1 for the tapescript.)
• If the children get overexcited, use the Calm down
2 Do Cheeky’s jungle gym (CD1 track 49) chant to get their attention. (See Teacher talk, pages
• Make sure the children are sitting down and that they 15–16.)
have enough room to move freely.
• Play the CD. Do the actions and encourage the
children to join in.

87
 3 Do The flashcard dance with animals Story time
• Put the duck, cow, horse and sheep flashcards on
different walls of the classroom. 6 Say The story time chant (CD1 track 13)
• Play some music from the CD and tell the children • Say It’s story time and open the palms of your hands
to dance freely in the middle. Stop the music and say as if opening a book. Say the chant and do the actions.
sheep. Encourage the children to walk towards the Encourage the children to join in. (See Teacher talk,
sheep flashcard miming and making the sound of a pages 15–16.)
sheep. Play the CD again. Repeat with duck, cow and
horse. Waddle for a duck, put your hands on your head
7 Listen to the Good morning! story (CD1
and mime horns for a cow and run on the spot for a
track 51, Unit 4 Story cards)
horse. Alternate between them until the children are
• Say Let’s listen to the story. Read the story aloud or
confident.
play the CD. Show the Story cards and do the actions.
• If the children get overexcited, use the Calm down
Encourage the children to listen and to look at the
chant to get their attention. (See Teacher talk, pages
pictures.
15–16.)
If you are short of time, you can leave out Activity 3. Good morning!
Story card 1
4 Play Going to the farm on the play mat Narrator: There’s a lot of noise on the farm this
• Point to the play mat and say Look! It’s Cheeky’s morning. Listen, a cow, (Point to the
town! Get Cheeky to say Hello! and wave to the cow.) a sheep, (Point to the sheep) a duck
children. (Point to the duck.) and a horse. (Point to
• Raise your arms questioningly and say Where’s the horse.)
Cheeky going today? Get him to walk around the Cow: Good morning, duck. (Point to the duck.)
town and stop at the park. Say Is Cheeky going to the Duck: Good morning, sheep. (Point to the sheep.)
park? Pause, shake your head and say No! If children Sheep: Good morning, horse. (Point to the horse.)
answer Yes! shake your head and say No! Not today. Horse: Good morning, cow. (Point to the cow.)
Repeat with the house and the funfair. Finally get Cow: Let’s wake up Farmer Brown! (Point to
Cheeky to walk to the farm. Farmer Brown.)
• Ask the children questions about farms. Ask them if
they have ever visited a farm and what animals live Story card 2
there, etc. Cow: (Point to the cow.) Come on everyone!
• Show the duck, cow, horse and sheep flashcards and (Gesture ‘come here’.) Oh dear, a puddle!
say The animals are going to the farm. (Put your hands to your face in horror. /
Point to the puddle.) Let’s jump. (Position
5 Say The let’s go chant (CD1 track 50) yourself to jump.) One, two, three, jump.
• Hand out the duck, cow, horse and sheep flashcards. (Count to three on your fingers. / Mime
Tell the children to pass the flashcards around the jumping by moving your hand through the
circle. Say the chant and encourage the children to air and slap your leg to indicate falling in
join in. (See Teacher talk, pages 15–16.) (You may the puddle.) Oh dear, I’m dirty! (Put your
choose to make marching movements with your arms. hand to your face in horror. / Point to the
Encourage the children to join in.) dirty cow and pull a face.)

The let’s go chant Story card 3

Sheep: (Point to the sheep.) One, two, three,
Let’s go, let’s go. jump. (Count to three on your fingers.
Ho ho ho! / Mime jumping by moving your hand
To the farm, to the farm. through the air and slap your leg to
Let’s go, let’s go. indicate falling in the puddle.) Oh dear,
Ho ho ho! I’m dirty! (Put your hand to your face in
horror. / Point to the dirty cow and pull a
• Say Point to the farm and encourage the children to face.)
point to the farm. Then tell the child holding the duck Duck: (Point to the duck.) One, two, three, jump
flashcard to put it on the farm. Repeat with the cow, (Count to three on your fingers. / Mime
horse and sheep. jumping by moving your hand through the
air and slap your leg to indicate falling in
the puddle.) Oh dear! I’m dirty! (Put your

88
 hand to your face in horror. / Point to the • Say Stick on the sheep and encourage the children to
dirty duck and pull a face.) put the sheep sticker in place. Say Stick on the duck,
Horse: (Point to the horse.) Wait for me. One, horse and cow. Encourage the children to stick on the
two, three, jump (Count to three on your animals.
fingers. / Mime jumping by moving your • Hold up a pencil and say Draw the water. Demonstrate
hand through the air and slap your leg to this by tracing it with your finger. Encourage the
indicate falling in the puddle.) Oh dear! children to trace the water.
I’m dirty too! (Put your hand to your face
in horror. / Point to the dirty horse and 10 Sing Bye-bye Cheeky 2 (CD1 track 38)
pull a face.) • Put on the Cheeky puppet. Get Cheeky to wave and
Cow: (Point to the cow.) Uh, oh. We’re in say Bye-bye! Encourage the children to wave and say
trouble. (Put your hand to your face in Bye-bye! to Cheeky.
horror. / Point to the dirty cow and pull a • Play the CD. Sing the song and do the actions.
face.) Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 3 Lesson 1 Activity
Story card 4 10 for the tapescript.)
All animals: Good morning, Good morning!
Wake up Farmer Brown! (Mime
waking up.)
Extra activities
Cow’s dirty. Help! (Show your hands
and pull a face.) 1 Play One, two, three duck
Sheep’s dirty. Help! (Show your • Organise the children into a circle. Lay out the duck,
hands and pull a face.) cow, horse and sheep flashcards in the circle. Walk
Duck’s dirty. Help! (Show your hands around the circle. Say One, two, three, duck and touch
and pull a face.) the children’s heads in turn as you say each word.
Horse’s dirty. Help! (Show your Encourage the child who is duck to stand up, point
hands and pull a face.) to the duck flashcard and make the sound of a duck.
Farmer Brown, we’re dirty! (Brush Repeat with the cow, horse and sheep.
yourself down and pull a face.)
Please help us now! 2 Play Find the animals with sounds
Farmer Brown: Oh dear! (Put your hands to your face • Choose a child to play the game using the The one
in horror.) banana, two banana chant. (See Teacher talk, pages
All animals: (Point to the animals being washed.) 15–16.) Tell them to face the wall and cover their
Thank you, Farmer Brown. eyes. Hide the duck flashcard in the classroom. Put on
the Cheeky puppet. Tell the children they must help
Cheeky find the duck. When they get closer shout
Transition time quack and when they get further away whisper quack.
When the child finds the duck, show it to the children
8 Say the Transition chant 2 (CD1 track 37) and say Look! Here’s the duck! Play the game with
• Put your finger to your lips and say Shh! Be very other children and repeat with cow, horse and sheep.
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in. 3 Sing Farmer Brown with animal headbands
(See Teacher talk, pages 15–16.)
(Photocopiable worksheet p219, CD1 track
48)
Table time • In advance, photocopy and cut out a headband for
every child. Hand them out. Hand out crayons and
9 Stick on the animals (Pupil’s Book p42 & encourage the children to colour them in. Cut extra
p43, Unit 4 stickers) lengths of paper and use them to extend the headbands
• Hand out the stickers, pencils and the Pupil’s Books or to fit each child. Say Let’s sing Farmer Brown.
the individual worksheets. Organise the children into four groups, either ducks,
• Say Show me the sheep. Encourage the children to cows, horses or sheep. Play the CD. Sing the song and
peel off the sheep sticker and hold it up in the air. Say do the animal actions. Encourage the children to join
Where does the sheep go? Encourage the children in with their verses. (See Lesson 1 Activity 5 for the
to point to the missing sheep. Repeat with the duck, tapescript.)
horse and cow.

89
Unit 4 Good morning! Lesson 3
2 Play Monkey, look! with animals (CD1
track 8)
• Put the duck, cow, horse and sheep flashcards in a bag.
Put on the Cheeky puppet. Get Cheeky to shake the
bag. Say What’s in the bag? and get Cheeky to look
inside.
• Say the chant and do the actions. Encourage the
children to join in. (See Teacher talk, pages 15–16.)
• Get Cheeky to slowly reveal the duck flashcard. Say
Look! What’s this? Encourage the children to say
duck. If a child answers correctly, say That’s right!
Duck! Play the game with other children and repeat
with horse, cow and sheep.

3 Sing Farmer Brown (CD1 track 48)

Lesson focus: Listening to the Story song again • Say Let’s sing Farmer Brown. Sing the song and do
Focus language: cat, dog Recycled: duck, cow, horse, the animal actions. Encourage the children to join in.
sheep, red, yellow, blue (See Lesson 1 Activity 5 for the tapescript.)
Main receptive language: Wake up Farmer Brown,
We’re dirty, Help! Please help us now! 4 Introduce dog and cat
• Tell the children they must listen and think about what
Classroom language: What’s in the bag? Look! What’s
this/that? Let’s sing …, That’s right! It’s a …, Stand up animals they can hear. Say Woof, woof. Pause and say
…, What colour is this? Colour it …, Where’s the …? It’s a dog! Then say miaow. Pause and say It’s a cat!
Main activities: Alternate between dog and cat until the children are
• Sing The hi song 2 confident.
• Sing Farmer Brown • Choose a child using The one banana, two banana
• Introduce cat and dog chant. (See Teacher talk, pages 15–16.) Say Where’s
• Sing the Story song the dog? Look around the classroom for the dog
• Do the worksheet flashcard. Encourage the children to join in. Go to
• Sing Bye-bye Cheeky 2 where the dog flashcard is hidden. Show the flashcard
Materials you need: CD, puppet, bag, duck, cow, horse, and say Look! It’s a dog! Woof, woof. Repeat with
sheep, cat and dog flashcards, Pupil’s Books, crayons cat.
Getting ready: Put the duck, cow, horse and sheep
flashcards in a bag. Hide the dog and cat flashcard in 5 Play The stand up animal game
the circle time area. • Walk around the circle. Say Duck, cow, horse, sheep,
cat, dog and touch the children’s heads in turn as you
say each animal.
• Say Stand up dogs and encourage the dogs to stand
up and make the sound of a dog. Repeat with ducks,
Circle time cows, horses, sheep and cats. When the children are
confident, speed up the activity. (You may need to
1 Sing The hi song 2 (CD1 track 34) remind the children which animals they are.)
• Organise the children into a circle and put on the
Cheeky puppet. Get Cheeky to wave and say Hello! 6 Sing the Story song (CD1 track 52)
Encourage the children to wave and say Hello! to • Say Let’s sing the Story song. Play the CD. Sing the
Cheeky. Then get Cheeky to shake hands with a child song and do the actions. Encourage the children to join
and say What’s your name? Encourage the child to in.
say (Maria). Do the activity with other children.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 3 Lesson 1 Activity
1 for the tapescript.)

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 Story song 10 Sing Bye-bye Cheeky 2 (CD1 track 38)
• Put on the Cheeky puppet. Get Cheeky to wave and
Good morning, good morning!
say Bye-bye! Encourage the children to wave and say
Wake up Farmer Brown! (Mime waking up.)
Bye-bye! to Cheeky.
Cow’s dirty. Help! (Show your hands and pull a face.)
• Play the CD. Sing the song and do the actions.
Sheep’s dirty. Help! (Show your hands and pull a face.)
Encourage the children to join in. Move Cheeky as if
Duck’s dirty. Help! (Show your hands and pull a face.)
he’s also singing along. (See Unit 3 Lesson 1 Activity
Horse’s dirty. Help! (Show your hands and pull a face.)
10 for the tapescript.)
Farmer Brown, we’re dirty! (Brush yourself down
and pull a face.)
Please help us now! Extra activities
1 Play Bingo with the animal mini cards
Transition time
(Photocopiable worksheet p220)
7 Say the Transition chant 2 (CD1 track 37)
• In advance, photocopy and cut out a set of mini cards
• Put your finger to your lips and say Shh! Be very for every child. Point to the horse and say What’s
quiet! Say the chant and do the actions while leading this? Repeat with duck, cow, sheep, cat and dog.
the children to their tables. Encourage them to join in. Shuffle the mini cards and deal out six to each child.
(See Teacher talk, pages 15–16.) Tell them to lay their mini cards out face up in front of
them. Say Show the cow and encourage the children
who have got a cow mini card to give it to you as you
Table time circulate. Tell the children that when they haven’t got
any mini cards left they must shout bingo.
8 Colour and find the animals (Pupil’s Book
p45) 2 Play Feely bag with animals
• Hand out the yellow, blue and red crayons and the • Put a toy or foam duck, cow, horse and sheep in a
Pupil’s Books or the individual worksheets. bag. Choose a child to play the game using The one
• Point to the blue dots and say Look! What colour is banana, two banana chant. (See Teacher talk, pages
this? Encourage the children to say blue. Repeat with 15–16.) Offer the bag to a child and encourage them to
the red and yellow dots. put their hand inside and feel one of the animals. Say
• Hold up a blue crayon and say Colour it blue. What is it? Encourage the child to say (horse). Show
Demonstrate this by pretending to colour the dog blue. the animal. If the child guesses correctly, say That’s
Hold up blue, red and yellow crayons and say Colour right! It’s a (horse)! If they guess incorrectly, say
blue, red and yellow. Encourage the children to colour It’s not a (horse). It’s a (cat). Play the game with other
the animals. children and continue until all the animals have been
• When the children have finished, show the worksheet. revealed.
Say Where’s the dog? and encourage the children
to point to the dog. Say What colour is the dog? 3 Sing the Story song (CD1 track 52)
Encourage the children to say blue. Repeat with the • Say Let’s sing the Story song. Play the the CD. Sing
cat and the duck. the song and do the actions. Encourage the children to
join in. (See Activity 6 for the tapescript.)
9 Play What am I? with animals
• Shuffle the duck, cow, horse, sheep, cat and dog
flashcards. Fan them out face down and offer them to
a child. Encourage them to take one. Tell them they
must not let the other children see what they are.
• Encourage the child to mime a (cat). Say What is it?
Encourage the other children to say (cat). Repeat with
the duck, cow, horse, sheep and dog.
If you are short of time, you can leave out Activity 9.

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Unit 4 Good morning! Lesson 4
Cheeky’s jungle gym
Stand up. 1, 2, 3.
Turn around. 1, 2, 3.
Clap your hands. 1, 2, 3.
Be a cow.
Be a duck.
Be a horse.
Be a sheep.
Be a cat.
Be a dog.
Make a circle.
Sit down. 1, 2, 3.
Sleep. 1, 2, 3.
• If the children get overexcited, use the Calm down chant
Lesson focus: Reviewing the core concept and story
to get their attention. (See Teacher talk, pages 15–16.)
Focus language: clean, dirty Recycled: duck, cow,
horse, sheep, cat , dog
3 Introduce dirty and clean (Unit 3 Story cards)
Main receptive language: Look at my clean/dirty • Show Story card 3. Point to the cow, pull a face and
hands, Yuk, This is the way I wash my hands, Ellie’s
say Look! Dirty! The cow’s dirty. Show the dirty
got …
flashcard and say dirty again. Point to the sheep and
Classroom language: That’s right! Look at the …, say Is the sheep dirty? Yes or No? Encourage the
Who’s this? Let’s listen …, Draw …, Yes! No!
children to say Yes! Repeat with the horse and duck.
Main activities: • Show Story card 1 and repeat with clean. Show the
• Sing The hi song 2
clean flashcard and say clean again.
• Do Cheeky’s jungle gym
• Introduce clean and dirty
• Sing Dirty hands 4 Sing Dirty hands (CD1 track 54)
• Do the worksheet • Say Let’s sing Dirty hands. Play the CD. Sing the song
• Sing Bye-bye Cheeky 2 and do the actions. Encourage the children to join in.
Materials you need: CD, puppet, duck, cow, horse,
sheep, cat, dog, clean and dirty flashcards, Unit 4 Story
cards, Pupil’s Books, pencils Dirty hands
(Mulberry Bush tune)
Look at my dirty hands, (Show your hands.)
Circle time
Dirty hands, (Show your hands.)
Dirty hands. (Show your hands.)
1 Sing The hi song 2 (CD1 track 34)
Look at my dirty hands. (Show your hands.)
• Organise the children into a circle and put on the
Yuk, yuk, yuk! (Shake your hands three times. Pull a
Cheeky puppet. Get Cheeky to wave and say Hello!
face.)
Encourage the children to wave and say Hello! to
Cheeky. Then get Cheeky to shake hands with a child This is the way I wash my hands, (Mime washing
and say What’s your name? Encourage the child to your hands.)
say (Maria). Do the activity with other children. Wash my hands, (Mime washing your hands.)
• Play the CD. Sing the song and do the actions. Wash my hands. (Mime washing your hands.)
Encourage the children to join in. Move Cheeky as if This is the way I wash my hands. (Mime washing
he’s also singing along. (See Unit 3 Lesson 1 Activity your hands.)
1 for the tapescript.) Wash, wash, wash! (Rub your hands three times.)
Look at my clean hands, (Show your hands.)
2 Do Cheeky’s jungle gym (CD1 track 53) Clean hands, (Show your hands.)
• Make sure the children are sitting down and that they Clean hands. (Show your hands.)
have enough room to move freely. Look at my clean hands. (Show your hands.)
• Play the CD. Encourage the children to do the actions. Clean, clean, clean! (Turn your hands over three
times.)

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 Story time • Say Look at Ellie’s hands. They’re dirty! Say Help
Ellie wash her hands. Follow the path. Demonstrate
this by tracing the path from the dirty hands to the
5 Say The story time chant (CD1 track 13)
clean hands with your finger. Say Look! Clean hands!
• Say It’s story time and open the palms of your hands
Ellie’s got clean hands. Say Draw and encourage the
as if opening a book. Say the chant and do the actions.
children to trace the path.
Encourage the children to join in. (See Teacher talk,
pages 15–16.)
10 Sing Dirty hands and point to dirty and
6 Review the Good morning! story (Unit 4 clean on the worksheet (CD1 track 54)
Story cards) • Say Let’s listen to Dirty hands. Play the CD. Sing
• Show Story card 1. Say Look! The animals are on the song and point to the dirty and clean hands on
the farm. Point to the horse and say What’s this? the worksheet. Encourage the children to join in. (See
Encourage the children to say horse. Repeat with Activity 4 for the tapescript.)
sheep, cow and duck. Point to the horse and say The If you are short of time, you can leave out Activity 10.
horse is clean. Point to the sheep and say Is the sheep
clean? Yes or No? Encourage the children to say Yes!
Repeat with the cow and duck. 11 Sing Bye-bye Cheeky 2 (CD1 track 38)
• Show Story Card 3. Point to the cow and say Look! • Put on the Cheeky puppet. Get Cheeky to wave and
The cow’s dirty! Point to the sheep and say Is the say Bye-bye! Encourage the children to wave and say
sheep dirty? Yes or No? Encourage the children to Bye-bye! to Cheeky.
say Yes! Repeat with the duck. • Play the CD. Sing the song and do the actions.
• Show Story card 4. Say Look! It’s Farmer Brown. Encourage the children to join in. Move Cheeky as if
Point to the watering can and say Farmer Brown’s he’s also singing along. (See Unit 3 Lesson 1 Activity
making the animals clean. 10 for the tapescript.)

7 Listen to the Good morning! story (CD1

track 51, Unit 4 Story cards, Pupil’s Book Extra activities
p41, p42 & p43)
• Hand out the Pupil’s Books or the individual 1 Play The ball game with animal sounds
worksheets. • Organise the children into a circle. Roll the ball to a
• Say Let’s listen to the story. Read the story aloud, child and make the sound of a sheep. Say What’s this?
pausing for the children to say horse, cow, sheep Encourage them to say sheep. If they answer correctly,
and duck. Show the Story cards and do the actions. say Well done! It’s a sheep! Tell them to roll the ball
Encourage the children to follow the story on their to another child. Repeat with duck, cow, horse, cat
worksheets. and dog.
• Sing the Story song and do the actions. Encourage
the children to join in. (You may choose to play the 2 Colour the picture and make a jigsaw
CD instead of reading the story aloud.) (See Lesson 2 puzzle (Photocopiable worksheet p221)
Activity 7 for the tapescript.) • In advance, photocopy the worksheet for every
child. Hand out the crayons and photocopiable
worsheets. Hold up a crayon and say Colour the
Transition time
dog. Demonstrate this by pretending to colour it
in. Encourage the children to colour the picture.
8 Say the Transition chant 2 (CD1 track 37)
When they have finished, cut out the jigsaw pieces.
• Put your finger to your lips and say Shh! Be very
Encourage the children to shuffle the pieces and then
quiet! Say the chant and do the actions while leading
put them back together.
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.)
3 Play Pass the flashcards with clean/dirty
• Organise the children into a circle. Hand out the clean
Table time and dirty flashcards face down. Play some music from
the CD. Encourage the children to pass the flashcards
9 Match Ellie’s clean and dirty hands (Pupil’s around the circle. Stop the music. Encourage one of
Book p47) the children holding a flashcard to reveal it and say
• Hand out the pencils and the Pupil’s Books or the (clean). If they respond correctly, lay out the flashcard
individual worksheets. in the circle and say Good! Clean! Repeat with dirty.

94
Unit 4 Good morning! Lesson 5
• Show the green flashcard and say Look! Green! Hand
out the green flashcard.
• Play some music from the CD. Encourage the children
to pass the green flashcard around the circle. Stop the
music. Say Touch green. Encourage the child holding
the flashcard to touch something green on the play
mat. If they respond correctly, say That’s right! It’s a
green …!

3 Play Find red on the play mat

• Show the red flashcard and say What colour is this?
Encourage the children to say red.
• Choose three children to play the game using The one
banana, two banana chant. (See Teacher talk, pages
15–16.) Say Find three red things. Count to three on
Lesson focus: Working with colours and numbers your fingers and say One, two, three. Encourage the
children to join in.
Focus language: green Recycled: duck, cow, horse,
sheep, red, yellow, blue, one–three • Encourage the first child to touch something red on the
play mat. If they respond correctly, say That’s right!
Main receptive language: What colour is this? traffic
It’s a red …! Do the activity with the other children
lights, I’m driving the tractor, Brumm, Time to stop!
Time to wait! Off we go! and repeat with two and three. Point to the items again
and count them with the children.
Classroom language: Look! Well done! Touch …, Find
…, That’s right! stop, wait, go, Colour it …
4 Sing The numbers song (CD1 track 19)
Main activities:
• Say Let’s sing The numbers song. Sing the song and
• Sing The hi song 2
• Play Pass and touch green on the play mat do the actions. Encourage the children to join in. (See
• Sing The tractor song Unit 1 Lesson 5 Activity 4 for the tapescript.)
• Do the worksheet
• Sing Bye-bye Cheeky 2 5 Play Find the traffic lights on the play mat
Materials you need: CD, puppet, play mat, red, yellow • Point to the traffic lights on the worksheet (Pupil’s
and green flashcards, Pupil’s Books, crayons Book page 49). Say Find the traffic lights. Red,
Getting ready: Lay out the play mat in the circle time yellow and green. Encourage the children to point
area. to the traffic lights on the play mat. If they respond
correctly, point to them and say Well done! Look!
Traffic lights, red, yellow and green.
Circle time • Ask the children if they know what traffic lights are
and where they usually see them.
1 Sing The hi song 2 (CD1 track 34) • Lay out the red, yellow and green flashcards one
• Organise the children into a circle and put on the below the other. Point to the red flashcard and say red.
Cheeky puppet. Get Cheeky to wave and say Hello! Encourage the children to join in. Repeat with yellow
Encourage the children to wave and say Hello! to and green.
Cheeky. Then get Cheeky to shake hands with a child
and say What’s your name? Encourage the child to 6 Play The traffic lights game
say (Maria). Do the activity with other children. • Tell the children they must think about when they
• Play the CD. Sing the song and do the actions. drive in the car with mummy and daddy. Say Red,
Encourage the children to join in. Move Cheeky as if stop! and put your hand out to indicate stop. Say
he’s also singing along. (See Unit 3 Lesson 1 Activity Yellow, wait and look from side to side. Then say
1 for the tapescript.) Green, go and take a step to the right.
• Tell the children to stand up. Do the activity again and
2 Play Pass and touch green on the play mat encourage them to join in.
• Point to the play mat and say Look! It’s Cheeky’s • Tell the children they are going to drive tractors.
town! Encourage the children to explore the areas of Pretend to get into your tractor and encourage the
the town they know. children to join in. Show the yellow flashcard and

95
 encourage the children to look from left to right. Show • Point to the red traffic light and say What colour
the red flashcard and encourage the children to stop is this? Hold up the red crayon. Say Colour it red.
and hold out their hand. Show the green flashcard Demonstrate this by pretending to colour it in. Say
and encourage the children to take a step to the right. Colour the traffic lights red, yellow and green.
Alternate between red, yellow and green until the Encourage the children to colour the traffic lights.
children are confident.
• If the children get overexcited, use the Calm down 10 Sing The tractor song and point to red,
chant to get their attention. (See Teacher talk, pages yellow and green (CD1 track 56, Pupil’s
15–16.) Book p49)
If you are short of time, you can leave out Activity 6. • Say Let’s sing The tractor song. Play the CD. Sing the
song and encourage the children to point to red, yellow
and green on their worksheets. (See Activity 7 for the
7 Sing The tractor song (CD1 track 56) tapescript.)
• Tell the children to stay in their tractors.
• Say Let’s sing The tractor song. Play the CD. Sing the 11 Sing Bye-bye Cheeky 2 (CD1 track 38)
song and do the actions. Encourage the children to join • Put on the Cheeky puppet. Get Cheeky to wave and
in. say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
The tractor song • Play the CD. Sing the song and do the actions.
I’m driving the tractor. (Mime turning a steering Encourage the children to join in. Move Cheeky as if
wheel.) he’s also singing along. (See Unit 3 Lesson 1 Activity
Brumm, brumm, brumm. 10 for the tapescript.)
I’m driving the tractor. (Mime turning a steering
wheel.) Extra activities
Brumm, brumm, brumm.
Red, red, red. 1 Play Who’s wearing red?
Time to stop! (Put your hand out to indicate stop.) • Say Who’s wearing red? and encourage the children
Red, red, red. wearing red to stand up. Say Jump and encourage
Stop, stop, stop! (Put your hand out to indicate stop.) the children wearing red to jump on the spot. Tell the
Yellow, yellow, yellow. children to sit down again. Repeat with blue, yellow
Time to wait! (Look from left to right.) and green. Alternate between the colours and between
Yellow, yellow, yellow. jump, sleep and turn around.
Wait, wait, wait! (Look from left to right.)
2 Play The traffic lights game with colours
Green, green, green.
• Show the green flashcard and encourage the children
Off we go! (Step to the right.)
to step to the right. Show the yellow flashcard and
Green, green, green.
encourage the children to look from left to right. Show
Go, go, go! (Step to the right.)
the red flashcard and encourage the children to put
their hands out to indicate stop. Alternate between
Transition time green, yellow and red until the children are confident.

8 Say the Transition chant 2 (CD1 track 37) 3 Play Stamping animal numbers
• Put your finger to your lips and say Shh! Be very • Stick the sheep and the number 1 flashcard next to
quiet! Say the chant and do the actions while leading each other on the board. Repeat with the cat and 2
the children to their tables. Encourage them to join in. and the dog and 3. Point to the sheep. Say Sheep,
(See Teacher talk, pages 15–16.) one and stamp on the floor once. Repeat with the cat
by stamping twice and dog by stamping three times.
Stamp your feet on the floor three times and say What
Table time
is it? Encourage the children to say dog or make the
sound of a dog. Repeat with sheep and cat. Alternate
9 Colour the traffic lights red, yellow and
between them until the children are confident.
green (Pupil’s Book p49)
• Hand out the red, yellow and green crayons and the
Pupil’s Books or the individual worksheets.
• Point to Farmer Brown and say Look! Farmer Brown
is in his tractor. Point to the duck and say Look! A
duck! Repeat with the cow, sheep and horse.

96
Unit 4 Good morning! Lesson 6
2 Do Cheeky’s jungle gym (CD1 track 53)
• Make sure the children are sitting down and that they
have enough room to move freely.
• Play the CD. Encourage the children to do the actions.
(See Lesson 4 Activity 2 for the tapescript.)
• If the children get overexcited, use the Calm down
chant to get their attention. (See Teacher talk, pages
15–16.)

3 Play Monkey, look! with animals (CD1

track 8)
• Put the duck, cow, horse, sheep, cat and dog flashcards
in a bag. Put on the Cheeky puppet. Get Cheeky to
shake the bag. Say What’s in the bag? and get Cheeky
to look inside.
Lesson focus: Performing the story with the Press out • Say the chant and do the actions. Encourage the
Focus language: dirty, clean, duck, cow, horse, sheep, children to join in. (See Teacher talk, pages 15–16.)
cat, dog, red, yellow, green • Get Cheeky to slowly reveal the sheep flashcard. Say
Look! What’s this? Encourage the children to say
Main receptive language: I’m driving the tractor, Stop,
Wait, Go sheep. If a child answers correctly, say Yes! It’s a
sheep. Play the game with other children and repeat
Classroom language: What’s in the bag? Look! What’s
this? It’s a …, Where’s the …? The animals with duck, cow, horse, cat and dog.
are … If you are short of time, you can leave out Activity 3.
Main activities:
• Sing The hi song 2
• Do Cheeky’s jungle gym 4 Sing Dirty hands (CD1 track 54)
• Make the Press out • Say Let’s sing Dirty hands. Play the CD. Sing the
• Listen to the Good morning! story song and do the actions. Encourage the children to join
• Sing Bye-bye Cheeky 2 in. (See Lesson 4 Activity 4 for the tapescript.)
Materials you need: CD, puppet, duck, cow, horse,
sheep, cat and dog flashcards, bag, Press out Unit 4,
Unit 4 Story cards Transition time
Getting ready: Put the duck, cow, horse, sheep, cat and
dog flashcards in a bag. 5 Say the Transition chant 2 (CD1 track 37)
• Put your finger to your lips and say Shh! Be very
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in.
Circle time (See Teacher talk, pages 15–16.)

1 Sing The hi song 2 (CD1 track 34)

• Organise the children into a circle and put on the
Table time
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave and say Hello! to 6 Show the animals (Press out Unit 4)
Cheeky. Then get Cheeky to shake hands with a child • Hand out the Press outs. Demonstrate how to remove
and say What’s your name? Encourage the child to the Press outs. Encourage the children to copy.
say (Maria). Do the activity with other children. • Say Where’s the cow? and encourage the children to
• Play the CD. Sing the song and do the actions. point to the cow. Repeat with the horse, sheep and
Encourage the children to join in. Move Cheeky as if duck.
he’s also singing along. (See Unit 3 Lesson 1 Activity
1 for the tapescript.)

97
 Story time Extra activities
7 Say The story time chant (CD1 track 13) 1 Play Pictionary with animals
• Say It’s story time. Say the chant and do the actions. • Slowly draw a cat on the board, stopping at intervals
Encourage the children to join in. (See Teacher talk, to say What’s this? Encourage the children to say cat.
pages 15–16.) If the children guess correctly, say That’s right! Cat!
Repeat with duck, cow, horse, sheep and dog.
8 Listen to the Good morning! story and
show the dirty animals (CD1 track 51, 2 Make a dirty duck picture
Unit 4 Story cards, Press out Unit 4) • Draw the outline of a duck on a piece of paper and
• Say Let’s listen to the story. Read the story aloud or photocopy for every child. Hand out yellow crayons,
play the CD. Show the Story cards and do the actions. brown tissue paper and the photocopies. Encourage the
Encourage the children to listen and to look at the children to colour the duck yellow and stick on small
pictures. pieces of brown tissue paper to make it look dirty.
• Encourage the children to fold down the cow, sheep,
duck and horse to make them dirty as they listen to the 3 Sing the karaoke version of Dirty hands
story. using flashcards (CD1 track 55)
• Sing the Story song and do the actions. Encourage the • Shuffle the fingers, nose, tummy, toes, eyes and ears
children to join in. (See Lesson 2 Activity 7 for the flashcards. Put them in a pile in front of you. Say
tapescript.) Let’s sing Dirty hands. Play the CD. Take a flashcard
from the pile. Show it and say Look! (Tummy)! Sing
9 Sing Bye-bye Cheeky 2 (CD1 track 38) the song, using tummy instead of hands. Repeat with
• Put on the Cheeky puppet. Get Cheeky to wave and fingers, nose, toes, eyes and ears. (See Lesson 4
say Bye-bye! Encourage the children to wave and say Activity 4 for the tapescript.)
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 3 Lesson 1 Activity
10 for the tapescript.)

98
Unit 4 Good morning! Lesson 7
2 Play Pass the flashcards with animals
• Hand out the cat and dog flashcards face down. Tell
the children they must not look at them.
• Play some music from the CD. Encourage the children
to pass the flashcards around the circle.
• Stop the music. Encourage one of the children holding
a flashcard to reveal it. Say What’s this? Encourage
the child to say (cat). If they respond correctly, lay out
the flashcard in the circle and say Well done! It’s a
(cat)! Repeat with (dog).
If you are short of time, you can leave out Activity 2.

3 Play What’s on the mat today? (CD1 track

58)
Lesson focus: Consolidating unit songs and new • Put the duck, cow, horse and sheep flashcards in a pile
language face down in front of you. Say Let’s be detectives and
Focus language: duck, cow, horse, sheep, cat, dog, red, mime looking through a magnifying glass. Say the
green, clean, dirty chant and do the actions. Encourage the children to
Main receptive language: What’s on the mat today? join in.
Put up your hand to play, Find a …, Point and say
Classroom language: What’s this? Well done! Very What’s on the mat today?
good! Excellent! It’s a …, Do you remember …? What’s on the mat today? (Mime looking through a
What’s your favourite song? Our favourite song is … magnifying glass.)
Point to the …, Colour it
What’s on the mat today? (Mime looking through a
Main activities: magnifying glass.)
• Sing The hi song 2 Put up your hand to play. (Put your hand up.)
• Play What’s on the mat today?
• Sing our favourite song Find a cow. (Show the cow flashcard.)
• Do the worksheet Find a cow. (Show the cow flashcard.)
• Sing Bye-bye Cheeky 2 Find a cow on the mat today. (Point to the play mat.)
Materials you need: CD, puppet, play mat, duck, cow, Point and say (Point. / Mime speaking with your
horse, sheep, cat and dog flashcards, Pupil’s Books,
hand.)
brown crayons, Cheeky award stickers
Hip, hip, hooray! (Throw your arms into the air with
Getting ready: Lay out the play mat in the circle time excitement.)
area.
• Pause the CD. Choose a child to point to the cow
on the play mat. Encourage them to say cow. If they
Circle time respond correctly, encourage the other children to clap.
Do the activity with other children and repeat with
1 Sing The hi song 2 (CD1 track 34) horse, sheep and duck.
• Organise the children into a circle and put on the
Cheeky puppet. Get Cheeky to wave and say Hello! Find a horse. (Show the horse flashcard.)
Encourage the children to wave and say Hello! to Find a horse. (Show the horse flashcard.)
Cheeky. Then get Cheeky to shake hands with a child Find a horse on the mat today. (Point to the play mat.)
and say What’s your name? Encourage the child to Point and say (Point. / Mime speaking with your hand.)
say (Maria). Do the activity with other children. Hip, hip, hooray! (Throw your arms into the air with
• Play the CD. Sing the song and do the actions. excitement.)
Encourage the children to join in. Move Cheeky as if Find a sheep. (Show the sheep flashcard.)
he’s also singing along. (See Unit 3 Lesson 1 Activity Find a sheep. (Show the sheep flashcard.)
1 for the tapescript.) Find a sheep on the mat today. (Point to the play mat.)
Point and say (Point. / Mime speaking with your
hand.)

99
 Hip, hip, hooray! (Throw your arms into the air with • When the children have finished tell them to show
excitement.) their pictures. Encourage them to say The (cow)’s
dirty. (You may need to help the children choose their
Find a duck. (Show the duck flashcard.) favourite animal.)
Find a duck. (Show the duck flashcard.)
Find a duck on the mat today. (Point to the play mat.) 7 Hand out Cheeky award stickers
Point and say (Point. / Mime speaking with your • Praise the children for their good work by saying Well
hand.) done! Very good! or Excellent! and put a Cheeky
Hip, hip, hooray! (Throw your arms into the air with award sticker on their worksheets. (You may choose
excitement.) to ask the children to stick on the award sticker
themselves.)
4 Sing our favourite song
• Ask the children if they remember all the songs from 8 Sing Bye-bye Cheeky 2 (CD1 track 38)
Unit 4. Play the beginning of Farmer Brown. Say • Put on the Cheeky puppet. Get Cheeky to wave and
Do you remember Farmer Brown? Encourage the say Bye-bye! Encourage the children to wave and say
children to sing any words or phrases they remember. Bye-bye! to Cheeky.
Repeat with Story song, Dirty hands and The tractor • Play the CD. Sing the song and do the actions.
song. Encourage the children to join in. Move Cheeky as if
• Say What’s your favourite song? Tell the children he’s also singing along. (See Unit 3 Lesson 1 Activity
they must decide what their favourite song from Unit 4 10 for the tapescript.)
is. Say Put your hands up for Farmer Brown. Count
See Multi-ROM for fun interactive activities
the number of votes. Repeat with Story song, Dirty
on this topic.
hands and The tractor song.
• Say Our favourite song is (Dirty hands). Let’s sing
(Dirty hands). Play the CD. Sing the song and do the
actions. Encourage the children to join in. Extra activities
1 Act out the Good morning! story
Transition time • Choose four children using The one banana, two
banana chant. (See Teacher talk, pages 15–16.) Give
5 Say the Transition chant 2 (CD1 track 37) them each a role, either duck, cow, horse or sheep.
• Put your finger to your lips and say Shh! Be very You will play the part of Farmer Brown. Play the CD.
quiet! Say the chant and do the actions while leading Encourage the children to act out the story. (Use story
the children to their tables. Encourage them to join in. activity in Lesson 2 as a guide) Encourage the other
(See Teacher talk, pages 15–16.) children to join in with the Story song.

Table time 2 Do a favourite animals survey

• Stick the duck, cow, horse, sheep, cat and dog
6 Show the animals (Pupil’s Book p51) flashcards on the board. Say What’s your favourite
• Hand out the Pupil’s Books or the individual animal? Put up your hand for duck and encourage
worksheets. the children whose favourite animal it is to put their
• Say Point to the cow and encourage the children to hands up. Count the votes with the children and write
point to the cow. Repeat with the sheep, horse, dog, the numbers on the board next to the flashcards. Say
cat and duck. Our favourite animal is (horse).
• Say Choose your favourite animal. Encourage the
children to point to their favourite animal. Hold up the 3 Play What am I? with animals
brown crayon and say Colour it dirty. Demonstrate • Choose a child to play the game using The one
how to make the animal dirty by pretending to colour banana, two banana chant. (See Teacher talk, pages
it in. Encourage the children to make their favourite 15–16.) Fan out the duck, cow, horse, sheep, cat and
animal dirty. dog flashcards face down and encourage the child to
• Circulate and ask the children questions about their choose one. Tell them not to let the other children see.
work. Say Is your favourite animal a horse? and Is Encourage them to mime the animal and the other
the dog dirty? etc. children to guess what it is. Encourage the child who
guesses correctly to choose the next flashcard.

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Unit 5 I’m hungry
Key language

Focus language Main receptive language Classroom language

biscuit How are you? Yes!/No!

ice-cream Fine, thank you What’s/Who’s this?
cake Look at my big tummy! Let’s sing/listen …
sandwich Line up Draw the …
apple They’re going to the restaurant Eat …
banana Let’s go Point to …
Concept: I’m hungry It’s Cheeky’s birthday today That’s right!
four I’ve got a … Well done!
Here’s a … for … Show me the …
Recycled language And for me? Where does the … go?
Sorry! Stick on the …
Concept: big/small Happy birthday to you! Here’s a …
one–three Please It’s a …/isn’t a …
yellow Thank you What comes next?
red Are you hungry? Colour …
blue I’m a hungry monkey Cover …
green Swinging through the trees How many … are there?
I like bananas Match …
Bananas for me Circle …
Look at me! Find a …
I can count to … Point and say
Here you are
Let’s have a party
A cake with …

Key language learning aims

• Responding to new items of vocabulary via mime, visual recognition, gesture, etc
• Listening to the story
• Acting out the story
• Singing and acting out a song
• Recognising and understanding ‘I’m hungry’
• Counting to four

Main criteria for evaluation

Children should:
• Demonstrate an interest in what happens in the story
• Recognise characters in the story
• Start to discriminate between different foods
• Develop an awareness of ‘hungry’
• Respond appropriately to instructions
• Participate in games, songs and TPR activities
• Start to develop spatial orientation, physical co-ordination and fine motor skills

101
 Lesson 1 Lesson 2

Lesson 2 Lesson 3

Lesson 4 Lesson 5

Lesson 6 Lesson 7

102
Unit 5 I’m hungry Lesson 1
The Cheeky monkeys song 3
Cheeky monkeys everywhere.
Wave your hands in the air. (Wave your hands.)
Hello children! (Wave to the children.)
Hello Cheeky! (Wave to Cheeky.)
Hello Cheeky monkey!

2 Play Lucky dip! with food

• Say How are you Cheeky? Get Cheeky to rub his
tummy and say I’m hungry. Say You’re hungry!
Well, let’s find some food.
• Put the biscuit, ice-cream, cake and sandwich
flashcards in a bag. Choose a child to play the game
using The one banana, two banana chant. (See
Lesson focus: Introducing food Teacher talk, pages 15–16.) Offer the bag to the child
Focus language: biscuit, ice-cream, cake, sandwich
and encourage them to take out one of the flashcards
Recycled: big, small and show it to the class.
• Say What’s this? Encourage the child to say (cake). If
Main receptive language: How are you? Fine, thank
you, Wave your hands in the air, I’m hungry, Yum yum, the child answers correctly, say That’s right! Cake.
yummy. Look at my big tummy! Little bears, Come Play the game with other children and repeat until all
with me, Sit down, Shh! Stand up, Line up, children, the flashcards have been revealed.
everyone
Classroom language: What’s this? That’s right! Well 3 Play Food chain
done! Let’s sing …, Be very quiet! Draw the … • Shuffle the biscuit, ice-cream, cake and sandwich
Main activities: flashcards. Lay them out face down in the circle to
• Sing The Cheeky monkeys song 3 form a chain.
• Play Lucky dip! with food • Point to the first flashcard and say What’s this?
• Sing My big tummy Encourage the children to guess. Reveal the
• Do the worksheet flashcard. If a child guesses correctly, say Well done!
• Sing Bye-bye Cheeky 3 (Sandwich)! Point to the (sandwich) flashcard and say
Materials you need: CD, puppet, bag, biscuit, ice- (sandwich). Encourage the children to join in.
cream, cake and sandwich flashcards, Pupil’s Books, • Continue until all the flashcards have been revealed.
pencils • Point to the last flashcard in the chain again. Say
Getting ready: Put the biscuit, ice-cream, cake and What’s this? Encourage the children to say (biscuit).
sandwich flashcards in a bag. (Alternatively, use plastic Continue until reaching the beginning of the chain.
food instead of the flashcards.)
4 Sing The big and small song (CD1 track 17)
• Say Let’s sing The big and small song. Play the
Circle time CD. Sing the song and do the actions. Encourage the
children to join in. (See Unit 1 Lesson 4 Activity 5 for
1 Sing The Cheeky monkeys song 3 (CD2 the tapescript.)
track 1)
• Organise the children into a circle and put on the 5 Draw big and small food in the air
Cheeky puppet. Get Cheeky to wave and say Hello! • Show the sandwich flashcard with one hand. With the
Encourage the children to wave and say Hello! to other hand draw a big sandwich in the air and say A
Cheeky. Move around the circle and get Cheeky to say big sandwich. Repeat with a small sandwich. Do the
How are you? to every child. Then say Cheeky, how activity again and encourage the children to join in.
are you? and encourage the children to join in. Get • Repeat with big and small biscuit, ice-cream and cake.
Cheeky to say Fine, thank you. If you are short of time, you can leave out Activity 5.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along.

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 6 Sing My big tummy (CD2 track 2) • Point to the cake and say What’s this? Encourage
• Say Let’s sing My big tummy. Play the CD. Sing the the children to point and say cake. Repeat with the
song and do the actions. Encourage the children to join sandwich, biscuit and ice-cream.
in. • Hold up a pencil and say Draw the cake. Demonstrate
this by tracing it with your finger.
My big tummy • Say Draw the cake, sandwich, biscuit and ice-cream.
Encourage the children to trace the food.
A sandwich. (Mime eating a sandwich.)
Yum, yum, yummy! (Rub your tummy.)
9 Sing Bye-bye Cheeky 3 (CD2 track 5)
A sandwich. (Mime eating a sandwich.)
• Put on the Cheeky puppet. Get Cheeky to wave and
Look at my big tummy! (Point to your eyes. / Mime a
say Bye-bye! Encourage the children to wave and say
big tummy with your hand.)
Bye-bye! to Cheeky.
A sandwich and a cake. (Mime eating a cake.) • Play the CD. Sing the song and do the actions.
Yum, yum, yummy! (Rub your tummy.) Encourage the children to join in. Move Cheeky as if
A sandwich and a cake. (Mime eating a cake.) he’s also singing along.
Look at my big tummy! (Point to your eyes. / Mime a
big tummy with your hand.) Bye-bye Cheeky 3
A biscuit. (Mime eating a biscuit.) Bye-bye! Stand up. (Wave. / Stand up.)
Yum, yum, yummy! (Rub your tummy.) Line up. Bye-bye! (Walk to the door and line up.)
A biscuit. (Mime eating a biscuit.) Bye-bye, Cheeky! (Wave to Cheeky.)
Look at my big tummy! (Point to your eyes. / Mime a Bye-bye, children! (Wave to the children.)
big tummy with your hand.) Bye-bye, everyone! (Wave.)
A biscuit and an ice-cream. (Mime eating an ice- Bye-bye! (Blow a kiss.)
cream.)
Yum, yum, yummy! (Rub your tummy.) Extra activities
A biscuit and an ice-cream. (Mime eating an ice-
cream.) 1 Play The fishing game with food
Look at my big tummy! (Point to your eyes. / Mime a • Shuffle the biscuit, ice-cream, cake, sandwich,
big tummy with your hand.) blue, yellow and red flashcards. Lay them out in the
circle. Mime holding a fishing rod and pretend to
Transition time reel something in. Encourage the children to join
in. Choose a child to play the game using The one
7 Say the Transition chant 3 (CD2 track 4) banana, two banana chant. (See Teacher talk, pages
• Put your finger to your lips and say Shh! Be very 15–16.) Say A red cake, please. Encourage the child
quiet! Say the chant and do the actions while leading to pick up the cake flashcard and the red flashcard and
the children to their tables. Encourage them to join in. give them to you. Play the game with other children
(See Teacher talk, pages 15–16.) and repeat with biscuit, ice-cream and sandwich,
alternating between blue, yellow and red.
Transition chant 3
2 Play Cheeky’s echo with food
Little bears, (Gesture ‘come here’.) • Put on the Cheeky puppet. Get Cheeky to shout cake.
Little bears, (Gesture ‘come here’.) Repeat cake three times, reducing the volume each
Come with me. (Tiptoe to the table.) time to imitate an echo. Encourage the children to join
Sit down, sit down, (Gesture ‘sit down’.) in. Repeat with biscuit, ice-cream and sandwich.
Sit down quietly. (Sit down.)
Shh! Shh! (Put your finger to your lips.)
3 Mime eating food
• Mime eating an ice-cream. Say What’s this?
Table time Encourage the children to say ice-cream. If they
answer correctly, say That’s right! Ice-cream!
8 Trace the food (Pupil’s Book p53) Repeat with biscuit, cake and sandwich.
• Hand out the pencils and the Pupil’s Books or the
individual worksheets.
• Rub your tummy and say Cheeky’s hungry! He’s
going to the restaurant.

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Unit 5 I’m hungry Lesson 2

Lesson focus: Listening to the story for the first time

Focus language: biscuit, ice-cream, cake, sandwich Recycled: big, one–three
Main receptive language: It’s Cheeky’s town, Where’s Cheeky going today? They’re going to the restaurant,
It’s Cheeky’s birthday today, I’ve got a …, I’m hungry, Here’s a … for …, And for me? Sorry! Happy birthday
to you, banana
Classroom language: Eat …, Look! Point to …, What’s this? That’s right! Show me the …, Where does the … go?
Stick on the …, Draw the …
Main activities:
• Sing The Cheeky monkeys song 3
• Do Cheeky’s jungle gym
• Listen to the I’m hungry story
• Do the worksheet
• Sing Bye-bye Cheeky 3
Materials you need: CD, puppet, play mat, Cheeky and Rory flashcards, Unit 5 Story cards, Pupil’s Books, pencils,
Unit 5 stickers
Getting ready: Lay out the play mat in the circle time area.

Circle time • Play the CD. Do the actions and encourage the
children to join in.
1 Sing The Cheeky monkeys song 3 (CD2
Cheeky’s jungle gym
track 1)
• Organise the children into a circle and put on the Stand up. 1, 2, 3.
Cheeky puppet. Get Cheeky to wave and say Hello! Turn around. 1, 2, 3.
Encourage the children to wave and say Hello! to Clap your hands. 1, 2, 3.
Cheeky. Move around the circle and get Cheeky to say Eat a biscuit.
How are you? to every child. Then say Cheeky, how Eat an ice-cream
are you? and encourage the children to join in. Get Eat a cake.
Cheeky to say Fine, thank you. Eat a sandwich.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if Make a circle.
he’s also singing along. (See Lesson 1 Activity 1 for Sit down. 1, 2, 3.
the tapescript.) Sleep. 1, 2, 3.

• If the children get overexcited, use the Calm down

2 Do Cheeky’s jungle gym (CD2 track 6)
chant to get their attention. (See Teacher talk, pages
• Make sure the children are sitting down and that they
15–16.)
have enough room to move freely.

105
 3 Play Going to the restaurant on the 7 Listen to the I’m hungry story (CD2 track 8,
play mat Unit 5 Story cards)
• Point to the play mat and say Look! It’s Cheeky’s • Say Let’s listen to the story. Read the story aloud or
town! Get Cheeky to say Hello! and wave to the play the CD. Show the Story cards and do the actions.
children. Encourage the children to listen and to look at the
• Raise your arms questioningly and say Where’s pictures.
Cheeky going today? Get him to walk around the
town and stop at the farm. Say Is Cheeky going to I’m hungry
the farm? Pause, shake your head and say No! If
Story card 1
children answer Yes! shake your head and say No! Not
Waiter: It’s Cheeky’s birthday today. Cheeky,
today. Repeat with the park, the house and the funfair.
(Point to Cheeky.) Rory, (Point to Rory.)
Finally get Cheeky to walk to the restaurant.
Ellie (Point to Ellie.) and Tom (Point to
• Ask the children questions about restaurants. Ask
Tom.) are coming to the restaurant to
them how often they go to restaurants and what they
celebrate. La la la la la la la. I’ve got a
like to eat.
sandwich, (Point to the sandwich.) a biscuit,
• Show the Cheeky and Rory flashcards and say Cheeky
(Point to the biscuit.) an ice-cream (Point
and Rory are going to the restaurant.
to the ice-cream.) and a big banana cake
for Cheeky’s birthday. (Point to the banana
4 Say The let’s go chant (CD2 track 7) cake.)
• Hand out the Cheeky and Rory flashcards. Tell the
children to pass the flashcards around the circle. Say Story card 2
the chant and encourage the children to join in. (See Cheeky: Oh, I’m hungry. (Rub your tummy.)
Teacher talk, pages 15–16.) (You may choose to make Ellie: I’m hungry. (Point to Ellie. / Rub your
marching movements with your arms. Encourage the tummy.)
children to join in.) Tom: I’m hungry. (Point to Tom. / Rub your
tummy.)
The let’s go chant Rory: I’m hungry. (Point to Rory. / Rub your
Let’s go, let’s go. tummy.)
Ho, ho, ho! Waiter: La la la la. Here’s a sandwich for Rory.
To the restaurant, to the restaurant. (Point to the sandwich. / Point to Rory.)
Let’s go, let’s go. Rory: Thank you.
Ho, ho, ho! Waiter: Here’s a biscuit for Tom. (Point to the
biscuit. / Point to Tom.)
• Say Point to the restaurant and encourage the Tom: Thank you.
children to point to the restaurant. Then tell the Waiter: Here’s an ice-cream for Ellie. (Point to the
child holding the Cheeky flashcard to put it on the ice-cream. / Point to Ellie.)
restaurant. Repeat with Rory. Ellie: Thank you.
Cheeky: And for me? (Point to yourself.) I’m
5 Play Pictionary with food hungry! (Rub your tummy.)
• Slowly draw a biscuit on the board, stopping at Waiter: Ooops! Sorry, Cheeky! (Put your hand to
intervals to say What’s this? Encourage the children your face in surprise.)
to say biscuit. If the children guess correctly, say Cheeky: Oh! (Look disappointed.)
That’s right! Biscuit! Repeat with ice-cream, cake
and sandwich. Story card 3
Waiter: La la la. La la la. La la la. Here’s a big
If you are short of time, you can leave out Activity 5.
banana cake for you! (Point to the cake.)
All characters: Happy birthday to you.
Happy birthday to you.
Story time Happy birthday dear Cheeky.
Happy birthday to you.
6 Say The story time chant (CD1 track 13) Happy birthday Cheeky. (Throw your hands
• Say It’s story time and open the palms of your hands into the air and cheer.)
as if opening a book. Say the chant and do the actions.
Encourage the children to join in. (See Teacher talk,
pages 15–16.)

106
 Transition time help to get to the banana. Show the biscuit flashcard.
Say biscuit and encourage the children to join in.
Repeat with ice-cream, cake and sandwich. Stick a
8 Say the Transition chant 3 (CD2 track 4)
flashcard face down next to each rung of the ladder.
• Put your finger to your lips and say Shh! Be very
Then stick the Cheeky flashcard face up below the
quiet! Say the chant and do the actions while leading
bottom rung. Choose a child to play the game using
the children to their tables. Encourage them to join in.
The one banana, two banana chant. (See Teacher
(See Teacher talk, pages 15–16.)
talk, pages 15–16). Tell them to guess what the bottom
food flashcard is. If they guess correctly, reveal the
Table time flashcard and say Well done! (Cake!) Then move
Cheeky to the next rung. If they guess incorrectly,
9 Stick on the food and complete the apron say (Sandwich!) Oh well! and turn the flashcard over
(Pupil’s Book p54 & p55, Unit 5 stickers) again. Play the game with other children and continue
• Hand out the stickers, pencils and the Pupil’s Books or until Cheeky reaches the top of the ladder.
the individual worksheets.
• Say Look! Cheeky, Rory, Tom and Ellie are at the 2 Sing My big tummy using flashcards
restaurant! Hold up the stickers and say Show me the (CD2 track 2)
biscuit. Encourage the children to peel off the biscuit • Organise the children into a circle. Stick the Cheeky,
sticker and hold it up in the air. Say Where does the Rory, Tom and Ellie flashcards on different walls of
biscuit go? and encourage them to point to the missing the classroom. Say Let’s sing My big tummy. Play
biscuit. Say Stick on the biscuit and encourage them to the CD. Sing the song and point to the flashcards.
put the biscuit sticker in place. Encourage the children to join in. (See Lesson 1
• Say Stick on the sandwich, cake and ice-cream. Activity 6 for the tapescript.)
Encourage the children to stick on the food.
• Hold up a pencil and say Draw the apron. 3 Play Here’s an ice-cream
Demonstrate this by tracing it with your finger. • Organise the children into a circle. Hand out the
Encourage the children to complete the apron. ice-cream flashcard and say Here’s an ice-cream.
Encourage the child to take the flashcard and to repeat
10 Sing Bye-bye Cheeky 3 (CD2 track 5) ice-cream! after you. Tell them to pass the flashcard
• Put on the Cheeky puppet. Get Cheeky to wave and on. Encourage the next child to say ice-cream!
say Bye-bye! Encourage the children to wave and say Continue until reaching the last child in the circle. Say
Bye-bye! to Cheeky. Ice-cream! Here’s an ice-cream! again and lay out
• Play the CD. Sing the song and do the actions. the ice-cream flashcard in the circle. Repeat with cake.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 9 for
the tapescript.)

Extra activities
1 Play The ladder game with food
• Draw a four rung ladder on the board. Stick the
banana flashcard above the top rung. Say Cheeky is
hungry and tell the children that Cheeky needs their

107
Unit 5 I’m hungry Lesson 3
2 Sing My big tummy (CD2 track 2)
• Divide the children into four groups. Hand out the
biscuit, ice-cream, cake and sandwich flashcards to
a child in each group.
• Play the CD. Sing the song and do the actions.
Encourage the group of children with the flashcard to
stand up and join in with their verse. (See Lesson 1
Activity 6 for the tapescript.)

3 Introduce apple and banana

• Show the apple flashcard and say apple. Repeat with
banana.
• Show the banana flashcard again and say What’s this?
Encourage the children to say (banana). Repeat with
apple. Alternate between them. When the children are
Lesson focus: Listening to the Story song again confident, speed up the activity.
Focus language: apple, banana Recycled: biscuit, ice-
cream, cake, sandwich, happy 4 Play Monkey, look! with food (CD1 track 8)
Main receptive language: Happy birthday to you! • Put the biscuit, ice-cream, sandwich, cake, apple and
Classroom language: Yes! No! What’s in the bag? banana flashcards in a bag. Put on the Cheeky puppet.
Look! What’s this? That’s right! Here’s a …, It’s a …, Get Cheeky to shake the bag. Say What’s in the bag?
It isn’t a …, What comes next? Draw the food, Colour and get Cheeky to look inside.
… • Say the chant and do the actions. Encourage the
Main activities: children to join in. (See Teacher talk, pages 15–16.)
• Sing The Cheeky monkeys song 3 • Get Cheeky to slowly reveal the sandwich flashcard.
• Sing My big tummy Say Look! What’s this? Encourage the children to
• Introduce apple and banana
say sandwich. If a child answers correctly, say That’s
• Sing the Story song
• Do the worksheet right! A sandwich! Play the game with other children
• Sing Bye-bye Cheeky 3 and repeat with biscuit, ice-cream, cake, banana
and apple.
Materials you need: CD, puppet, biscuit, ice-cream,
cake, sandwich, apple and banana flashcards, bag,
Pupil’s Books, pencils, crayons 5 Play Flashcard jumble with food
• Hand out the biscuit flashcard. Say Here’s a biscuit
and tell the child to stand in the circle and hold the
flashcard face down to their chest so the other children
Circle time
can’t see what it is. Repeat with ice-cream, cake,
sandwich, apple and banana.
1 Sing The Cheeky monkeys song 3 (CD2
• Jumble the children up. Point to the first child’s
track 1)
flashcard and say What’s this? Encourage the other
• Organise the children into a circle and put on the
children to guess.
Cheeky puppet. Get Cheeky to wave and say Hello!
• If the children guess correctly, encourage the child to
Encourage the children to wave and say Hello! to
reveal the flashcard. Say Yes! It’s a (banana)! and tell
Cheeky. Move around the circle and get Cheeky to say
the child to sit down. If they have guessed incorrectly,
How are you? to every child. Then say Cheeky, how
say No! It isn’t a banana and continue until the
are you? and encourage the children to join in. Get
children guess correctly. Repeat with ice-cream,
Cheeky to say Fine, thank you.
cake, sandwich, apple and banana.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if If you are short of time, you can leave out Activity 5.
he’s also singing along. (See Lesson 1 Activity 1 for
the tapescript.)

109
 6 Sing the Story song (CD2 track 9) Extra activities
• Show Story card 3. Say Look! It’s Cheeky’s birthday!
and encourage the children to say Happy birthday! 1 Play No, Cheeky! with food
Say Let’s sing the Story song. Play the CD. Sing the • Organise the children into a circle. Shuffle the biscuit,
song and do the actions. Encourage the children to join ice-cream, cake, sandwich, apple and banana
in. flashcards. Lay them out face up in the circle. Put on
the Cheeky puppet. Get Cheeky to touch the cake
Story song flashcard and say ice-cream. Encourage the children
Happy birthday to you. (Point in front of you.) to say No, Cheeky! Repeat with biscuit, sandwich,
Happy birthday to you. (Point in front of you.) apple and banana. Then get Cheeky to point to the
Happy birthday dear Cheeky. (Point to Cheeky.) cake flashcard and say cake. Nod your head and say
Happy birthday to you. (Point in front of you.) Well done! Cake! Repeat with biscuit, ice-cream,
sandwich, apple and banana.

Transition time 2 Play Cheeky’s whisper with food

• Organise the children into a circle. Shuffle the biscuit,
7 Say the Transition chant 3 (CD2 track 4) ice-cream, cake, sandwich, apple and banana
• Put your finger to your lips and say Shh! Be very flashcards. Lay them out face up in the circle. Put
quiet! Say the chant and do the actions while leading on the Cheeky puppet. Tell the children that Cheeky
the children to their tables. Encourage them to join in. wants to share a secret with them. Get Cheeky to
(See Teacher talk, pages 15–16.) whisper biscuit to a child. Tell the child to pass the
whisper on. Continue until reaching the last child
Table time in the circle. Encourage them to pick up the biscuit
flashcard. Play the game with other children and
8 Draw the food (Pupil’s Book p57) repeat with ice-cream, cake, sandwich, apple and
• Hand out the pencils, crayons and the Pupil’s Books or banana.
the individual worksheets.
• Point to the biscuit and say What’s this? Encourage 3 Play Find the odd one out with food
the children to say biscuit. Repeat with apple. Then mini cards (Photocopiable worksheet p222)
say Biscuit, apple, biscuit. Point to the space and • In advance, photocopy and cut out four sets of mini
say What comes next? Encourage the children to cards. Point to the cake and say What’s this? Repeat
say apple. with sandwich, biscuit, ice-cream, apple and banana.
• Hold up a pencil and say Draw the food. Demonstrate Lay out three cake mini cards in the circle and say
this by pretending to draw. Say Draw what comes Cake, cake, cake. Then lay out a sandwich mini card
next. Encourage the children to draw what comes and say sandwich. Choose a child using The one
next following the sequence. banana, two banana chant. (See Teacher talk, pages
• Hold up a crayon and say Colour the food. 15–16.) Turn the mini cards over and jumble them
Demonstrate this by pretending to colour in. up. Say Where’s the sandwich? and encourage the
Encourage the children to colour the food. children to guess. If a child guesses correctly, say Well
done! Here’s the sandwich! If they guess incorrectly,
9 Sing Bye-bye Cheeky 3 (CD2 track 5) choose another child to guess. Play the game with
• Put on the Cheeky puppet. Get Cheeky to wave and other children and repeat with biscuit,
say Bye-bye! Encourage the children to wave and say ice-cream, banana and apple.
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 9 for
the tapescript.)

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Unit 5 I’m hungry Lesson 4
2 Do Cheeky’s jungle gym (CD2 track 10)
• Make sure the children are sitting down and that they
have enough room to move freely.
• Play the CD. Encourage the children to do the actions.

Cheeky’s jungle gym

Stand up, 1, 2, 3.
Turn around, 1, 2, 3.
Clap your hands, 1, 2, 3.
Eat a biscuit.
Eat an ice-cream
Eat a cake.
Eat a sandwich.
Eat an apple.
Eat a banana.
Lesson focus: Reviewing the core concept and story
Focus language: I’m hungry Recycled: biscuit, Make a circle.
ice-cream, cake, sandwich, apple, banana, happy, Sit down, 1, 2, 3.
one–three Sleep, 1, 2, 3.
Main receptive language: Thank you, I’m a hungry
• If the children get overexcited, use the Calm down
monkey, Swinging through the trees, I like bananas,
Bananas for me chant to get their attention. (See Teacher talk, pages
15–16.)
Classroom language: Here’s a …, What’s this?
Who’s this? It’s a …, Draw the line
3 Introduce I’m hungry
Main activities:
• Put on the Cheeky puppet and say Cheeky, What’s
• Sing The Cheeky monkeys song 3
• Do Cheeky’s jungle gym the matter? Get Cheeky to rub his tummy and say I’m
• Introduce I’m hungry hungry.
• Sing The hungry monkey • Show the I’m hungry flashcard, rub your tummy and
• Do the worksheet say I’m hungry. Encourage the children to join in.
• Sing Bye-bye Cheeky 3
Materials you need: CD, puppet, bag, biscuit, ice- 4 Play Cheeky’s hungry
cream, cake, sandwich, apple, banana and I’m hungry • Shuffle the biscuit, ice-cream, cake, sandwich, apple
flashcards, Unit 5 Story cards, Pupil’s Books, pencils and banana flashcards. Put them in a pile face up in
the circle.
• Choose a child to play the game using The one
banana, two banana chant. (See Teacher talk, pages
Circle time
15–16.) Show the apple flashcard and say What’s this?
Encourage the child to say apple.
1 Sing The Cheeky monkeys song 3 (CD2
• Get Cheeky to say I’m hungry. Encourage the child
track 1)
to pick up a flashcard from the circle and give it to
• Organise the children into a circle and put on the
Cheeky. Say Here’s (an apple) and encourage the
Cheeky puppet. Get Cheeky to wave and say Hello!
children to join in. Get Cheeky to say Thank you
Encourage the children to wave and say Hello! to
and mime eating the apple.
Cheeky. Move around the circle and get Cheeky to say
• Do the activity with other children and repeat with
How are you? to every child. Then say Cheeky, how
biscuit, ice-cream, cake, sandwich and banana.
are you? and encourage the children to join in. Get
Cheeky to say Fine, thank you. If you are short of time, you can leave out Activity 4.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
5 Sing The hungry monkey (CD2 track 11)
he’s also singing along. (See Lesson 1 Activity 1 for
• Say Let’s sing The hungry monkey song. Play the
the tapescript.)
CD. Sing the song and do the actions. Encourage the
children to join in.

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 The hungry monkey • Sing the Story song and do the actions. Encourage
the children to join in. (You may choose to play the
I’m a hungry monkey (Rub your tummy.)
CD instead of reading the story aloud.) (See Lesson 2
Swinging through the trees. (Mime swinging.)
Activity 7 for the tapescript.)
I like bananas. (Mime peeling a banana.)
Bananas for me. (Point to yourself.)
One, two, three bananas. (Count to three on your Transition time
fingers.)
9 Say the Transition chant 3 (CD2 track 4)
I’m a hungry monkey (Rub your tummy.)
• Put your finger to your lips and say Shh! Be very
Swinging through the trees. (Mime swinging.)
quiet! Say the chant and do the actions while leading
I like bananas. (Mime peeling a banana.)
the children to their tables. Encourage them to join in.
Bananas for me. (Point to yourself.)
(See Teacher talk, pages 15–16.)
One, two bananas. (Clap once. / Count to two on your
fingers.)
I’m a hungry monkey (Rub your tummy.) Table time
Swinging through the trees. (Mime swinging.)
I like bananas. (Mime peeling a banana.) 10 Help Cheeky and Rory find the food
Bananas for me. (Point to yourself.) (Pupil’s Book p59)
One banana. (Clap twice. / Show one finger.) • Hand out the pencils and the Pupil’s Books or the
individual worksheets.
• Point to the big banana and say What’s this?
Story time Encourage the children to say banana. Say It’s a big
banana. Repeat with biscuit.
6 Say The story time chant (CD1 track 13) • Say Cheeky and Rory are hungry. Tell the children
• Say It’s story time and open the palms of your hands they must help Cheeky find the banana and help Rory
as if opening a book. Say the chant and do the actions. find the biscuit.
Encourage the children to join in. (See Teacher talk, • Hold up a pencil and say Draw the line. Demonstrate
pages 15–16.) this by tracing it with your finger. Say Draw the lines.
Encourage the children to trace the lines.
7 Review the I’m hungry story (Unit 5 Story
cards) 11 Sing Bye-bye Cheeky 3 (CD2 track 5)
• Show Story card 1. Say It’s Cheeky’s birthday. • Put on the Cheeky puppet. Get Cheeky to wave and
Cheeky, Rory, Tom and Ellie are coming to the say Bye-bye! Encourage the children to wave and say
restaurant. Point to the sandwich and say What’s Bye-bye! to Cheeky.
this? Encourage the children to say sandwich. Repeat • Play the CD. Sing the song and do the actions.
with the biscuit and ice-cream. Encourage the children to join in. Move Cheeky as if
• Show Story card 2. Point to Rory and say Who’s this? he’s also singing along. (See Lesson 1 Activity 9 for
Encourage the children to say Rory. Say He’s hungry. the tapescript.)
He’s got a sandwich. Repeat with Tom and Ellie. Point
to Cheeky. Say Is he hungry? Encourage the children Extra activities
to say Yes!
• Show Story card 3. Point to the cake and say What’s
1 Sing The hungry monkey (CD2 track 11)
this? Encourage the children to say cake. Say Is
• Say Let’s sing The hungry monkey. Play the CD. Sing
Cheeky happy? Encourage the children to say Yes!
the song and do the actions. Encourage the children to
Say Happy birthday Cheeky and encourage the
join in. (See Activity 5 for the tapescript.)
children to join in.
2 Play Speed speaking with food
8 Listen to the I’m hungry story (CD2 track 8,
• Show the biscuit flashcard and encourage the children
Unit 5 Story cards, Pupil’s Book p53, p54 & to say biscuit. Repeat with sandwich, ice-cream, cake,
p55) apple and banana. When the children are confident,
• Hand out the Pupil’s Books or the individual speed up the activity. Encourage the children to say
worksheets. the names as quickly as possible.
• Say Let’s listen to the story. Read the story aloud,
pausing for the children to say sandwich, ice-cream, 3 Play Cheeky says please with food
biscuit and cake. Show the Story cards and do the • Organise the children into a circle and put on
actions. Encourage the children to follow the story on the Cheeky puppet. (Play the game following the
their worksheets. instructions in Unit 1 Lesson 3 Extra activity 1.)
Use food instead of body parts.

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Unit 5 I’m hungry Lesson 5
2 Sing The hungry monkey (CD2 track 11)
• Say Let’s sing The hungry monkey. Play the CD. Sing
the song and do the actions. Encourage the children to
join in. (See Lesson 4 Activity 5 for the tapescript.)
If you are short of time, you can leave out Activity 2.

3 Play Guess the food with colours

• Lay out the biscuit, ice-cream, cake, sandwich, apple
and banana flashcards in the circle. Point to the
biscuit and say What’s this? Encourage the children
to say biscuit. Repeat with ice-cream, cake, sandwich,
apple and banana.
• Tell the children they must guess which food you are
thinking of. Say It’s green. It’s small. Encourage the
Lesson focus: Working with colours and numbers children to say apple. If the children guess correctly,
show the apple flashcard, say apple and remove it
Focus language: four Recycled: biscuit, ice-cream,
cake, sandwich, apple, banana, one–three, yellow, red, from the circle. Repeat until all the flashcards have
blue, green been removed.
Main receptive language: Look at me! I can count to …
Hooray! Let’s have a party, A cake with … 4 Introduce four
Classroom language: What’s this? It’s …, Find …, • Show the 4 flashcard and say four. Encourage the
That’s right! How many … are there? There are …, children to say four.
Circle …, Match … • Count to four on your fingers and say One, two, three,
Main activities: four. Encourage the children to join in.
• Sing The Cheeky monkeys song 3
• Introduce four 5 Sing The numbers song (CD2 track 12)
• Play Find green on the play mat • Say Let’s sing the numbers song. Sing the song and
• Sing Let’s have a party do the actions. Encourage the children to join in.
• Do the worksheet
• Sing Bye-bye Cheeky 3
The numbers song
Materials you need: CD, puppet, play mat, biscuit,
cake, ice-cream, sandwich, apple, banana and Look at me! (Point to yourself.)
birthday cake and 4 flashcards, Pupil’s Books, pencils One, two, three, four. (Count to four on your fingers.)
Getting ready: Lay out the play mat in the circle time I can count to four! (Point to yourself. / Show four
area. fingers.)
One, two, three, four. (Count to four on your fingers.)
One, two, three, four. (Count to four on your fingers.)
Circle time Hooray! Hooray! Hooray! (Clap three times.)

1 Sing The Cheeky monkeys song 3 (CD2 6 Play Find green on the play mat
track 1) • Show the green flashcard and say What colour is this?
• Organise the children into a circle and put on the Encourage the children to say green.
Cheeky puppet. Get Cheeky to wave and say Hello! • Choose four children to play the game using The one
Encourage the children to wave and say Hello! to banana, two banana chant. (See Teacher talk, pages
Cheeky. Move around the circle and get Cheeky to say 15–16.) Say Find four green things. Count to four on
How are you? to every child. Then say Cheeky, how your fingers and say One, two, three, four. Encourage
are you? and encourage the children to join in. Get the children to join in.
Cheeky to say Fine, thank you. • Encourage the first child to touch something green
• Play the CD. Sing the song and do the actions. on the play mat. If they respond correctly, say That’s
Encourage the children to join in. Move Cheeky as if right! It’s a green …! Do the activity with other
he’s also singing along. (See Lesson 1 Activity 1 for children and repeat with two, three and four. Point to
the tapescript.) the items again and count them with the children.

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 7 Sing Let’s have a party (CD2 track 13) 10 Sing Bye-bye Cheeky 3 (CD2 track 5)
• Show the birthday cake flashcard and say What’s • Put on the Cheeky puppet. Get Cheeky to wave and
this? Encourage the children to say cake. Say Yes, it’s say Bye-bye! Encourage the children to wave and say
Cheeky’s birthday cake. Say How many candles? Bye-bye! to Cheeky.
Point to each candle and count One, two, three, four. • Play the CD. Sing the song and do the actions.
Encourage the children to join in. Encourage the children to join in. Move Cheeky as if
• Say Let’s sing Let’s have a party. Play the CD. Sing he’s also singing along. (See Lesson 1 Activity 9 for
the song and do the actions. Encourage the children to the tapescript.)
join in.

Let’s have a party Extra activities

Let’s have a party. (Gesture ‘come on’.) 1 Play Number hoops
Let’s have a party. (Gesture ‘come on’.) • Organise the children into a circle. Lay out four hoops
A cake with bananas. (Mime eating.) in the middle. Put the number 1 flashcard in the first
Hooray, hooray! (Wave your arms in the air.) hoop and the number 2 flashcard in the second hoop.
One, two, three, four. (Count to four on your fingers.) Repeat for 3 and 4. Tell the children to collect objects
Let’s have a party. (Gesture ‘come on’.) from the classroom and put them in the hoops. Tell
Let’s have a party. (Gesture ‘come on’.) them they must only put the amount of items on the
A cake with apples. (Mime eating.) flashcard. When they have finished, count the items
Hooray, hooray! (Wave your arms in the air.) out loud with the children.
One, two, three, four. (Count to four on your fingers.)
2 Sing the karaoke version of My big tummy
Let’s have a party. (Gesture ‘come on’.)
(CD2 track 3)
Let’s have a party. (Gesture ‘come on’.)
• Say Let’s sing My big tummy. Sing the song and do
A cake with biscuits. (Mime eating.)
the actions. Encourage the children to join in. (See
Hooray, hooray! (Wave your arms in the air.)
Lesson 1 Activity 6 for the tapescript.)
One, two, three, four. (Count to four on your fingers.)
3 Do Number clapping
Transition time • Organise the children into a circle. Clap out the first
rhythm and count to two: first tap your legs and say
8 Say the Transition chant 3 (CD2 track 4) one and then clap your hands together and say two.
• Put your finger to your lips and say Shh! Be very Continue slowly until the children join in. When the
quiet! Say the chant and do the actions while leading children are confident, speed up the activity. Clap out
the children to their tables. Encourage them to join in. the second rhythm and count to three: first tap your
(See Teacher talk, pages 15–16.) legs and say one, then clap your hands together and
say two and then clap your hands again and say three.
Continue slowly until the children join in. When the
Table time children are confident, speed up the activity. Clap out
the third rhythm and count to four: first tap your legs
9 Count and circle the food and match to the and say one, then tap your legs again and say two,
numbers (Pupil’s Book p61) then clap your hands together and say three and then
• Hand out the pencils and the Pupil’s Books or the clap your hands together again and say four. Continue
individual worksheets. slowly until the children join in. When the children are
• Point to one of the bananas and say What’s this? confident, speed up the activity.
Encourage the children to say banana. Repeat with
sandwich, apple and biscuit.
• Say How many bananas are there? Count the
bananas out loud with the children. Say There are
four bananas. Repeat with sandwich, apple and
biscuit.
• Hold up a pencil and say Circle the food. Demonstrate
this by circling the bananas with your finger. Point to
the number 1 and say Match the numbers to the food.
Demonstrate this by drawing a line with your finger.
Encourage the children to circle the food and match
the numbers to the food.

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Unit 5 I’m hungry Lesson 6
2 Do Cheeky’s jungle gym (CD2 track 10)
• Make sure the children are sitting down and that they
have enough room to move freely.
• Play the CD. Encourage the children to do the actions.
(See Lesson 4 Activity 2 for the tapescript.)
• If the children get overexcited, use the Calm down
chant to get their attention. (See Teacher talk, pages
15–16.)

3 Play Monkey, look! with food (CD1 track 8)

• Put the biscuit, ice-cream, cake, sandwich, apple and
banana flashcards in a bag. Put on the Cheeky puppet.
Get Cheeky to shake the bag. Say What’s in the bag?
and get Cheeky to look inside.
• Say the chant and do the actions. Encourage the
Lesson focus: Performing the story with the Press out children to join in. (See Teacher talk, pages 15–16.)
• Get Cheeky to slowly reveal the sandwich flashcard.
Focus language: biscuit, ice-cream, cake, sandwich,
apple, banana Say Look! What’s this? Encourage the children to
say sandwich. If a child answers correctly, say That’s
Main receptive language: restaurant, Thank you,
please, Here you are right! A sandwich! Play the game again with biscuit,
ice-cream, cake, apple and banana.
Classroom language: What’s in the bag? What’s this?
That’s right! Point to the …, Show me the …, Cover
the …, Let’s listen/sing 4 Play At the restaurant
• Choose six children to do the activity using The one
Main activities:
• Sing The Cheeky monkeys song 3 banana, two banana chant. (See Teacher talk, pages
• Do Cheeky’s jungle gym 15–16.) Tell them they are waiters. Hand out the
• Make the Press out biscuit, ice-cream, cake, sandwich, apple and banana
• Listen to the I’m hungry story flashcards to each child.
• Sing Bye-bye Cheeky 3 • Choose another child. Tell them to ask for an ice-
Materials you need: CD, puppet, biscuit, ice-cream, cream by saying An ice-cream, please. Encourage the
sandwich, cake, apple and banana flashcards, bag, child with the ice-cream flashcard to give it to them
Press out Unit 5, Unit 5 Story cards and say Here you are. Encourage the other child to say
Getting ready: Put the biscuit, ice-cream, cake, Thank you. Repeat with biscuit, cake, sandwich, apple
sandwich, apple and banana flashcards in a bag. and banana.
If you are short of time, you can leave out Activity 4.

Circle time 5 Sing The hungry monkey (CD2 track 11)

• Say Let’s sing The hungry monkey. Play the CD. Sing
1 Sing The Cheeky monkeys song 3 (CD2
the song and do the actions. Encourage the children to
track 1) join in. (See Lesson 4 Activity 5 for the tapescript.)
• Organise the children into a circle and put on the
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave and say Hello! to Transition time
Cheeky. Move around the circle and get Cheeky to say
How are you? to every child. Then say Cheeky, how 6 Say the Transition chant 3 (CD2 track 4)
are you? and encourage the children to join in. Get • Put your finger to your lips and say Shh! Be very
Cheeky to say Fine, thank you. quiet! Say the chant and do the actions while leading
• Play the CD. Sing the song and do the actions. the children to their tables. Encourage them to join in.
Encourage the children to join in. Move Cheeky as if (See Teacher talk, pages 15–16.)
he’s also singing along. (See Lesson 1 Activity 1 for
the tapescript.)

115
 Table time Extra activities
7 Make a food Press out (Press out Unit 5) 1 Count and trace the number and the
• Hand out the Press outs. Demonstrate how to remove biscuits (Photocopiable worksheet p223)
the Press out. Encourage the children to copy. • In advance, photocopy the worksheet for every child.
• Show the Press out and say Look! Food at the Hand out the pencils and photocopiable worksheets.
restaurant! Say Point to the cake and encourage the Point to one of the biscuits and say Look! What’s
children to point to the cake. Repeat with ice-cream, this? Encourage the children to say biscuit. Say How
biscuit and sandwich. many biscuits are there? Point to the biscuits and
• Demonstrate how to cover the food by folding over count them out loud with the children. Say Four
the flaps of the Press out. Encourage the children to biscuits and count to four on your fingers. Then point
copy. Say Show me the cake and uncover the cake. to the number four. Say Trace four. Demonstrate this
Encourage the children to join in. Repeat with ice- by tracing it with your finger. Encourage the children
cream, biscuit and sandwich. to trace the number four and the biscuits.

2 Sing the karaoke version of Let’s have a

Story time
party (CD2 track 14)
8 Say The story time chant (CD1 track 13)
• Say Let’s sing Let’s have a party. Sing the song and
• Say It’s story time and open the palms of your hands do the actions. Encourage the children to join in. (See
as if opening a book. Say the chant and do the actions. Lesson 5 Activity 7 for the tapescript.)
Encourage the children to join in. (See Teacher talk,
pages 15–16.) 3 Play What’s missing? with food
• Lay out the ice-cream flashcard face up in the circle
9 Listen to the I’m hungry story (CD2 track 8,
and say ice-cream. Repeat with the apple, cake and
banana. Tell the children they must remember the
Unit 5 Story cards, Press out Unit 5)
flashcards. Shuffle the flashcards then remove one
• Show the Press out. Say Cover the cake and encourage
without letting the children see what it is. Lay out the
the children to cover the cake. Repeat with the ice-
three remaining flashcards in the circle. Say What’s
cream, biscuit and sandwich. Tell the children to
missing? Encourage the children to say (apple). Show
uncover the food. Tell them they must remember
the flashcard. If the children answer correctly, say
where each food is. Do the activity again. Make sure
Well done! It’s (an apple)! Shuffle the flashcards
the food is covered when you begin the story.
and play the game again using sandwich and biscuit
• Say Let’s listen to the story. Read the story aloud or
instead of apple and banana.
play the CD. Show the Story cards and do the actions.
Encourage the children to listen and to look at the
pictures.
• Encourage the children to uncover the sandwich,
biscuit, ice-cream and cake as they listen to the story.
• Sing the Story song and do the actions. Encourage the
children to join in. (See Lesson 2 Activity 7 for the
tapescript.)

10 Sing Bye-bye Cheeky 3 (CD2 track 5)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 9 for
the tapescript.)

116
Unit 5 I’m hungry Lesson 7
he’s also singing along. (See Lesson 1 Activity 1 for
the tapescript.)

2 Play Pass the flashcards with food

• Hand out the cake and biscuit flashcards face down.
Tell the children they must not look at them.
• Play some music from the CD. Encourage the children
to pass the flashcards around the circle.
• Stop the music and encourage one of the children
holding a flashcard to reveal it. Say What’s this?
Encourage the child to say (cake). If they respond
correctly, lay out the flashcard in the circle and say
Well done! It’s (cake)! Repeat with (biscuit).
If you are short of time, you can leave out Activity 2.

Lesson focus: Consolidating unit songs and new

language 3 Play What’s on the mat today? (CD2
Focus language: biscuit, ice-cream, cake, sandwich, track 15)
apple, banana • Put the cake, sandwich, biscuit and ice-cream
Main receptive language: What’s on the mat today? flashcards in a pile face down in front of you. Say
Put up your hand …, Find a …, Point and say, What Let’s be detectives! and mime looking through a
colour is the …? Here’s a … magnifying glass. Say the chant and do the actions.
Classroom language: What’s this? It’s …, Let’s be Encourage the children to join in.
detectives, Do you remember …? What’s your favourite
song? Put your hands up for …, Our favourite song is What’s on the mat today?
…, Draw …
What’s on the mat today? (Mime looking through a
Main activities: magnifying glass.)
• Sing The Cheeky monkeys song 3
What’s on the mat today? (Mime looking through a
• Play What’s on the mat today?
• Sing our favourite song magnifying glass.)
• Do the worksheet Put up your hand to play. (Put your hand up.)
• Sing Bye-bye Cheeky 3 Find a cake. (Show the cake flashcard.)
Materials you need: CD, puppet, play mat, biscuit, ice- Find a cake. (Show the cake flashcard.)
cream, cake, sandwich, apple and banana flashcards, Find a cake on the mat today. (Point to the play mat.)
Pupil’s Books, pencils, crayons, Cheeky award stickers Point and say (Point. / Mime speaking with your
Getting ready: Lay out the play mat in the circle time hand.)
area. Hip, hip, hooray! (Throw your arms into the air with
excitement.)

• Pause the CD. Choose a child to point to the cake

on the play mat. Encourage them to say cake. If they
Circle time respond correctly, encourage the other children to clap.
Do the activity with other children and repeat with
1 Sing The Cheeky monkeys song 3 (CD2 sandwich, biscuit and ice-cream.
track 1)
• Organise the children into a circle and put on the Find a sandwich. (Show the sandwich flashcard.)
Cheeky puppet. Get Cheeky to wave and say Hello! Find a sandwich. (Show the sandwich flashcard.)
Encourage the children to wave and say Hello! to Find a sandwich on the mat today. (Point to the play
Cheeky. Move around the circle and get Cheeky to say mat.)
How are you? to every child. Then say Cheeky, how Point and say (Point. / Mime speaking with your
are you? and encourage the children to join in. Get hand.)
Cheeky to say Fine, thank you. Hip, hip, hooray! (Throw your arms into the air with
• Play the CD. Sing the song and do the actions. excitement.)
Encourage the children to join in. Move Cheeky as if

117
 Find a biscuit. (Show the biscuit flashcard.) 7 Hand out Cheeky award stickers
Find a biscuit. (Show the biscuit flashcard.) • Praise the children for their good work by saying Well
Find a biscuit on the mat today. (Point to the play mat.) done! Very good! or Excellent! and put a Cheeky
Point and say (Point. / Mime speaking with your hand.) award sticker on their worksheets. (You may choose
Hip, hip, hooray! (Throw your arms into the air with to ask the children to stick on the award sticker
excitement.) themselves.)
Find an ice-cream. (Show the ice-cream flashcard.)
Find an ice-cream. (Show the ice-cream flashcard.) 8 Sing Bye-bye Cheeky 3 (CD2 track 5)
Find an ice-cream on the mat today. (Point to the • Put on the Cheeky puppet. Get Cheeky to wave and
play mat.) say Bye-bye! Encourage the children to wave and say
Point and say (Point. / Mime speaking with your hand.) Bye-bye! to Cheeky.
Hip, hip, hooray! (Throw your arms into the air with • Play the CD. Sing the song and do the actions.
excitement.) Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 9 for
4 Sing our favourite song the tapescript.)
• Ask the children if they remember all the songs from See Multi-ROM for fun interactive activities
Unit 5. Play the beginning of My big tummy. Say on this topic.
Do you remember My big tummy? Encourage the
children to sing any words or phrases they remember.
Repeat with Story song, The hungry monkey and Let’s Extra activities
have a party.
• Say What’s your favourite song? Tell the children 1 Act out the I’m hungry story (CD2 track 8)
they must decide what their favourite song from Unit • Choose four children using The one banana, two
5 is. Say Put your hands up for My big tummy. Count banana chant. (See Teacher talk, pages 15–16.) Give
the number of votes. Repeat with Story song, The them each a role, either Cheeky, Rory, Tom or Ellie.
hungry monkey and Let’s have a party. You will play the part of the waiter. Play the CD.
• Say Our favourite song is (The hungry monkey). Encourage the children to act out the story. (Use story
Let’s sing (The hungry monkey). Play the CD. Sing activity in Lesson 2 as a guide.) Encourage the other
the song and do the actions. Encourage the children to children to join in with the Story song.
join in.
2 Play Guess the flashcard with food
Transition time • Organise the children into a circle and put on the
Cheeky puppet. Shuffle the biscuit, ice-cream, cake,
5 Say the Transition chant 3 (CD2 track 4) sandwich, apple and banana flashcards. Lay them
• Put your finger to your lips and say Shh! Be very out face down in the circle. Get Cheeky to choose
quiet! Say the chant and do the actions while leading a flashcard by saying (banana). Say Point to the
the children to their tables. Encourage them to join in. (banana) and get him to guess which flashcard it is.
(See Teacher talk, pages 15–16.) Reveal the flashcard. If Cheeky guesses correctly,
say Well done! It’s a (banana)! If Cheeky guesses
incorrectly, continue until the (banana) flashcard is
Table time revealed. Play the game with a child. Repeat with
other children until all the flashcards are revealed.
6 Draw your favourite food (Pupil’s Book p63)
• Hand out the pencils, crayons and the Pupil’s Books or 3 Colour the fruit (Photocopiable worksheet
the individual worksheets. p224)
• Point to the biscuit and say What’s this? Encourage • In advance, photocopy a worksheet for every child.
the children to point and say biscuit. Repeat with Hand out the yellow, red and green crayons and the
apple, sandwich, cake, ice-cream and banana. photocopiable worksheets. Say Point to the ice-cream.
• Hold up a pencil and say Draw your favourite food. Encourage the children to point to the ice-cream.
Demonstrate this by pretending to draw. Encourage Repeat with apple and banana. Say Shh! Be very
the children to draw the food and colour it in. quiet! Listen and colour. Demonstrate this by putting
• Circulate and ask the children questions about their your hand to your ear and then pretending to colour
work. Say What’s this? and What colour is it? etc. in. Say Colour the ice-cream red. Colour the apple
• When they have finished, tell them to show their green. Colour the banana yellow. Leave enough time
pictures to the class. Encourage them to say Here’s between each instruction for the children to colour in.
a (sandwich).

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Unit 6 Goldilocks
Key language

Focus language Main receptive language Classroom language

bed Can I have a …? What is it?

chair Here you are Who’s this?
bowl Thank you It’s a …
bear Goldilocks Shh! Be very quiet!
brown house It’s story time
five girl Let’s listen to the story
Quiet over there Point to the …
Recycled language Eat up! Show me the …
Kisses on the head Where does the … go?
Concept: big/small Off to bed Stick on the …
mummy Sleep(ing) in/on the bed Let’s sing …
daddy Sit(ting) on a chair Match …
baby Eat(ing) from a bowl/a cake Is it big or small?
Concept: hot/cold Walk(ing) in the woods Are they friends?
one–four Hug Baby bear Circle …
cake She sees a bear’s house Touch …
ice-cream The door is open It’s a brown …
biscuit She walks in What colour is …?
sandwich There are three … Find …
apple Mmm, Delicious! How many bears are there?
banana Oh dear! I’m tired Trace …
yellow Walks upstairs Let’s count
green Don’t worry! Baby bear says …
red You can still be our friend! Colour …
blue Where are you?
coat Good morning!/Goodnight
cow wakes up

Key language learning aims

• Responding to new items of vocabulary via mime, visual recognition, gesture, etc
• Listening to the story
• Acting out the story
• Singing and acting out a song
• Recognising the colour brown
• Counting to five

Main criteria for evaluation

Children should:
• Demonstrate an interest in what happens in the story
• Recognise characters in the story
• Start to identify Goldilocks vocabulary
• Start to identify the colour brown
• Respond appropriately to instructions
• Participate in games, songs and TPR activities
• Start to develop spatial orientation, physical co-ordination and fine motor skills

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 Lesson 1 Lesson 2

Lesson 2 Lesson 3

Lesson 4 Lesson 5

Lesson 6 Lesson 7

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Unit 6 Goldilocks Lesson 1
2 Sing My big tummy (CD2 track 2)
• Say Let’s sing My big tummy. Play the CD. Sing the
song and do the actions. Encourage the children to join
in. (See Unit 5 Lesson 1 Activity 6 for the tapescript.)

3 Introduce bear, chair, bowl and bed

• Say Cheeky has brought a friend with him today.
He’s sleeping. Hold the bag to your ear and make a
snoring noise.
• Slowly reveal the bear flashcard. Say Look! A bear!
Get the bear to rub his eyes and say Hello! to the
children. Encourage the children to say Hello! to
the bear.
• Point to the bear flashcard and say What colour is the
bear? Say Is he red? Encourage the children to say
Lesson focus: Introducing Goldilocks vocabulary No! Repeat with yellow, blue and green. Say Brown.
Focus language: bed, chair, bowl, bear Recycled: big,
The bear is brown.
small, red, yellow, blue, green • Tell the children that the bear has brought some things
with him. Slowly reveal a flashcard from the bag. Say
Main receptive language: brown, Goldilocks, house,
Sitting on the chair, Quiet over there, Here’s your Look! A (chair)! Encourage the children to join in.
bowl, Eat up! Sleeping in the bed, Ow! My head! Repeat with bowl and bed.
Kisses on the head, Off to bed • Lay out the flashcards face up in the circle. Point to
Classroom language: Look! What colour is the …? the chair and say chair, then mime sitting on a chair.
Is he …? What is it? Well done! What’s this? Circle … Repeat with sleeping in a bed and eating from a bowl.
Main activities:
• Sing The Cheeky monkeys song 3 4 Play Guess the flashcard
• Introduce bear, chair, bowl and bed • Lay out the bed, chair, bowl and bear flashcards face
• Play Guess the flashcard up in the circle. Choose a child to play the game using
• Sing Brown bear The one banana, two banana chant. (See Teacher
• Do the worksheet talk, pages 15–16.) Tell them to look carefully at the
• Sing Bye-bye Cheeky 3 flashcards. Then turn the flashcards over.
Materials you need: CD, puppet, bag, bed, chair, bowl • Point to a flashcard and say What is it? Encourage
and bear flashcards, Pupil’s Books, pencils the child to guess. Reveal the flashcard. If they
Getting ready: Put the bed, chair, bowl and bear guess correctly, say Well done! (Bed)! and leave the
flashcards in a bag. flashcard face up. Play the game with other children
and continue until all the other flashcards have been
revealed.
Circle time
5 Play Lucky dip!
1 Sing The Cheeky monkeys song 3 (CD2
• Put the bed, chair, bowl and bear flashcards in a
track 1)
bag. Choose a child to play the game using The one
• Organise the children into a circle and put on the banana, two banana chant. (See Teacher talk, pages
Cheeky puppet. Get Cheeky to wave and say Hello! 15–16.) Offer the bag to the child. Encourage them to
Encourage the children to wave and say Hello! to take out one of the flashcards and show it to the class.
Cheeky. Say What’s this? Encourage the child to say (bowl).
• Play the CD. Cross your arms and hold hands with the If the child answers correctly, say That’s right!
children either side of you. Encourage the children to (Bowl)! Play the game with other children and
copy. Walk slowly in a clockwise direction as you sing continue until all the flashcards have been revealed.
the song. Encourage the children to join in. (See Unit 5
Lesson 1 Activity 1 for the tapescript.) If you are short of time, you can leave out Activity 5.

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 6 Sing Brown bear (CD2 track 16) • Point to Goldilocks and say Look! It’s Goldilocks!
• Say Let’s sing Brown bear. Play the CD. Sing the song Point to the house and say Goldilocks is visiting the
and do the actions. Encourage the children to join in. three bears house.
• Point to the big bed. Say What’s this? Encourage the
Brown bear children to say bed. Say Is it big or small? Encourage
the children to say big. Repeat with the small bed.
Brown bear, brown bear, (Mime a bear putting its
Then repeat with the big and small chairs and
paws in the air.)
bowls. Hold up a pencil and say Circle the big bed.
Sitting on the chair. (Mime sitting on a chair.)
Demonstrate this by circling it with your finger.
Brown bear, brown bear, (Mime a bear putting its
• Say Circle the big bed, chair and bowl. Encourage the
paws in the air.)
children to circle the items.
Shh! Quiet over there! (Put your finger to your lips.)
Brown bear, brown bear, (Mime a bear putting its 10 Sing Bye-bye Cheeky 3 (CD2 track 5)
paws in the air.) • Put on the Cheeky puppet. Get Cheeky to wave and
Here’s your bowl, eat up! (Mime eating from a bowl.) say Bye-bye! Encourage the children to wave and say
Brown bear, brown bear, (Mime a bear putting its Bye-bye! to Cheeky.
paws in the air.) • Play the CD. Sing the song and do the actions.
Hiccup, hiccup! (Mime hiccuping.) Encourage the children to join in. Move Cheeky as if
Brown bear, brown bear, (Mime a bear putting its he’s also singing along. (See Unit 5 Lesson 1 Activity
paws in the air.) 9 for the tapescript.)
Sleeping in the bed. (Mime sleeping.)
Brown bear, brown bear, (Mime a bear putting its
Extra activities
paws in the air.)
Ow! My head! (Touch your head.)
1 Play Big bear, small bear
Brown bear, brown bear, (Mime a bear putting its • Play some music from the CD. Shout Big bear and
paws in the air.) show the children how to mime a big bear. Stretch up
Kisses on the head. (Blow a kiss.) tall and stride around the classroom with your tummy
Brown bear, brown bear, (Mime a bear putting its pushed out and your arms in the air. Whisper Small
paws in the air.) bear and show the children how to mime a small
Off to bed. (Yawn. / Mime sleeping.) bear. Make your body small and tiptoe around the
classroom. Alternate between big bear and small bear
7 Sing Brown bear to a partner (CD2 track 16) until the children are confident.
• Organise the children into two lines, facing one
another. Tell them who their partner is. Play the 2 Play Pass the teddy bear and sing Brown
CD. Encourage the children to sing the song to their bear (CD2 track 16)
partner and do the actions. (See Activity 6 for the • Organise the children into a circle. Play the CD.
tapescript.) Encourage the children to pass a teddy bear around the
circle. Stop the music after each verse. Encourage the
child holding the teddy bear to kiss it and say Hello,
Transition time
bear! (See Activity 6 for the tapescript.)
8 Say the Transition chant 3 (CD2 track 4)
3 Play Swapping places with animals, family
• Put your finger to your lips and say Shh! Be very
quiet! Say the chant and do the actions while leading and clothes
the children to their tables. Encourage them to join in. • Organise the children into a circle. Shuffle the animal,
(See Teacher talk, pages 15–16.) family and clothes flashcards then hand one out
to every child. Say animals and encourage all the
children with animal flashcards to stand up and swap
Table time places. Repeat with family and clothes. Alternate
between them until the children are confident.
9 Circle the big chair, bowl and bed (Pupil’s
Book p65)
• Hand out the pencils and the Pupil’s Books or the
individual worksheets.

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Unit 6 Goldilocks Lesson 2

Lesson focus: Listening to the story for the first time

Focus language: bed, chair, bowl, bear, mummy, daddy, baby, big, small, hot, cold, one–three
Main receptive language: Sleep on the bed, Sit on a chair, Eat from a bowl, Hug Baby bear, Goldilocks, girl,
walking in the woods, a bear’s house, The door is open, She walks in, There are three …, Mmm! Delicious! Another,
Oh dear, I’m tired, Walks upstairs, Perfect! Look at my … Don’t worry, You can still be our friend
Classroom language: It’s story time, Let’s listen to the story, Point to the …, Show me the …, Where does the … go?
Stick on the …
Main activities:
• Sing The Cheeky monkeys song 3
• Do Cheeky’s jungle gym
• Listen to the Goldilocks story
• Do the worksheet
• Sing Bye-bye Cheeky 3
Materials you need: CD, puppet, play mat, Unit 6 Story cards, Pupil’s Books, blue crayons, Unit 6 stickers
Getting ready: Lay out the play mat in the circle time area.

Circle time • Play the CD. Do the actions and encourage the
children to join in.
1 Sing The Cheeky monkeys song 3 (CD2
Cheeky’s jungle gym
track 1)
• Organise the children into a circle and put on the Stand up. 1, 2, 3.
Cheeky puppet. Get Cheeky to wave and say Hello! Turn around. 1, 2, 3.
Encourage the children to wave and say Hello! to Clap your hands. 1, 2, 3.
Cheeky.
Sleep on the bed.
• Play the CD. Cross your arms and hold hands with the
Sit on a chair.
children either side of you. Encourage the children to
Eat from a bowl.
copy. Walk slowly in a clockwise direction as you sing
Hug Baby bear.
the song. Encourage the children to join in. (See
Unit 5 Lesson 1 Activity 1 for the tapescript.) Make a circle.
Sit down. 1, 2, 3.
2 Do Cheeky’s jungle gym (CD2 track 17) Sleep. 1, 2, 3.
• Make sure the children are sitting down and that
they have enough room to move freely. • If the children get overexcited, use the Calm down
chant to get their attention. (See Teacher talk, pages
15–16.)

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 3 Play Cheeky’s echo Story card 4
• Put on the Cheeky puppet. Get Cheeky to shout bed. Narrator: Goldilocks is tired.
Repeat bed three times, reducing the volume each time Goldilocks: I’m tired. (Yawn.)
to imitate an echo. Encourage the children to join in. Narrator: Goldilocks walks upstairs. (Mime
Repeat with chair, bowl and bear. walking upstairs with your fingers.)
There are three beds. (Show three
If you are short of time, you can leave out Activity 3.
fingers.)
Goldilocks: One, two, three. (Count the beds.) A big
bed. (Point to the big bed.) Another bed.
Story time (Point to the medium sized bed.) A small
bed! (Point to the small bed.) Perfect!
4 Say The story time chant (CD1 track 13) Mmm! (Mime snuggling up in bed.)
• Say It’s story time and open the palms of your hands Narrator: Look! (Point to your eye.) Here’s Baby
as if opening a book. Say the chant and do the actions. bear, (Point to Baby bear.) Mummy bear
Encourage the children to join in. (See Teacher talk, (Point to Mummy bear.) and Daddy bear.
pages 15–16.) (Point to Daddy bear.)
Baby bear: Oh dear! (Put your hand to your face in
5 Listen to the Goldilocks story (CD2 track 18, horror.)
Unit 6 Story cards) Look at my chair! (Point to the chair.)
• Say Let’s listen to the story. Read the story aloud or Daddy, daddy,
play the CD. Show the Story cards and do the actions. My chair, my chair! (Point to the chair.)
Encourage the children to listen and to look at the Oh dear! (Put your hand to your face in
pictures. horror.)
Look at my bowl! (Point to the bowl.)
Goldilocks Mummy mummy,
My bowl, my bowl! (Point to the bowl.)
Story card 1 Oh dear! (Put your hand to your face in
Narrator: Goldilocks is a small girl. (Point to horror.)
Goldilocks.) One day she is walking in Look at my bed! (Point to the bed.)
the woods. (Mime walking with your Daddy, mummy,
fingers.) She sees a bear’s house. (Point My bed, my bed! (Point to the bed.)
to the house.) The door is open. (Point Baby bear: There’s a girl in my bed! (Point to
to the open door.) She walks in. (Mime Goldilocks.)
walking in with your fingers.) Narrator: Goldilocks wakes up. (Yawn and
Story card 2 stretch.)
Narrator: There are three bowls on the table. Goldilocks: Oh dear! Oh dear! (Put your hand to
Goldilocks: One, two three. (Count the bowls.) your face in horror.) Your chair. (Point
Yummy, yummy! (Lick your lips.) I’m to the broken chair.) Your bowl. (Point to
hungry! (Rub your tummy.) Ow! It’s the empty bowl.) Sorry!
hot! (Point to the big bowl. / Move your All bears: It’s okay. Don’t worry! You can still be
hand to indicate it’s hot.) Yuck! It’s cold! our friend.
(Point to the medium sized bowl. / Pull Goldilocks: Oh, thank you!
a face and shiver to indicate it’s cold.)
Mmm! Delicious! (Point to the small
Transition time
bowl and smile.)
Narrator: Goldilocks eats it all up. (Mime eating
6 Say the Transition chant 3 (CD2 track 4)
from a bowl.)
• Put your finger to your lips and say Shh! Be very
Story card 3 quiet! Say the chant and do the actions while leading
Narrator: There are three chairs. the children to their tables. Encourage them to join in.
Goldilocks: One, two, three. (Count the chairs.) (See Teacher talk, pages 15–16.)
A big chair. (Point to the big chair.)
Another chair. (Point to the medium
sized chair.) A small chair! (Point to
the small chair. / Point to Goldilocks.)
Oh dear! (Put your hand to your face in
horror.)

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Table time Extra activities
7 Stick on the items and colour the bed 1 Play Cheeky says please
(Pupil’s Book p66 & p67, Unit 6 stickers) • Organise the children into a circle and put on the
• Hand out the stickers, blue crayons and the Pupil’s Cheeky puppet. (Play the game as you would play
Books or the individual worksheets. the traditional game Simon says.) Say Cheeky says
• Say Point to the bowl. Encourage the children to point sleeping in a bed, please and mime sleeping in a bed.
to the bowl. Repeat with the chair, Goldilocks and bed. Encourage the children to copy. Repeat with sitting
• Hold up the stickers and say Show me the bowl. on a chair, eating from a bowl and walking in the
Encourage the children to peel off the bowl sticker and wood. Alternate between them until the children are
hold it up in the air. Say Where does the bowl go? and confident. Explain that when you say Cheeky says
encourage the children to point to the missing bowl. …, please they should do the action but if you simply
Say Stick on the bowl and encourage the children to say Sleeping in a bed they shouldn’t do the action.
put the bowl sticker in place. Demonstrate this by saying Sleeping in a bed. Shake
• Say Stick on the chair, Goldilocks and bed. your head at any children who are miming sleeping
Encourage the children to stick on the items. but don’t eliminate them. Alternate between giving the
• Hold up a blue crayon and say Colour the small bed instructions with and without Cheeky says …, please.
blue. Demonstrate this by pretending to colour it in.
Encourage the children to colour the bed blue. 2 Play What am I mouthing?
• Organise the children into a circle. Shuffle the
8 Sing Bye-bye Cheeky 3 (CD2 track 5) body, family, clothes, animals, food and Goldilocks
• Put on the Cheeky puppet. Get Cheeky to wave and flashcards. Lay out six flashcards face up in the
say Bye-bye! Encourage the children to wave and say middle. Choose a child using The one banana, two
Bye-bye! to Cheeky. banana chant. (See Teacher talk, pages 15–16.)
• Play the CD. Sing the song and do the actions. Mouth (dog). Encourage the child to pick up the (dog)
Encourage the children to join in. Move Cheeky as if flashcard. If they respond correctly, say Well done!
he’s also singing along. (See Unit 5 Lesson 1 Activity What’s this? Encourage them to say (dog). Give the
9 for the tapescript.) child the flashcard. Continue until all the flashcards
have been removed.

3 Do The animal dance

• Play some music from the CD and tell the children to
dance freely in a circle. Stop the music and say bears.
Encourage the children to move around the classroom
miming and making the sound of a bear. Repeat with
duck, cow, horse, sheep, cat and dog.

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Unit 6 Goldilocks Lesson 3
2 Sing Brown bear (CD2 track 16)
• Say Let’s sing Brown bear. Play the CD. Sing the song
and do the actions.
• Encourage the children to join in. (See Lesson 1
Activity 6 for the tapescript.)

3 Sing the Story song (CD2 track 19)

• Show Story card 4. Say Let’s sing the Story song. Play
the CD. Sing the song and do the actions. Encourage
the children to join in.

Story song
Oh dear! (Put your hand to your face in horror.)
Look at my chair! (Point to the chair.)
Daddy, daddy,
Lesson focus: Listening to the Story song again My chair, my chair! (Point to the chair.)
Focus language: mummy, daddy, baby, bed, chair,
Oh dear! (Put your hand to your face in horror.)
bowl, bear
Look at my bowl! (Point to the bowl.)
Main receptive language: Oh dear! Look at my …
Mummy, mummy,
Goldilocks, Where are you? Goodnight
My bowl, my bowl! (Point to the bowl.)
Classroom language: Point to …, Match …,
Where’s … going? Oh dear! (Put your hand to your face in horror.)
Main activities: Look at my bed! (Point to the bed.)
• Sing The Cheeky monkeys song 3 Daddy, mummy,
• Sing Brown bear My bed, my bed! (Point to the bed.)
• Sing the Story song
• Do the worksheet
• Sing Bye-bye Cheeky 3 Transition time
Materials you need: CD, puppet, Story card 4, teddy
bear or bear flashcard, Pupil’s Books, pencils 4 Say the Transition chant 3 (CD2 track 4)
• Put your finger to your lips and say Shh! Be very
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in.
Circle time (See Teacher talk, pages 15–16.)

1 Sing The Cheeky monkeys song 3 (CD2

track 1)
Table time
• Organise the children into a circle and put on the
5 Match the bears to the places (Pupil’s
Cheeky puppet. Get Cheeky to wave and say Hello!
Book p69)
Encourage the children to wave and say Hello! to
Cheeky. • Hand out the pencils and the Pupil’s Books or the
• Play the CD. Cross your arms and hold hands with the individual worksheets.
children either side of you. Encourage the children to • Say Point to Daddy bear. Encourage the children to
copy. Walk slowly in a clockwise direction as you sing point to Daddy bear. Repeat with Mummy bear and
the song. Encourage the children to join in. (See Baby bear.
Unit 5 Lesson 1 Activity 1 for the tapescript.) • Hold up a pencil and say Where’s Daddy bear going?
Match Daddy bear. Demonstrate this by tracing the
path with your finger.
• Say Match Daddy bear, Mummy bear and Baby
bear. Encourage the children to match the bears to
the places.

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 6 Play Goodnight Baby bear 2 Play Charades with the body and clothes
• Say Baby bear is very tired after his day out. Rock • Choose a child to play the game using The one
the teddy bear or the bear flashcard in your arms. Pass banana, two banana chant. (See Teacher talk, pages
him to different children and encourage them to rock 15–16.) Shuffle the body and clothes flashcards. Fan
him to sleep. them out and offer them to the child. Encourage the
• Explain that Baby bear wants to give his mummy child to take one and to touch their (tummy) or mime
and daddy a kiss before he goes to bed. Say Mummy, putting on a (coat). Encourage the other children to
Where are you? Daddy, Where are you? Encourage guess what it is. Tell a child who guesses correctly, to
the children to join in. choose another flashcard and play the game again.
• Encourage the girls to pretend they are Mummy bear
and to blow kisses to Baby bear. Do the activity with 3 Do The flashcard dance
the boys as Daddy bear. Say Goodnight, Baby bear • Stick the ears, shorts, sheep and biscuit flashcards
and lay him down to sleep. on different walls of the classroom. Play some music
If you are short of time, you can leave out Activity 6. from the CD and tell the children to dance freely in
the middle. Stop the music and say ears. Encourage
the children to stand next to the ears flashcard. Play
7 Sing Bye-bye Cheeky 3 (CD2 track 5) the CD again and repeat with the shorts, sheep and
• Put on the Cheeky puppet. Get Cheeky to wave and biscuit.
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
9 for the tapescript.)

Extra activities
1 Listen to the story and show the Goldilocks
mini cards (Photocopiable worksheet p225,
CD2 track 18)
• In advance, photocopy and cut out a set of mini cards
for every child. Hand out the mini cards. Read the
story aloud or play the CD. Show the Story cards and
do the actions. (Use story activity in Lesson 2 as a
guide.) Encourage the children to listen, look at the
pictures and show their mini cards. (See Lesson 2
Activity 5 for the tapescript.)

128
Unit 6 Goldilocks Lesson 4
2 Do Cheeky’s jungle gym (CD2 track 17)
• Make sure the children are sitting down and that they
have enough room to move freely.
• Play the CD. Encourage the children to do the actions.
(See Lesson 2 Activity 2 for the tapescript.)
• If the children get overexcited, use the Calm down
chant to get their attention. (See Teacher talk, pages
15–16.)

3 Play Baby bear’s hungry

• In advance, bring a teddy bear to class. Shuffle the
biscuit, cake, ice-cream, sandwich, apple and banana
flashcards and hand them out. Show the teddy bear
and say This is Baby bear. Get him to whisper in your
ear. Say Baby bear’s hungry. Get Baby bear to say
Lesson focus: Reviewing the core concept and the story Can I have a biscuit, please? Encourage the child
with the biscuit flashcard to give it to Baby bear and
Focus language: biscuit, cake, ice-cream, sandwich,
apple, banana, bed, chair, bowl, bear, big, small, I’m say Here you are. Get Baby bear to say Thank you.
hungry Repeat with ice-cream, cake, sandwich, apple and
Main receptive language: A … please, Just for me! Can banana.
I have a …? Here you are, Thank you If you are short of time, you can leave out Activity 3.
Classroom language: Baby bear says he’s hungry,
Who’s this? What’s this? Is it big or small? Are they
friends? Let’s listen to …, Point to a …, Circle what’s 4 Sing I’m hungry (CD2 track 20)
different • Say Let’s sing I’m hungry. Play the CD. Sing the song
Main activities: and do the actions. Encourage the children to join in.
• Sing The Cheeky monkeys song 3
• Do Cheeky’s jungle gym I’m hungry
• Sing I’m hungry
• Do the worksheet I’m hungry. (Rub your tummy.)
• Sing Bye-bye Cheeky 3 An ice-cream please. (Mime eating an ice-cream.)
An ice-cream please. (Mime eating an ice-cream.)
Materials you need: CD, puppet, biscuit, cake, ice-
cream, sandwich, apple and banana flashcards, teddy Just for me! (Point to yourself.)
bear, Unit 6 Story cards, Pupil’s Books, pencils Here you are (Mime giving an ice-cream.)
Baby bear.
Thank you. (Clap your hands.)
Thank you. (Clap your hands.)
Circle time
I’m hungry. (Rub your tummy.)
1 Sing The Cheeky monkeys song 3 (CD2 A biscuit please. (Mime eating a biscuit.)
track 1) A biscuit please. (Mime eating a biscuit.)
• Organise the children into a circle and put on the Just for me! (Point to yourself.)
Cheeky puppet. Get Cheeky to wave and say Hello! Here you are (Mime giving a biscuit.)
Encourage the children to wave and say Hello! to Baby bear.
Cheeky. Thank you. (Clap your hands.)
• Play the CD. Cross your arms and hold hands with the Thank you. (Clap your hands.)
children either side of you. Encourage the children to
copy. Walk slowly in a clockwise direction as you sing
the song. Encourage the children to join in. (See Story time
Unit 5 Lesson 1 Activity 1 for the tapescript.)
5 Say The story time chant (CD1 track 13)
• Say It’s story time and open the palms of your hands
as if opening a book. Say the chant and do the actions.

129
 Encourage the children to join in. (See Teacher talk, • Say Point to a big chair and encourage the children to
pages 15–16.) point to one of the big chairs. Then repeat with small
chair. Repeat with the big and small bowls and beds.
6 Review the Goldilocks story (Unit 6 Story • Hold up a pencil and say Circle what’s different.
cards) Demonstrate this by circling the small chair with your
• Show Story card 1. Point to Goldilocks and say Who’s finger.
this? Encourage the children to say Goldilocks. Point • Say Circle what’s different and encourage the
to the house and say What’s this? Encourage the children to circle what’s different in each row.
children to say house. Say Yes, it’s the three bears’
house. 10 Sing Bye-bye Cheeky 3 (CD2 track 5)
• Show Story card 2. Point to the big bowl and say • Put on the Cheeky puppet. Get Cheeky to wave and
What’s this? Encourage the children to say bowl. Say say Bye-bye! Encourage the children to wave and say
Is it big or small? Encourage the children to say big. Bye-bye! to Cheeky.
Repeat with the small bowl. • Play the CD. Sing the song and do the actions.
• Show Story card 3. Point to the big chair and say Encourage the children to join in. Move Cheeky as if
What’s this? Encourage the children to say chair. Say he’s also singing along. (See Unit 5 Lesson 1 Activity
Is it big or small? Encourage the children to say big. 9 for the tapescript.)
Repeat with the small chair.
• Show Story card 4. Point to the big bed and say
Extra activities
What’s this? Encourage the children to say bed. Say
Is it big or small? Encourage the children to say big.
1 Play The stand up story game with
Repeat with the small bed. Say Who’s in the small
Goldilocks
bed? Encourage the children to say Goldilocks. Point
• Tell the children you are going to tell them another
to Baby bear and say Who’s this? Encourage the
story about Goldilocks. Encourage them to stand
children to say Baby bear. Repeat with Daddy bear
up or sit down when they hear an item of clothing.
and Mummy bear.
Tell and act out the following story slowly, allowing
the children enough time to stand up and sit down.
7 Listen to the Goldilocks story (CD2 track
Goldilocks is sleeping in her bed. She wakes up.
18, Unit 6 Story cards, Pupil’s Book p65,
She puts her shorts on. She puts her T-shirt on. She
p66 & p67) puts her jumper on. Yuk! It’s dirty. Goldilocks takes
• Hand out the Pupil’s Books or the individual her jumper off. She puts her coat on. It’s too small.
worksheets. Goldilocks takes her coat off. It’s cold! She puts her
• Say Let’s listen to the story. Read the story aloud, scarf on. Then Goldilocks puts her hat on. Mmm!
pausing for the children to say Goldilocks, bowl, Perfect!
chair, bed, Baby bear, Mummy bear and Daddy bear.
Show the Story cards and do the actions. Encourage
2 Circle what’s different (Photocopiable
the children to follow the story on their worksheets.
worksheet p226)
• Sing the Story song and do the actions. Encourage
• In advance, photocopy the worksheet for every
the children to join in. (You may choose to play the
child. Hand out the pencils and the photocopiable
CD instead of reading the story aloud.) (See Lesson 2
worksheets. Point to the first row and explain that the
Activity 5 for the tapescript.)
children must point to what’s different. Encourage
them to point to Rory. Say Circle Rory and encourage
Transition time them to circle Rory. Say Circle what’s different in
each row and encourage the children to circle what’s
8 Say the Transition chant 3 (CD2 track 4) different.
• Put your finger to your lips and say Shh! Be very
quiet! Say the chant and do the actions while leading 3 Sing the karaoke version of I’m hungry
the children to their tables. Encourage them to join in. (CD2 track 21)
(See Teacher talk, pages 15–16.) • Say Let’s sing I’m hungry. Play the CD. Sing the song
and do the actions. Encourage the children to join in.
(See Activity 4 for the tapescript.)
Table time
9 Circle what’s different (Pupil’s Book p71)
• Hand out the pencils and the Pupil’s Books or the
individual worksheets.

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Unit 6 Goldilocks Lesson 5
2 Play Monkey, look! with Goldilocks
(CD1 track 8)
• Put the bed, chair, bowl and bear flashcards in a bag.
Put on the Cheeky puppet. Get Cheeky to shake the
bag. Say What’s in the bag? and get Cheeky to look
inside.
• Say the chant and do the actions. Encourage the
children to join in. (See Teacher talk, pages 15–16.)
• Get Cheeky to slowly reveal the bed flashcard. Say
Look! What’s this? Encourage the children to say bed.
If a child answers correctly, say That’s right!
A bed! Repeat with chair, bear and bowl.
If you are short of time, you can leave out Activity 2.

Lesson focus: Working with colours and numbers 3 Introduce five

Focus language: brown, five Recycled: bed, chair, • Show the 5 flashcard. Say five. Count to five on your
bowl, bear, one–four, yellow, green, red, blue fingers and encourage the children to join in.
Main receptive language: Look at me! I can count to
…, Sleeping in the bed, Wakes up, Good morning! 4 Sing The numbers song (CD2 track 22)
• Say Let’s sing the numbers song. Sing the song and
Classroom language: What’s in the bag? What’s this?
That’s right! It’s Cheeky’s town, Touch …, It’s a brown do the actions. Encourage the children to join in.
…, What colour is this? Find …, How many bears are
there? Point to …, Trace … The numbers song
Main activities: Look at me! (Point to yourself.)
• Sing The Cheeky monkeys song 3 One, two, three, four, five. (Count to five on your
• Introduce five
fingers.)
• Play Pass and touch brown on the play mat
• Sing Five brown bears I can count to five! (Point to yourself. / Show five
• Do the worksheet fingers.)
• Sing Bye-bye Cheeky 3 One, two, three, four, five. (Count to five on your
Materials you need: CD, puppet, bag, play mat, bed, fingers.)
chair, bowl, bear, brown, green, red, yellow, blue and 5 One, two, three, four, five. (Count to five on your
flashcards, Pupil’s Books, pencils fingers.)
Getting ready: Lay out the play mat in the circle time Hooray! Hooray! Hooray! (Clap three times.)
area. Put the bed, chair, bowl and bear flashcards in
a bag. 5 Play Pass and touch brown on the play mat
• Point to the play mat and say Look! It’s Cheeky’s
town. Encourage the children to explore the areas of
Circle time the town they know.
• Show the brown flashcard and say Look! Brown!
1 Sing The Cheeky monkeys song 3 (CD2 Hand out the brown flashcard.
track 1) • Play some music from the CD. Encourage the children
• Organise the children into a circle and put on the to pass the brown flashcard around the circle. Stop the
Cheeky puppet. Get Cheeky to wave and say Hello! music. Say Touch brown. Encourage the child holding
Encourage the children to wave and say Hello! to the brown flashcard to point to something brown on
Cheeky. the play mat. If they answer correctly, say That’s
• Play the CD. Cross your arms and hold hands with the right! It’s a brown …!
children either side of you. Encourage the children to
copy. Walk slowly in a clockwise direction as you sing 6 Play Find the colours on the play mat
the song. Encourage the children to join in. (See • Show the brown flashcard and say What colour is
Unit 5 Lesson 1 Activity 1 for the tapescript.) this? Encourage the children to say brown. Repeat
with green, red, yellow and blue.

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 • Choose five children to play the game using The one • Say How many bears are there? Count them out
banana, two banana chant. (See Teacher talk, pages loud with the children. Say There are five bears. Point
15–16.) Say Find five brown things. Count to five to five and encourage the children to point to
on your fingers and say One, two, three, four, five. the number 5.
Encourage the children to join in. • Hold up a pencil and say Trace the number one.
• Encourage the first child to point to something brown Demonstrate this by tracing the number one with
on the play mat. If they respond correctly, say That’s your finger.
right! It’s a brown …! Do the activity again with the • Say Trace the numbers. Encourage the children to
other children and repeat with two, three, four and trace the numbers.
five. Point to the items again and count them with the
children. 10 Sing Five brown bears and point to the
• Do the activity again with different groups of children numbers on the worksheet (CD2 track 23,
and repeat with red, green, blue and yellow. Pupil’s Book p73)
• Say Let’s sing Five brown bears. Sing the song and
7 Sing Five brown bears (CD2 track 23) point to the numbers on the worksheet. Encourage the
• Say Let’s sing Five brown bears. Sing the song and do children to join in. (See Activity 7 for the tapescript.)
the actions. Encourage the children to join in.
11 Sing Bye-bye Cheeky 3 (CD2 track 5)
Five brown bears • Put on the Cheeky puppet. Get Cheeky to wave and
Five brown bears (Show five fingers.) say Bye-bye! Encourage the children to wave and say
Sleeping in the bed. (Mime sleeping.) Bye-bye! to Cheeky.
One wakes up. (Mime waking up.) • Play the CD. Sing the song and do the actions.
Good morning! Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
Four brown bears (Show four fingers.) 9 for the tapescript.)
Sleeping in the bed. (Mime sleeping.)
One wakes up. (Mime waking up.)
Good morning! Extra activities
Three brown bears (Show three fingers.)
1 Sing The numbers song (CD2 track 22)
Sleeping in the bed. (Mime sleeping.)
• Hand out the 1, 2, 3, 4 and 5 flashcards. Say Let’s sing
One wakes up. (Mime waking up.)
The numbers song. Sing the song and do the actions.
Good morning!
Encourage the children to join in and show their
Two brown bears (Show two fingers.) flashcards. (See Activity 4 for the tapescript.)
Sleeping in the bed. (Mime sleeping.)
One wakes up. (Mime waking up.) 2 Play The numbers game with musical
Good morning! instruments
One brown bear (Show one finger.) • Bring in a selection of musical instruments including a
Sleeping in the bed. (Mime sleeping.) tambourine, a drum, cymbals and a recorder. Choose
He wakes up. (Mime waking up.) a child using The one banana, two banana chant.
Good morning! (See Teacher talk, pages 15–16.) Say five. Encourage
the child to pick up an instrument and tap it, shake
it or blow into it five times. Tell the child to pass the
Transition time instrument on and encourage the next child in the
circle to play it five times. Continue until reaching the
8 Say the Transition chant 3 (CD2 track 4) last child in the circle. Repeat with three and four.
• Put your finger to your lips and say Shh! Be very
quiet! Say the chant and do the actions while leading 3 Play I spy on the play mat with yellow,
the children to their tables. Encourage them to join in. blue, red, green and brown
(See Teacher talk, pages 15–16.) • Organise the children into a circle around the play
mat. Put on the Cheeky puppet. Point to your eye and
Table time say I spy (a yellow …). Encourage the children to
touch something (yellow) on the play mat. If a child
9 Count the bears and trace the numbers responds correctly, say (A yellow …!) Well done!
(Pupil’s Book p73) Repeat with blue, red, green and brown.
• Hand out the pencils and the Pupil’s Books or the
individual worksheets.

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Unit 6 Goldilocks Lesson 6
• Play the CD. Encourage the children to do the actions.
(See Lesson 2 Activity 2 for the tapescript.)
• If the children get overexcited, use the Calm down
chant to get their attention. (See Teacher talk, pages
15–16.)

3 Play The numbers game with Goldilocks

• Lay out the 1, 2, 3, 4 and 5 flashcards face up in the
circle. Say Let’s count. One, two, three, four, five.
Encourage the children to join in.
• Place the bed, chair, bowl, bear and cake flashcards
under each of the number flashcards without letting
the children see.
• Choose a child to play the game using The one
banana, two banana chant. (See Teacher talk, pages
Lesson focus: Performing the story with the Press out 15–16.) Say three and encourage the child to reveal
the flashcard under the number 3 flashcard and show
Focus language: bed, chair, bowl, baby bear, one–five
it to the class. Say What is it? Encourage the children
Main receptive language: Walk in the woods, Eat a to say (bed). Do the activity with other children and
cake, Sing a song, Sit on a chair, Sleep on a bed
continue until all the flashcards have been revealed.
Classroom language: Let’s count, Baby bear says …,
Let’s listen, Let’s sing …
4 Sing Five brown bears (CD2 track 23)
Main activities: • Say Let’s sing Five brown bears. Play the CD. Sing
• Sing The Cheeky monkeys song 3 the song and do the actions. Encourage the children to
• Do Cheeky’s jungle gym
join in. (See Lesson 5 Activity 7 for the tapescript.)
• Make the Press out
• Listen to the Goldilocks story
• Sing Bye-bye Cheeky 3 5 Play Baby bear says please
Materials you need: CD, puppet, 1, 2, 3, 4, 5, bowl, • Say Baby bear says walk in the woods, please. Mime
bed, chair, bear and cake flashcards, Press out Unit 6, walking and encourage the children to join in.
Unit 6 Story cards • Repeat with Baby bear says sleep in a bed, eat a
cake, sing a song and sit on a chair.
• (You may choose to alternate between giving
instructions with or without Baby bear says …,
please. Tell the children that if you say Sleep in a bed
Circle time without Baby Bear says they should not do the action.)

1 Sing The Cheeky monkeys song 3 (CD2 If you are short of time, you can leave out Activity 5.
track 1)
• Organise the children into a circle and put on the
Cheeky puppet. Get Cheeky to wave and say Hello! Transition time
Encourage the children to wave and say Hello! to
Cheeky. 6 Say the Transition chant 3 (CD2 track 4)
• Play the CD. Cross your arms and hold hands with the • Put your finger to your lips and say Shh! Be very
children either side of you. Encourage the children to quiet! Say the chant and do the actions while leading
copy. Walk slowly in a clockwise direction as you sing the children to their tables. Encourage them to join in.
the song. Encourage the children to join in. (See (See Teacher talk, pages 15–16.)
Unit 5 Lesson 1 Activity 1 for the tapescript.)

2 Do Cheeky’s jungle gym (CD2 track 17)

• Tell the children to stand up. Make sure they have
enough room to move freely.

133
 Table time Extra activities
7 Make a Goldilocks Press out (Press out 1 Count the chairs and colour the number
Unit 6) brown (Photocopiable worksheet p227)
• Hand out the Press outs. Demonstrate how to remove • In advance, photocopy the worksheet for every child.
the Press out and how to fold it to make Goldilocks Hand out the photocopiable worksheets and the brown
stand up. Encourage the children to copy. crayons. Say How many chairs are there? Encourage
• Say Hello, Goldilocks and encourage the children to the children to count the chairs and colour the number
join in. brown. When they have finished, count the chairs out
loud with the children. Point to the number five and
8 Say The story time chant (CD1 track 13) say There are five chairs.
• Say It’s story time and open the palms of your hands
as if opening a book. Say the chant and do the actions. 2 Play The ball game with the family
Encourage the children to join in. (See Teacher talk, • Organise the children into a circle. Shuffle the
pages 15–16.) body, family, clothes, animals, food and Goldilocks
flashcards. Roll the ball to a child and show the
9 Listen to the Goldilocks story (CD2 track 18, (shorts) flashcard. Say What’s this? Encourage them
Unit 6 Story cards, Press out Unit 6) to say (shorts). If they answer correctly, say Well
• Say Let’s listen to the story. Read the story aloud or done! (Shorts)! Tell them to roll the ball to another
play the CD. Show the Story cards and do the actions. child. Repeat with other flashcards.
Encourage the children to listen and to look at the
pictures. 3 Sing the karaoke version of Five brown
• Encourage the children to move their Goldilocks Press bears (CD2 track 24)
out to the big and small bowls, chairs and beds on • Say Let’s sing Five brown bears. Play the CD. Sing
their worksheets as they listen to the story. the song and do the actions. Encourage the children to
• Sing the Story song and do the actions. Encourage the join in. (See Lesson 5 Activity 7 for the tapescript.)
children to join in. (See Lesson 2 Activity 5 for the
tapescript.)

10 Sing Bye-bye Cheeky 3 (CD2 track 5)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
9 for the tapescript.)

134
Unit 6 Goldilocks Lesson 7
2 Play What’s on the mat today? (CD2
track 25)
• Put the brother, coat, cow and sandwich flashcards
in a pile face down in front of you. Say Let’s be
detectives! and mime looking through a magnifying
glass. Say the chant and do the actions. Encourage the
children to join in.

What’s on the mat today?

What’s on the mat today? (Mime looking through a
magnifying glass.)
What’s on the mat today? (Mime looking through a
magnifying glass.)
Put up your hand to play. (Put your hand up.)
Find brother. (Show the brother flashcard.)
Lesson focus: Consolidating unit songs and new Find brother. (Show the brother flashcard.)
language Find brother on the mat today. (Point to the play
Focus language: brother, coat, cow, sandwich, baby, mat.)
bear, bed, chair, bowl, red, blue, brown, yellow, Point and say (Point. / Mime speaking with your
one–five
hand.)
Main receptive language: What’s on the mat today? Hip, hip, hooray! (Throw your arms into the air with
Let’s be detectives! Put up your hand to play. Find excitement.)
a …, Point and say, Hip, hip, hooray!
Classroom language: Do you remember …? What’s • Pause the CD. Choose a child to point to brother on
your favourite song? What’s your favourite colour? the play mat. Encourage them to say brother. If they
Our favourite song is …, What’s this? Trace …,
respond correctly, encourage the other children to
Colour…, Well done! Very good! Excellent!
clap. Do the activity with other children and repeat
Main activities:
with coat, cow and sandwich.
• Sing The Cheeky monkeys song 3
• Play What’s on the mat today?
• Sing our favourite song Find a coat. (Show the coat flashcard.)
• Do the worksheet Find a coat. (Show the coat flashcard.)
• Sing Bye-bye Cheeky 3 Find a coat on the mat today. (Point to the play mat.)
Materials you need: CD, puppet, play mat, brother, Point and say (Point. / Mime speaking with your
coat, cow, sandwich, bear, bed, chair and bowl hand.)
flashcards, Pupil’s Books, pencils, crayons, Cheeky Hip, hip, hooray! (Throw your arms into the air with
award stickers excitement.)
Getting ready: Lay out the play mat in the circle time Find a cow. (Show the cow flashcard.)
area.
Find a cow. (Show the cow flashcard.)
Find a cow on the mat today. (Point to the play mat.)
Point and say (Point. / Mime speaking with your
Circle time
hand.)
Hip, hip, hooray! (Throw your arms into the air with
1 Sing The Cheeky monkeys song 3 (CD2
excitement.)
track 1)
• Organise the children into a circle and put on the Find a sandwich. (Show the sandwich flashcard.)
Cheeky puppet. Get Cheeky to wave and say Hello! Find a sandwich. (Show the sandwich flashcard.)
Encourage the children to wave and say Hello! to Find a sandwich on the mat today. (Point to the play
Cheeky. mat.)
• Play the CD. Cross your arms and hold hands with Point and say (Point. / Mime speaking with your
the children either side of you. Encourage the other hand.)
children to copy. Walk slowly in a clockwise direction Hip, hip, hooray! (Throw your arms into the air with
as you sing the song. Encourage the children to join in. excitement.)
(See Unit 5 Lesson 1 Activity 1 for the tapescript.)

135
 3 Play Guess who’s got the flashcard • Circulate and ask the children questions about their
• Organise the children into a circle. Shuffle the bear, work. Say What a beautiful teddy bear! and What
bed, bowl and chair flashcards. Choose four children colour is your teddy bear? etc.
using The one banana, two banana chant. (See • When they have finished, tell them to show their
Teacher talk, pages 15–16.) Hand out the flashcards pictures to the class. Encourage them to say My teddy
and tell the children they must not look at them. Tell bear is (yellow).
them to stand at the front of the class and hold the
flashcards above their heads. Say bed and encourage 7 Hand out Cheeky award stickers
the other children to name the child holding the bed • Praise the children for their good work by saying Well
flashcard. Repeat with the chair, bowl and bear. done! Very good! or Excellent! and put a Cheeky
award sticker on their worksheets. (You may choose
If you are short of time, you can leave out Activity 3.
to ask the children to stick on the award sticker
themselves.)
4 Sing our favourite song
• Ask the children if they remember all the songs from 8 Sing Bye-bye Cheeky 3 (CD2 track 5)
Unit 6. Play the beginning of Brown bear. Say Do you • Put on the Cheeky puppet. Get Cheeky to wave and
remember Brown bear? Encourage the children to say Bye-bye! Encourage the children to wave and say
sing any words or phrases they remember. Repeat with Bye-bye! to Cheeky.
Story song, I’m hungry and Five brown bears. • Play the CD. Sing the song and do the actions.
• Say What’s your favourite song? Tell the children Encourage the children to join in. Move Cheeky as if
they must decide what their favourite song from Unit 6 he’s also singing along. (See Unit 5 Lesson 1 Activity
is. Say Put your hands up for Brown bear. Count the 9 for the tapescript.)
number of votes. Repeat with Story song, I’m hungry
See Multi-ROM for fun interactive activities
and Five brown bears.
on this topic.
• Say Our favourite song is (Five brown bears). Let’s
sing (Five brown bears). Play the CD. Sing the song
and do the actions. Encourage the children to join in.
Extra activities
Transition time 1 Act out the Goldilocks story (CD2 track 18)
• Choose four children using The one banana, two
5 Say the Transition chant 3 (CD2 track 4) banana chant. (See Teacher talk, pages 15–16.) Give
• Put your finger to your lips and say Shh! Be very them each a role, either Mummy bear, Daddy bear,
quiet! Say the chant and do the actions while leading Baby bear or Goldilocks. Play the CD. Encourage
the children to their tables. Encourage them to join in. the children to act out the story. (Use story activity in
(See Teacher talk, pages 15–16.) Lesson 2 as a guide.) Encourage the other children to
join in with the Story song.
Table time
2 Sing The hot and cold song using flashcards
6 Trace and colour the teddy bear (Pupil’s (CD1 track 44)
• Stick the hot and cold flashcards on opposite walls
Book p75)
of the classroom. Say Let’s sing The hot and cold
• Hand out the pencils, crayons and the Pupil’s Books
song. Sing the song, do the actions and point to the
or the individual worksheets.
flashcards. Encourage the children to join in. (See Unit
• Point to the teddy bear and say What’s this?
3 Lesson 4 Activity 5 for the tapescript.)
Encourage the children to say teddy bear.
• Hold up a pencil and say Draw the teddy bear.
Demonstrate this by tracing it with your finger. 3 Do The colours dance on the play mat
• Hold up the crayons and say Colour the teddy bear • Lay out the play mat. Divide the children into two
using your favourite colour. Demonstrate this by groups, the bears and the lions. Play some music from
pretending to colour it in. Explain that the children the CD. Encourage the children to dance freely in the
must choose their favourite colour. Encourage the middle. Say Bears, green and encourage the bears to
children to trace and colour the teddy bear. stand on a green square on the play mat. Repeat with
the lions. Alternate between the bears and the lions
and blue, yellow, red, green and brown.

136
Halloween
Key language

Focus language Main receptive language Classroom language

bat Happy Halloween! It’s a …

cat What’s that noise? Sit down
ghost Three little pumpkins Turn around
pumpkin It’s Halloween (tonight)! Jump
spooky Point to the …
Recycled language Come with me Where’s the …?
Look what Cheeky’s got! Match the …
Hello It’s a pumpkin Look!
Bye-bye The pumpkin’s got two eyes How many … has the pumpkin got?
one–three
eyes
nose

Key language learning aims

• Responding to new items of vocabulary via mime, visual recognition, gesture, etc
• Revising vocabulary, phrases and classroom language from earlier units
• Singing and acting out a song
• Using a Press out to practise new vocabulary
• Counting to three

Main criteria for evaluation

Children should:
• Start to identify the new Halloween vocabulary
• Recognise with more confidence the revised vocabulary and expressions
• Respond appropriately to instructions
• Participate in games and songs

Lesson 1 Lesson 2

137
Halloween Lesson 1
2 Play Cheeky’s echo with Halloween
• Put on the Cheeky puppet. Get Cheeky to make
spooky noises. Say It’s Halloween! Look what
Cheeky’s got! Show the pumpkin flashcard. Say
Pumpkin. It’s a pumpkin. A pumpkin for Halloween.
Get Cheeky to shout pumpkin. Repeat pumpkin three
times, reducing the volume each time to imitate an
echo. Encourage the children to join in. Repeat with
cat, bat and ghost.

3 Sing The Halloween chant with flashcards

(CD2 track 27)
• Say Let’s sing The Halloween chant. Sing the song,
show the flashcards and do the actions.

Lesson focus: Introducing Halloween vocabulary The Halloween chant

Focus language: bat, cat, ghost, pumpkin Recycled: What’s that noise? (Put your hand to your ear.)
Hello, Bye-bye What’s that noise? (Put your hand to your ear.)
Main receptive language: Happy halloween! What’s It’s Halloween tonight!
that noise? It’s Halloween (tonight)! Spooky, Come
with me Look! It’s a cat. (Point to your eye.)
Miaow, miaow, miaow! (Mime licking your paws.)
Classroom language: Look …, It’s a …, Sit down, Turn
around, Jump, Point to the … Where’s the …? Match What’s that noise? (Put your hand to your ear.)
the … What’s that noise? (Put your hand to your ear.)
Main activities: It’s Halloween tonight!
• Sing Hello! It’s Halloween!
• Play Cheeky’s echo with Halloween Look! It’s a bat. (Point to your eye.)
• Sing The Halloween chant Flap, flap, flap! (Flap your arms.)
• Do the worksheet What’s that noise? (Put your hand to your ear.)
• Sing Bye-bye Cheeky 1
What’s that noise? (Put your hand to your ear.)
Materials you need: CD, puppet, bat, cat, ghost and It’s Halloween tonight!
pumpkin flashcards, Pupil’s Books, pencils
Look! It’s a ghost. (Point to your eye.)
Woo, woo, woo! (Put your arms in the air and mime a
ghost.)
Circle time
4 Do Cheeky’s Halloween dance
1 Sing Hello! It’s Halloween! (CD2 track 26) • Play some music from the CD and tell the children to
• Organise the children into a circle and put on the dance freely in the middle.
Cheeky puppet. Get Cheeky to wave and say Hello! • Stop the music and get Cheeky to whisper in your ear.
Encourage the children to wave to Cheeky. Say bat and encourage the children to move around
• Play the CD. Sing the song and do the actions. the classroom miming a bat. Then say Sit down
Encourage the children to join in. Move Cheeky as if bats. Repeat with turn around and jump, alternating
he’s also singing along. between bat, cat, pumpkin and ghost.
If you are short of time, you can leave out Activity 4.
Hello! It’s Halloween!
Hello! Hello! It’s Halloween! (Wave your right hand.)
Hello! Hello! It’s Halloween! (Wave your left hand.)
Hello! Hello! It’s Halloween! (Wave your right hand.)
Happy Halloween! (Hold out your arm and bow.)

139
 5 Play Cheeky’s whisper with Halloween 9 Sing Bye-bye Cheeky 1 (CD1 track 6)
• Organise the children into a circle. Show the pumpkin • Put on the Cheeky puppet. Get Cheeky to wave and
flashcard and say Look! A pumpkin! then lay it out say Bye-bye! Encourage the children to wave and say
face up in the circle. Repeat with bat, cat and ghost. Bye-bye! to Cheeky.
Put on the Cheeky puppet. • Play the CD. Sing the song and do the actions.
• Tell the children that Cheeky wants to share a secret Encourage the children to join in. Move Cheeky as if
with them. Get Cheeky to whisper pumpkin to a child. he’s also singing along. (See Cheeky’s town Lesson 1
• Tell the child to pass the whisper on. Continue until Activity 9 for the tapescript.)
reaching the last child in the circle. Encourage them
to pick up the pumpkin flashcard. Play the game with
other children and repeat with bat, cat and ghost.
Extra activities
1 Play Pin the tail on the black cat
Transition time • Draw a black cat on a large piece of paper and stick
it on the board. Then make a cat’s tail out of a strip
6 Say the Halloween transition chant (CD2 of black paper or cardboard and stick Blu-Tack™
track 28) on one end. Choose a child using The one banana,
• Put your finger to your lips and say Shh! Be very two banana chant. (See Teacher talk, pages 15–16.)
quiet! Say the chant and do the actions while leading Blindfold the child and turn them around three times,
the children to their tables. Encourage them to join in. counting out loud with the children. Encourage the
(See Teacher talk, pages 15–16.) child to stick the tail on the black cat. Mark the place
with their initials and then play the game again with
Halloween transition chant different children.
Spooky ghosts, (Gesture ‘come here’.)
2 Make Halloween masks
Spooky ghosts, (Gesture ‘come here’.)
• Hand out a piece of paper for every child and pencils
Come with me. (Tiptoe to the table.)
and crayons. Tell them they are going to make a
Sit down, sit down, (Gesture ‘sit down’.)
Halloween mask. Tell them to choose either a bat,
Sit down quietly. (Sit down.)
cat or ghost to draw. Encourage them to draw their
Shh! Shh! (Put your finger to your lips.)
Halloween mask as big as possible and colour it in.
Attach a straw or lollipop stick to the back of the
Table time mask. Organise the children into a circle. Say bats and
encourage all the bats to move into the middle and
7 Match the Halloween items (Pupil’s Book move around the circle with their masks pretending to
p77) be bats. Repeat with cats and ghosts.
• Hand out the pencils and the Pupil’s Books or the
individual worksheets. 3 Play Pictionary with Halloween
• Say Point to the cat and encourage the children to • Slowly draw a cat on the board, stopping at intervals
point to the cat. Repeat with ghost, bat and pumpkin. to say What’s this? Encourage the children to say cat.
• Point to the ghost, pumpkin, cat and bat silhouettes If they guess correctly, say That’s right! Cat! Repeat
and say Where’s the ghost? Encourage the children to with bat, ghost and pumpkin.
point to the ghost silhouette.
• Hold up a pencil and say Match the ghost.
Demonstrate this by tracing a line with your finger.
• Say Match the ghost, pumpkin, cat and bat.
Encourage the children to match the items.

8 Listen to The Halloween chant and point to

the Halloween items (CD2 track 27)
• Say Let’s sing The Halloween chant. Play the CD.
Sing the song and point to the cat, bat and ghost.
Encourage the children to join in. (See Activity 3 for
the tapescript.)

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Halloween Lesson 2
children to join in. Encourage the children holding the
flashcards to show them. (See Lesson 1 Activity 3 for
the tapescript.)

3 Count the pumpkin’s eyes and nose

• Show the pumpkin flashcard. Say Look! A pumpkin!
Say How many eyes has the pumpkin got? Point to
the eyes and count them out loud with the children.
• Say How many noses has the pumpkin got? Point to
the nose and count it out loud with the children.
If you are short of time, you can leave out Activity 3.

4 Sing Three little pumpkins (CD2 track 29)

Lesson focus: Singing the song with the Press out Three little pumpkins
Focus language: bat, cat, ghost, pumpkin Recycled: (Ten little Indians tune.)
one–three, eyes, nose One, two, three little pumpkins. (Show one, two and
Main receptive language: What’s that noise? little three fingers.)
spider One, two, three little pumpkins. (Show one, two and
Classroom language: Look! How many … has the three fingers.)
pumpkin got? One, two, three little pumpkins. (Show one, two and
Main activities: three fingers.)
• Sing Hello! It’s Halloween! Three little pumpkins for Halloween. (Make groups
• Sing Three little pumpkins of three.)
• Make the Press out
• Sing the song with the Press out Three, two, one little pumpkin. (Show three, two and
• Sing Bye-bye Cheeky 1 one fingers.)
Materials you need: CD, puppet, bat, cat, ghost and Three, two, one little pumpkin. (Show three, two and
pumpkin flashcards, Press out Halloween one fingers.)
Three, two, one little pumpkin. (Show three, two and
one fingers.)
Circle time One little pumpkin for Halloween. (Hold your arms
out in the shape of a pumpkin.)
1 Sing Hello! It’s Halloween! (CD2 track 26)
• Organise the children into a circle and put on the
Cheeky puppet. Get Cheeky to wave and say Hello! Transition time
Encourage the children to wave to Cheeky.
• Play the CD. Sing the song and do the actions. 5 Say the Halloween transition chant (CD2
Encourage the children to join in. Move Cheeky as if track 28)
he’s also singing along. (See Lesson 1 Activity 1 for • Put your finger to your lips and say Shh! Be very
the tapescript.) quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in.
2 Sing The Halloween chant with flashcards (See Teacher talk, pages 15–16.)
(CD2 track 27)
• Shuffle the bat, cat and ghost flashcards. Choose Table time
three children using The one banana, two banana
chant. (See Teacher talk, pages 15–16.) Fan out the 6 Make a pumpkin mask (Press out
flashcards and encourage each child to take one. Tell Halloween)
them to look at their flashcard without letting the other • Hand out the Press outs. Demonstrate how to remove
children see. the Press out. Encourage the children to copy. Say
• Say Let’s sing The Halloween chant. Play the CD. Look! The pumpkin’s got two eyes! Demonstrate how
Sing the song and do the actions. Encourage the to punch out the eyes. Encourage the children to copy.

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 Repeat with the nose. Stick a lollipop stick or straw to The trick or treat chant
the back of the mask. Help the children to do the same.
Trick or treat,
One, two, three.
7 Sing Three little pumpkins with the Press
Trick or treat,
out (CD2 track 29)
A surprise for me!
• Say Let’s sing Three little pumpkins. Play the CD.
Sing the song and wave the Press out. Encourage the
• When you reach the word me, encourage the child you
children to join in. (See Activity 4 for the tapescript.)
are pointing at to choose a box by saying one, two or
three. Offer them the box and encourage them to put
8 Sing Bye-bye Cheeky 1 (CD1 track 6) their hand inside. Say What is it? Encourage them to
• Put on the Cheeky puppet. Get Cheeky to wave and show the contents. If they reveal a bat or a spider, pull
say Bye-bye! Encourage the children to wave and say a face and say Ugh! A bat! or Ugh! A spider! If they
Bye-bye! to Cheeky. reveal a ghost, look frightened and say Ahh! A ghost!
• Play the CD. Sing the song and do the actions. If they reveal sweets, look excited, say Well done!
Encourage the children to join in. Move Cheeky as if Sweets! and let the child take one. Play the game
he’s also singing along. (See Cheeky’s town Lesson 1 with other children. When you finish the game, let
Activity 9 for the tapescript.) the children eat the sweets.

Extra activities 3 Make bat fingerprints

• Lay out a large piece of paper on the floor and pots of
1 Make a spooky ghost black and grey finger paint. Demonstrate how to make
• Hand out balls of plasticene™, tissues or pieces of lots of little bats by making prints with your fingers.
white cloth and pencils. Say We are going to make Encourage the children to copy. Then demonstrate
spooky ghosts. Demonstrate how to put the pencil in how to draw the eyes and teeth.
the ™plasticene and cover it with the tissue or white
cloth. Encourage the children to copy. Tie a length
of wool under the head to keep the cloth or tissue in
place. Help the children to do the same. Say Now the
ghost needs two eyes. Draw two eyes and count them
out loud with the children. Repeat with one nose.
Draw a small triangle for a nose. Draw a wide open
mouth. Encourage the children to draw their ghosts.

2 Play Trick or treat

• In advance, prepare three small boxes. Put sweets, a
plastic spider, a spooky ghost (if made in the previous
activity) or paper bats in the different boxes. (You
may choose to put the ghost, bat or cat flashcards in
the boxes instead.) Show the contents of the first box.
Say Look! (A spider)! Repeat with the other boxes.
Jumble up the boxes and lay out the number 1, 2 or 3
flashcards next to each. Say The trick or treat chant,
pointing to a different child every time you say a word.

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Christmas
Key language

Focus language Main receptive language Classroom language

Father Christmas Merry Christmas Yes!/No!

presents Here comes … Look!
Christmas tree Cheeky’s town Let’s sing …
star With lots of lovely presents What’s this?
For me and you It’s …
Recycled language How I wonder what you are That’s right!
Up above the world so high Come with me
yellow Like a diamond in the sky Sit down quietly
blue Draw the …
mummy Colour the …
daddy Is it the …?
sister
brother
granny
baby

Key language learning aims

• Responding to new items of vocabulary via mime, visual recognition, gesture, etc
• Revising vocabulary, phrases and classroom language from earlier units
• Singing and acting out a song
• Using a Press out to practise new vocabulary

Main criteria for evaluation

Children should:
• Start to identify the new Christmas vocabulary
• Recognise with more confidence the revised vocabulary and expressions
• Respond appropriately to instructions
• Participate in games and songs

Lesson 1 Lesson 2

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Christmas Lesson 1
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky
as if he’s also singing along.

Hello! It’s Christmas!

Hello! Hello! It’s Christmas! (Wave your right hand.)
Hello! Hello! It’s Christmas! (Wave your left hand.)
Hello! Hello! It’s Christmas! (Wave your right hand.)
Merry Christmas to you! (Hold out your arm and
bow.)

3 Talk about Father Christmas

• Say It’s Christmas soon. Show the Father Christmas
flashcard and say Look! It’s Father Christmas! What
does Father Christmas bring? Show the presents
Lesson focus: Introducing Christmas vocabulary flashcard and say Father Christmas brings presents
Focus language: Father Christmas, presents, to all the children.
Christmas tree, star Recycled: yellow, blue • Show the Christmas tree flashcard and say He puts
Main receptive language: Merry Christmas, Here the presents under the Christmas tree. Show the star
comes …, Cheeky’s town, With lots of lovely presents, flashcard and say The star is on top of the tree.
For me and you • Point to the Father Christmas flashcard again and say
Classroom language: Look! Let’s sing …, It’s … Father Christmas. Encourage the children to point
What’s this? That’s right! Come with me, Sit down and join in. Repeat with presents, Christmas tree and
quietly, Draw the … Colour the … star.
Main activities:
• Sing Hello! It’s Christmas! 4 Sing Here comes Father Christmas! (CD2
• Talk about Father Christmas track 31)
• Sing Here comes Father Christmas
• Say Let’s sing Here comes Father Christmas! Play
• Do the worksheet
• Sing Bye-bye Cheeky 1 the CD. Sing the song and do the actions. Encourage
the children to join in.
Materials you need: CD, puppet, bag, Father
Christmas, presents, Christmas tree and star
flashcards, Pupil’s Books, pencils, crayons Here comes Father Christmas!
Getting ready: Put tinsel around the Cheeky puppet. (We wish you a Merry Christmas tune)
Here comes Father Christmas! (Mime riding on a
sleigh.)
Here comes Father Christmas! (Mime riding on a
Circle time sleigh.)
Here comes Father Christmas (Mime riding on a
1 Play Where’s Cheeky?
sleigh.)
• In advance, wrap Cheeky with tinsel. Put on the To Cheeky’s town!
Cheeky puppet and hide Cheeky behind your back.
Choose a child using The one banana, two banana With lots of lovely presents, (Mime carrying a sack
chant. (See Teacher talk, pages 15–16.) Encourage over your shoulders.)
them to guess which hand you are holding Cheeky in With lots of lovely presents, (Mime carrying a sack
by touching one of your arms. If they guess correctly, over your shoulders.)
bring Cheeky from behind your back and get him to With lots of lovely presents (Mime carrying a sack
say Hello! Merry Christmas! and give the child a kiss. over your shoulders.)
For me and for you. (Point to yourself. / Point to the
2 Sing Hello! It’s Christmas! (CD2 track 30) child opposite.)
• Organise the children into a circle and put on the
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave to Cheeky.

145
 5 Play Lucky dip! with Christmas 8 Make a Christmas lantern (Pupil’s Book
• Put the Father Christmas, Christmas tree, star and p79)
presents flashcards in a bag. Choose a child to play the • Demonstrate how to make a Christmas lantern using
game using The one banana, two banana chant. (See the worksheet. Put dots of glue on the presents and
Teacher talk, pages 15–16.) Offer the bag to a child. Christmas tree decorations and then sprinkle them
Encourage them to take out one of the flashcards with glitter. Roll the page into a cylinder and staple
and show it to the class. Say What’s this? Encourage together. Fasten lengths of paper to make a handle.
the child to say (star). If the child answers correctly, (You may choose to let the children take these home.)
say That’s right! A (star)! Play the game with other
If you are short of time, you can leave out Activity 8.
children and continue until all the flashcards have
been revealed.
9 Sing Bye-bye Cheeky 1 (CD1 track 6)
Transition time • Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
6 Say the Christmas transition chant (CD2
• Play the CD. Sing the song and do the actions.
track 32)
Encourage the children to join in. Move Cheeky as if
• Put your finger to your lips and say Shh! Be very
he’s also singing along. (See Cheeky’s town Lesson 1
quiet! Say the chant and do the actions while leading
Activity 9 for the tapescript.)
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.)
Extra activities
Christmas transition chant
Father Christmas, (Gesture ‘come here’.) 1 Play Pass the parcel
Father Christmas, (Gesture ‘come here’.) • In advance, wrap up a Christmas present of your
Come with me. (Tiptoe to the table.) choice to give to the children. Add five more layers
Sit down, sit down, (Gesture ‘sit down’.) using old newspapers and magazines. Play some music
Sit down quietly. (Sit down.) from the CD. Encourage the children to pass the
Shh! Shh! (Put your finger to your lips.) parcel around the circle. Stop the music and encourage
the child holding it to unwrap the top layer. Play the
CD again and continue until the last layer has been
Table time opened. Say Look! A (teddy bear)! Merry Christmas!

7 Draw the Christmas tree and colour the 2 Make a Father Christmas collage
presents (Pupil’s Book p79) • In advance, draw a simple outline of Father Christmas’
• Hand out the blue and yellow crayons and the Pupil’s face and hat and photocopy it for every child. Hand
Books or the individual worksheets. out crayons, cotton wool and the photocopies. Show
• Say Look! It’s Christmas! Cheeky and Rory have the children how to colour Father Christmas in and
got a Christmas tree. Point to the star and say Look! how to decorate his beard with pieces of the cotton
A star! Repeat with presents. wool. Stick dots of glue on his hat and sprinkle them
• Hold up a pencil and say Draw the Christmas tree. with glitter. (You may choose to let the children take
Demonstrate this by tracing it with your finger. the collages home.)
• Point to the first present and say What colour is it?
Encourage the children to say yellow. Repeat with 3 Play Big and small reflections with baubles
the blue present. Say Colour the present yellow. • Bring some Christmas baubles from home. Use them
Demonstrate this by pretending to colour it in. as mirrors to accentuate different parts of the face.
• Say Draw the tree and colour the presents. Say Look at my (big nose)! and point to the (big nose)
Encourage the children to draw and colour the reflection on the bauble. Repeat with big fingers, big
Christmas items. eyes and big ears.

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Christmas Lesson 2
2 Play Cheeky’s Christmas tree
• In advance, draw a Christmas tree on the board. Put
on the Cheeky puppet. Get Cheeky to bow his head.
Say What’s the matter, Cheeky? Get him to whisper
in your ear. Then say Cheeky says his Christmas tree
hasn’t got a star. Point to the top of the Christmas
tree, shake your finger and say No star.

3 Play Find Cheeky’s star with the family

• Shuffle the mummy, daddy, sister, brother, baby and
granny flashcards then put the star flashcard to the
bottom of the pack without letting the children see.
Explain that they must help Cheeky find the star.
Tell them they must shout star when they see the star
flashcard. Lay out the (sister) flashcard in the circle
Lesson focus: Singing a song with the Press out and say Is this the star? Encourage the children to say
No! Continue until the star appears. When they shout
Focus language: Father Christmas, presents,
Christmas tree, star, mummy, daddy, sister, brother, star, say Look! Cheeky’s star! Give the star flashcard
baby, granny to the first child who guesses correctly. Put Blu-Tack™
Main receptive language: How I wonder what you are. on the back of the flashcard and help the child stick it
Up above the world so high. Like a diamond in on the board at the top of the Christmas tree.
the sky, hasn’t got, What’s the matter? If you are short of time, you can leave out Activity 3.
Classroom language: Is it the …? Look! Yes! No! Well
done! Let’s sing …, You are …
Main activities: 4 Sing Twinkle, twinkle little star (CD2
• Sing Hello! It’s Christmas! track 33)
• Sing Twinkle, twinkle little star • Say Let’s sing Twinkle, twinkle little star. Play the
• Make the Press out CD. Sing the song. Stretch your arms into the air
• Sing the song with the Press out and open and close your fingers as if twinkling stars.
• Sing Bye-bye Cheeky 1 Encourage the children to join in.
Materials you need: CD, puppet, mummy, daddy, sister,
brother, baby, granny and star flashcards, Christmas Twinkle, twinkle little star
Press out
Twinkle, twinkle little star,
How I wonder what you are!
Circle time Up above the world so high,
Like a diamond in the sky.
1 Sing Hello! It’s Christmas! (CD2 track 30) Twinkle, twinkle little star,
• Organise the children into a circle and put on the How I wonder what you are!
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave to Cheeky.
Transition time
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
5 Say the Christmas transition chant (CD2
he’s also singing along. (See Lesson 1 Activity 2 for
track 32)
the tapescript.)
• Put your finger to your lips and say Shh! Be very
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.)

147
 Table time 2 Sing Here comes Father Christmas! (CD2
track 31)
6 Make a 3D star (Press out Christmas) • Say Let’s sing Here comes Father Christmas! Play
• Hand out the Press outs. Demonstrate how to remove the CD. Sing the song and do the actions. Encourage
the Press outs. Encourage the children to join in. the children to join in. (See Lesson 1 Activity 4 for the
• Say Look! Two stars! Demonstrate how to open the tapescript.)
slits and slot the Press outs together to make a 3D star.
(You may choose to decorate the stars using glitter 3 Do The flashcard dance with Christmas
and coloured paper.) • Stick the Father Christmas, presents, Christmas tree
and star flashcards on different walls of the classroom.
7 Sing Twinkle, twinkle little star with the Play some music from the CD and tell the children
Press out (CD2 track 33) to dance freely in the middle. Stop the music. Say
• Say Let’s sing Twinkle, twinkle little star. Play the Christmas tree and encourage the children to stand
CD. Sing the song and wave your star in the air. next to the Christmas tree flashcard. Repeat with star,
Encourage the children to join in. (See Activity 4 for presents and Father Christmas, alternating between
the tapescript.) them until the children are confident.

8 Sing Bye-bye Cheeky 1 (CD1 track 6)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Cheeky’s town Lesson 1
Activity 9 for the tapescript.)

Extra activities
1 Play Find Father Christmas, Rudolph
• Tell the children that Father Christmas has got a
reindeer called Rudolph. Choose a child to play the
game using The one banana, two banana chant. (See
Teacher talk, pages 15–16.) Point to the child and
say You are Rudolph. Paint a red spot on their nose
with face paint. Tell them to face the wall and cover
their eyes. Hide the Father Christmas flashcard in the
classroom. Tell the children they must help Rudolph
find Father Christmas. When they get closer shout
Ho-ho-ho! and when they get further away whisper
Ho-ho-ho! When the child finds Father Christmas,
show it to the children and say Look! Here’s Father
Christmas! Well done Rudolph!

148
Busy Book
Unit 1 Look at me!
Key language

Focus language Main receptive language Classroom language

mouth Let’s take a photo Point to your …

hand Look at me Look!
hair Move your mouth Draw …
face Wave your hand Match …
Brush your hair What’s this?
Recycled language Move your face It’s Cheeky
Smile! Cheeky’s hiding
Hello Stand up That’s right!
Bye-bye Turn around Very good!
fingers Clap your hands Circle what’s different
nose Make a circle
tummy Sit down
toes Sleep
eyes Let’s take a photo
ears Look at me
Concept: big/small What (a) big/small …!
one–three

Lesson 1 Lesson 2

Lesson 3

149
Unit 1 Look at me! Lesson 1
Hello Cheeky (Wave.)
Monkey, monkey! (Wave.)
Hello Cheeky! (Wave.)
A kiss for you. (Blow a kiss.)

2 Sing Move your body (CD2 track 49)

• Say Let’s sing Move your body. Play the CD. Sing the
song and do the actions. Encourage the children to join
in.

Move your body

Move your body. (Wiggle your body.)
Move your body. (Wiggle your body.)
I look funny! (Point to yourself. / Pull a funny face.)
So do you. (Point to the child opposite.)
Lesson focus: Listening to a new song (vocabulary
extension) Hide your fingers.
Point to your nose.
Focus language: mouth, hand, hair, face Recycled:
fingers, nose, tummy, toes, eyes, ears, Hello, Bye-bye Pat your tummy.
Touch your toes.
Main receptive language: Let’s take a photo, Look at
Point to your ears.
me, Move your mouth, Wave your hand, Brush your
hair, Move your face, Smile! Point to your eyes.
Classroom language: Point to your …, What’s this? Move your body. (Wiggle your body.)
Match …, Draw … Move your body. (Wiggle your body.)
Main activities: I look funny! (Point to yourself. / Pull a funny face.)
• Sing The hello Cheeky song 1 So do you. (Point to the child opposite.)
• Play Copy Cheeky
• Sing Take a photo 3 Play Copy Cheeky with the body
• Do the worksheet • Sit Cheeky on your lap. Get him to touch his face.
• Sing Bye-bye Cheeky 1 Say Face. Point to your face. Encourage the children
Materials you need: CD, puppet, mouth, hand, hair and to point to their faces. Repeat with mouth, hand and
face flashcards, Busy Books, pencils hair. When the children are confident, speed up the
instructions.
• Show the mouth flashcard and say mouth. Encourage
the children to join in. Repeat with face, hand and
Circle time hair.

1 Sing The hello Cheeky song 1 (CD1 track 2)

4 Play Let’s take a photo
• Organise the children into a circle and put on the
• Say Let’s take a photo. Look at me and encourage the
Cheeky puppet. Get Cheeky to wave and say Hello!
children to look at you. Say Smile! and pretend to take
Encourage the children to wave to Cheeky.
a photo of the children.
• Play the CD. Sing the song and do the actions.
• Say Move your mouth and move your mouth from side
Encourage the children to join in. Move Cheeky as if
to side. Encourage the children to join in. Pretend to
he’s also singing along.
take photos of individual children. Repeat with Wave
your hand, Brush your hair and Move your face.
The hello Cheeky song 1
If you are short of time, you can leave out Activity 4.
Hello Cheeky (Wave.)
Monkey, monkey. (Wave.)
Hello Cheeky! (Wave.) 5 Sing Take a photo (CD2 track 50)
We love you. (Mime giving a hug.) • Say Let’s sing Take a photo. Play the CD. Sing the
song and do the actions. Encourage the children to join
in. At the end of each verse, pretend to take a photo of
the children.

151
 Take a photo • Say Draw and match the mouth, hand, face and
hair. Encourage the children to trace and match the
Let’s take a photo. (Mime taking a photo.)
body.
Look at me. (Point to your eyes. / Point to yourself.)
Move your mouth. (Move your mouth from side to
8 Sing Take a photo and point to the body on
side.)
the worksheet (CD2 track 50, Busy Book
Smile! (Smile and pose for the photo.)
p3)
Let’s take a photo. (Mime taking a photo.) • Say Let’s sing Take a photo. Play the CD. Sing the
Look at me. (Point to your eyes. / Point to yourself.) song and point to the mouth, hand, hair and face.
Wave your hand. (Wave your hand.) Encourage the children to join in. (See Activity 5 for
Smile! (Smile and pose for the photo.) the tapescript.)
Let’s take a photo. (Mime taking a photo.)
Look at me. (Point to your eyes. / Point to yourself.) 9 Sing Bye-bye Cheeky 1 (CD1 track 6)
Brush your hair. (Brush your hair.) • Put on the Cheeky puppet. Get Cheeky to wave and
Smile! (Smile and pose for the photo.) say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
Let’s take a photo. (Mime taking a photo.)
• Play the CD. Sing the song and do the actions.
Look at me. (Point to your eyes. / Point to yourself.)
Encourage the children to join in. Move Cheeky as if
Move your face. (Move your face with your hands.)
he’s also singing along.
Smile! (Smile and pose for the photo.)
Bye-bye Cheeky 1
Transition time (Rock-a-bye baby tune)
Bye-bye Cheeky! (Wave to Cheeky.)
6 Say the Transition chant 1 (CD1 track 5)
Time to sleep. (Mime sleeping.)
• Put your finger to your lips and say Shh! Be very
Bye-bye Cheeky! (Wave to Cheeky.)
quiet! Say the chant and do the actions while leading
Sleep, sleep, sleep. (Mime sleeping.)
the children to their tables. Encourage them to join in.
Cheeky, Cheeky, (Mime rocking a baby.)
(See Teacher talk, pages 15–16.)
Close your eyes. (Close your eyes.)
Cheeky, Cheeky, (Whisper.)
Transition chant 1
Bye-bye! (Whisper.)
Little monkeys, (Gesture ‘come here’.)
Little monkeys, (Gesture ‘come here’.)
Come with me. (Tiptoe to the table.) Extra activities
Sit down, sit down, (Gesture ‘sit down’.)
Sit down quietly. (Sit down.) 1 Play Smile!
Shh! Shh! (Put your finger to your lips.) • Organise the children into a circle and tell them
to stand up. Say Move your mouth. Smile! and
encourage the children to move their mouths, smile
Table time and pose for the photo. Pretend to take photos of
individual children. Repeat with Wave your hand,
7 Trace and match Cheeky’s body (Busy Brush your hair, Move your tummy, Touch your nose,
Book p3) Hide your ears and Close your eyes.
• Hand out the pencils and the Busy Books or the
individual worksheets. 2 Play Touch Cheeky’s …
• Point to the photo of Cheeky and say Look! It’s • Organise the children into a circle. Put on the Cheeky
Cheeky! Then point to the close-ups of Cheeky’s body. puppet and sit Cheeky on your lap. Choose a child to
• Say Point to the mouth. Encourage the children to play the game using The one banana, two banana
point to the mouth. Repeat with the hand, face and chant. (See Teacher talk, pages 15–16.) Say Touch
hair. Cheeky’s eye and encourage the child to touch
• Hold up a pencil and say Draw the mouth. Cheeky’s eye. If they respond correctly, say Well
Demonstrate this by tracing it with your finger. Hold done! Eye! Play the game with other children and
up a pencil and say Match the mouth. Demonstrate repeat with fingers, nose, tummy, toes and ears.
this by tracing a line with your finger.

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Unit 1 Look at me! Lesson 2
2 Do Cheeky’s jungle gym (CD2 track 51)
• Make sure the children are sitting down and that they
have enough room to move freely.
• Play the CD. Do the actions and encourage the
children to join in.

Cheeky’s jungle gym

Stand up, 1, 2, 3.
Turn around, 1, 2, 3.
Clap your hands, 1, 2 ,3.
Move your mouth.
Wave your hand.
Brush you hair.
Move your face.
Lesson focus: Reviewing the new song and vocabulary Make a circle.
Focus language: mouth, hand, hair, face, fingers, nose, Sit down, 1, 2, 3.
tummy, toes, eyes, ears, Hello, Bye-bye, one–three Sleep, 1, 2, 3.
Main receptive language: Stand up, Turn around, Sit
down, Clap your hands, Make a circle, Sleep, Move • If the children get overexcited, use the Calm down
your mouth, Wave your hand, Brush your hair, Move chant to get their attention. (See Teacher talk, pages
your face 15–16.)
Classroom language: What’s this? Look! It’s Cheeky,
Cheeky’s hiding, Match … Calm down chant
Main activities: Calm down! Calm down!
• Sing The hello Cheeky song 1
Look at me.
• Do Cheeky’s jungle gym
• Sing Take a photo Calm down! Calm down!
• Do the worksheet Look at me.
• Sing Bye-bye Cheeky 1
Materials you need: CD, puppet, board pen or chalk, 3 Play Copy me with the body
Busy Books, pencils • Say mouth and pull at the sides of your mouth with
your fingers. Encourage the children to join in.
Repeat with face and pull a face, hand and wave
your hand and hair and brush your hair with your
fingers. Alternate between them until the children are
Circle time confident.

1 Sing The hello Cheeky song 1 (CD1 track 2) If you are short of time, you can leave out Activity 3.
• Organise the children into a circle and put on the
Cheeky puppet. Get Cheeky to wave and say Hello!
4 Sing Take a photo (CD2 track 50)
Encourage the children to wave to Cheeky.
• Say Let’s sing Take a photo. Play the CD. Sing the
• Play the CD. Sing the song and do the actions.
song and do the actions. Encourage the children to join
Encourage the children to join in. Move Cheeky as if
in. (See Lesson 1 Activity 5 for the tapescript.)
he’s also singing along. (See Lesson 1 Activity 1 for
the tapescript.)

153
 5 Play Pictionary with the body Extra activities
• Slowly draw a hand on the board, stopping at intervals
to say What’s this? Encourage the children to say 1 Sing My body (CD1 track 10)
hand. If the children guess correctly, say That’s right! • Say Let’s sing My body. Play the CD. Sing the song
Hand! Repeat with mouth, hair, face, fingers, nose, and point to your fingers, nose, tummy and toes.
tummy, toes, eyes and ears. Encourage the children to join in. (See Pupil’s Book
Teacher’s Notes Unit 1 Lesson 1 Activity 6 for the
Transition time tapescipt.)

6 Say the Transition chant 1 (CD1 track 5) 2 Play The drawing game
• Put your finger to your lips and say Shh! Be very • Hand out a piece of paper to every child. Tell them
quiet! Say the chant and do the actions while leading that they must listen and draw what they hear. Stop
the children to their tables. Encourage them to join in. after each instruction to give them enough time to
(See Teacher talk, pages 15–16.) draw. Tell them to draw a big circle in the centre of the
page. Then say Draw two eyes, Draw a nose, Draw
two ears and Draw a mouth. When the children have
Table time finished, hand out the crayons and encourage them to
colour in their pictures. Circulate and ask the children
7 Match Cheeky’s body (Busy Book p5) questions about their work. Say How many eyes are
• Hand out the pencils and the Busy Books or the there? and What colour is his nose? etc.
individual worksheets.
• Point to Cheeky and say Look! It’s Cheeky! Point to
the four small doors. Cover your eyes and say Look!
Cheeky’s hiding! Explain that the children can only
see one part of Cheeky’s body from behind each door.
• Point to the close-up of Cheeky’s ear and say What’s
this? Encourage the children to say ear. Repeat with
hair, hand and toes.
• Hold up a pencil and say Match the ear. Demonstrate
this by tracing a line with your finger. Say Match the
ear, hair, hand and toes. Encourage the children to
match the body.

8 Sing Bye-bye Cheeky 1 (CD1 track 6)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 9 for
the tapescript.)

154
Unit 1 Look at me! Lesson 3
3 Play Tickle Cheeky with the body and big
and small
• Put on the Cheeky puppet. Tickle his tummy. Say
What a big tummy! and mime big with your hands.
Encourage the children to join in by tickling their own
tummies.
• Repeat with fingers, nose, toes, eyes, ears, face, mouth
and hand, alternating between big and small.
If you are short of time, you can leave out Activity 3.

4 Play Pass Cheeky with the body and big

and small
• Hand out the Cheeky flashcard. Play some music from
the CD. Encourage the children to pass the Cheeky
Lesson focus: Consolidating all new language flashcard around the circle.
Focus language: mouth, hand, hair, face, fingers, nose, • Stop the music. Say What a small mouth! and mime
tummy, toes, eyes, ears, big, small, Hello, Bye-bye small with your hands. Encourage the child holding
Main receptive language: What (a) big…! What (a) the Cheeky flashcard to tickle his mouth. If they
small…! respond correctly, say Very good! A small mouth!
Mime small and point to your mouth. Play the game
Classroom language: Look! It’s …, That’s right!
Very good! Circle what’s different with other children and repeat with fingers, nose,
tummy, toes, eyes, ears, hand, hair and face.
Main activities:
• Sing The hello Cheeky song 1
• Sing The big and small song 5 Sing The big and small song (CD2 track 52)
• Do the worksheet • Say Let’s sing The big and small song. Play the
• Sing Bye-bye Cheeky 1 CD. Sing the song and do the actions. Encourage the
Materials you need: CD, puppet, fingers, nose, tummy, children to join in.
toes, eyes, ears, face, mouth, hand and hair flashcards,
Busy Books, pencils The big and small song
Big tummy, big tummy (Mime a big tummy.)
Pointing at you! (Point to the child opposite.)
Big tummy, big tummy (Mime a big tummy.)
Circle time Pointing at you! (Point to the child opposite.)
Small ears, small ears (Mime small ears.)
1 Sing The hello Cheeky song 1 (CD1 track 2)
Listening to you! (Point to the child opposite.)
• Organise the children into a circle and put on the Small ears, small ears (Mime small ears.)
Cheeky puppet. Get Cheeky to wave and say Hello! Listening to you! (Point to the child opposite.)
Encourage the children to wave to Cheeky.
• Play the CD. Sing the song and do the actions. Big eyes, big eyes (Mime big eyes.)
Encourage the children to join in. Move Cheeky as if Looking at you! (Point to the child opposite.)
he’s also singing along. (See Lesson 1 Activity 1 for Big eyes, big eyes (Mime big eyes.)
the tapescript.) Looking at you! (Point to the child opposite.)
Small toes, small toes (Mime small toes.)
2 Play Slow reveal with the body Walking to you! (Point to the child opposite.)
• Shuffle the fingers, nose, tummy, toes, eyes, ears, Small toes, small toes (Mime small toes.)
face, mouth, hand and hair flashcards. Take the hair Walking to you! (Point to the child opposite.)
flashcard and use another flashcard to cover it. Slowly
reveal the hair flashcard and encourage the children
to say hair. If they guess correctly, say That’s right!
Hair! Repeat with the fingers, nose, tummy, toes, eyes,
ears, face, mouth and hand flashcards.

155
 Transition time Extra activities
6 Say the Transition chant 1 (CD1 track 5) 1 Play Copy Cheeky with the body
• Put your finger to your lips and say Shh! Be very • Say Touch your nose and get Cheeky to touch his
quiet! Say the chant and do the actions while leading nose. Encourage the children to copy. Repeat with
the children to their tables. Encourage them to join in. fingers, tummy, toes, eyes, ears, mouth, hand, hair
(See Teacher talk, pages 15–16.) and face. When the children are confident, speed up
the instructions.

Table time
2 Sing Move your body (CD2 track 49)
• Say Let’s sing Move your body. Play the CD. Sing the
7 Circle what’s different (Busy Book p7)
song and do the actions. Encourage the children to join
• Hand out the pencils and the Busy Books or the
in. (See Lesson 1 Activity 2 for the tapescript.)
individual worksheets.
• Point to the row of Cheekys. Say Look! It’s Cheeky.
Point to the first small tummy and say Small tummy.
Encourage the children to join in. Repeat with the
second small tummy. Then point to the big tummy and
say Big tummy. Repeat with Rory’s big and small ears
and the teddy bear’s big and small eyes.
• Hold up a pencil and say Circle what’s different.
Demonstrate this by circling Cheeky’s big tummy
with your finger.
• Say Circle what’s different and encourage the
children to circle what’s different in each row.

8 Sing Bye-bye Cheeky 1 (CD1 track 6)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 9 for
the tapescript.)

156
Unit 2 Baby is sad

Key language

Focus language Main receptive language Classroom language

auntie Has got a … Who’s this?

uncle Fly in the sky It’s …
grandpa Wink at … This is …
balloon Dance with … What colour is the balloon?
Who is it? Who’s got the…
Recycled language Knock knock Point to …
Let’s be happy/be sad Match …
mummy What a big smile! Colour …
daddy Show me a big smile Who is it?
sister How many balloons are there?
brother Draw …
baby Trace …
granny Where’s …?
yellow
blue
big
Hello
Bye-bye
one–three
Concept: happy/sad

Lesson 1 Lesson 2

Lesson 3

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Unit 2 Baby is sad Lesson 1
flashcard and say Who’s this? Encourage the children
to say sister. If they guess correctly, say Well done!
Sister! Repeat with mummy, daddy, brother, baby
and granny.
If you are short of time, you can leave out Activity 2.

3 Play Who’s this? with the family

• Lay out the mummy flashcard and say mummy. Repeat
with daddy, sister, brother, granny and baby.
• Lay out the grandpa flashcard and say This is
grandpa. Encourage the children to join in. Repeat
with uncle and auntie.
• Collect and shuffle the flashcards. Lay them out
face down in the circle. Point to one and say Who’s
Lesson focus: Listening to a new song (vocabulary this? Encourage the children to guess. Reveal the
extension) flashcard. If the children guess correctly, say Well
Focus language: auntie, uncle, grandpa, balloon done! It’s (daddy)! and leave the flashcard face up.
Recycled: brother, sister, daddy, mummy, granny, baby, If the children guess incorrectly, turn the flashcard
yellow, blue, big, Hello, Bye-bye back over. Continue until all the flashcards have been
Main receptive language: Has got a…, fly in the sky revealed.

Classroom language: Who’s this? This is …, It’s …,

What colour is the balloon? Who’s got the…, Point to, 4 Play The blue balloon spin with the family
Match, Colour • Show the balloon flashcard and say Look! It’s a
balloon! Say What colour is the balloon? Encourage
Main activities:
• Sing The hello Cheeky song 1 the children to say blue. If a child answers correctly,
• Play The blue balloon spin with the family say That’s right! It’s a blue balloon.
• Sing The balloon song • Put the grandpa flashcard back to back with the
• Do the worksheet balloon flashcard without letting the children see
• Sing Bye-bye Cheeky 1 grandpa. Hold the flashcards to your chest with
Materials you need: CD, puppet, mummy, daddy, sister, the balloon flashcard facing the children. Spin the
brother, granny, baby, grandpa, auntie, uncle and flashcards back and forth quickly, giving the children a
balloon flashcards, Busy Books, crayons glimpse of grandpa.
• Say Who’s got the blue balloon? and encourage the
children to say grandpa. Repeat with auntie and uncle.
Circle time
5 Sing The balloon song (CD2 track 53)
• Say Let’s sing The balloon song. Play the CD. Sing
1 Sing The hello Cheeky song 1 (CD1 track 2)
the song and do the actions. Encourage the children to
• Organise the children into a circle and put on the
join in.
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave and say Hello! to
The balloon song
Cheeky.
• Play the CD. Sing the song and do the actions. Grandpa’s got a blue balloon, (Mime holding a
Encourage the children to join in. Move Cheeky as if balloon.)
he’s also singing along. (See Unit 1 Lesson 1 Activity A blue balloon, a blue balloon. (Mime holding a
1 for the tapescript.) balloon.)
Grandpa’s got a blue balloon, (Mime holding a
2 Play Flashcard fan with the family balloon.)
• Shuffle the mummy, daddy, sister, brother, baby A big blue balloon. (Draw a big balloon in the air.)
and granny flashcards. Hold the sister flashcard to
your chest so the children can’t see what it is. Fan it
back and forth, giving the children a glimpse of the

159
 Auntie’s got a yellow balloon, (Mime holding a 8 Sing The balloon song and point to the
balloon.) family on the worksheet (CD2 track 53,
A yellow balloon, a yellow balloon. (Mime holding a Busy Book p9)
balloon.) • Say Let’s sing The balloon song. Play the CD. Sing
Auntie’s got a yellow balloon, (Mime holding a the song and point to grandpa, auntie and uncle.
balloon.) Encourage the children to join in. (See Lesson 1
A big yellow balloon. (Draw a big balloon in the air.) Activity 5 for the tapescript.)
Uncle’s got a blue balloon, (Mime holding a balloon.)
A blue balloon, a blue balloon. (Mime holding a 9 Sing Bye-bye Cheeky 1 (CD1 track 6)
balloon.) • Put on the Cheeky puppet. Get Cheeky to wave and
Uncle’s got a blue balloon, (Mime holding a balloon.) say Bye-bye! Encourage the children to wave and say
A big blue balloon. (Draw a big balloon in the air.) Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
The big balloons fly in the sky, (Mime releasing the
Encourage the children to join in. Move Cheeky as if
balloons.)
he’s also singing along. (See Lesson 1 Activity 9 for
In the sky, in the sky. (Point to the sky.)
the tapescript.)
The big balloons fly in the sky, (Draw a big balloon
in the air.)
The blue and yellow balloons. Extra activities
1 Sing Three small lions (CD1 track 32)
Transition time • Say Let’s sing Three small lions. Play the CD. Sing
the song and do the actions. Encourage the children
6 Say the Transition chant 1 (CD1 track 5)
to join in. (See Pupil’s Book Teacher’s Notes Unit 2
• Put your finger to your lips and say Shh! Be very
Lesson 5 Activity 6 for the tapescript.)
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in.
2 Play Who’s got the balloon? with yellow
(See Teacher talk, pages 15–16.)
and blue
• Bring a blue and yellow balloon to class. Choose a
Table time child to play the game using The one banana, two
banana chant. (See Teacher talk, pages 15–16.) Tell
7 Match the family to their balloons and the child to stand in the circle and close their eyes.
colour (Busy Book p9) Play some music from the CD. Hand out the blue and
• Hand out the yellow and blue crayons and the Busy yellow balloons to children on opposite sides of the
Books or the individual worksheets. circle. Encourage the children to pass the balloons
• Say Point to granny. Encourage the children to point around the circle. Stop the music. Tell the children
to granny. Repeat with grandpa, auntie and uncle. to stop passing the balloons. Say Who’s got the blue
• Point to granny’s clothes and say What colour is this? balloon? and encourage the child in the middle to
Encourage the children to say yellow. Say Match guess by saying the child’s name. Repeat with the
granny and demonstrate how to match granny to the yellow balloon. If the child guesses correctly, say
balloon by tracing the string of the balloon with your Yes, (David)’s got the yellow balloon. If they guess
finger. Hold up a yellow crayon and say Colour the incorrectly, give them another chance to guess. Play
balloon yellow. Demonstrate this by pretending to the game with other children.
colour in the balloon.
• Say Match granny, grandpa, auntie and uncle and
colour the balloons. Encourage the children to match
the family and colour the balloons.

160
Unit 2 Baby is sad Lesson 2
Cheeky’s jungle gym
Stand up. 1, 2, 3.
Turn around. 1, 2, 3.
Clap your hands. 1, 2, 3.
Wink at grandpa.
Dance with auntie.
Point to uncle.
Make a circle.
Sit down. 1, 2, 3.
Sleep. 1, 2, 3.

• If the children get overexcited, use the Calm down

chant to get their attention. (See Teacher talk, pages
15–16.)
Lesson focus: Reviewing the new song and vocabulary
Focus language: grandpa, auntie, uncle, balloon, 3 Play Knock, knock, who is it?
mummy, daddy, sister, brother, baby, granny, yellow,
• Shuffle the mummy, daddy, sister, brother, baby,
blue, big, Hello, Bye-bye, one–three
granny, auntie, uncle and grandpa flashcards. Lay
Main receptive language: Stand up, Wink at …, Dance them out face down in the circle.
with …, Point to …, Knock knock, Who is it?
• Choose a child to play the game using The one
Classroom language: Who is it? Point to, How many banana, two banana chant. (See Teacher talk, pages
balloons are there? Draw …, Write … 15–16.)
Main activities:
• Sing The hello Cheeky song 1 The one banana, two banana chant
• Do Cheeky’s jungle gym
• Sing The balloon song One banana, two banana, three banana go.
• Do the worksheet
• Sing Bye-bye Cheeky 1 • Tell the child to knock on the floor. Say Who is it? and
Materials you need: CD, puppet, mummy, daddy, sister, reveal a flashcard. Encourage them to say (sister). Play
brother, baby, granny, auntie, uncle and grandpa, the game with other children and repeat with grandpa,
flashcards, Busy Books, pencils uncle, mummy, daddy, brother, baby and granny.
If you are short of time, you can leave out Activity 3.

Circle time 4 Sing The balloon song (CD2 track 53)

• Say Let’s sing The balloon song. Play the CD. Sing
the song and do the actions. Encourage the children to
1 Sing The hello Cheeky song 1 (CD1 track 2)
join in. (See Lesson 1 Activity 5 for the tapescript.)
• Organise the children into a circle and put on the
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave and say Hello! to Transition time
Cheeky.
• Play the CD. Sing the song and do the actions. 5 Say the Transition chant 1 (CD1 track 5)
Encourage the children to join in. Move Cheeky as if • Put your finger to your lips and say Shh! Be very
he’s also singing along. (See Unit 1 Lesson 1 Activity quiet! Say the chant and do the actions while leading
1 for the tapescript.) the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.)
2 Do Cheeky’s jungle gym (CD2 track 54)
• Make sure the children are sitting down and that they
have enough room to move freely.
• Play the CD. Do the actions and encourage the
children to join in.

161
 Table time Extra activities
6 Count and trace the numbers and balloons 1 Play Who’s got baby?
(Busy Book p11) • Choose a child to play the game using The one
• Hand out the pencils and the Busy Books or the banana, two banana chant. (See Teacher talk, pages
individual worksheets. 15–16.) Tell the child to stand in the circle and close
• Say Point to auntie and encourage the children to their eyes. Play some music from the CD. Hand out
point to auntie. Repeat with sister, grandpa and the baby flashcard. Encourage the children to pass the
granny. flashcard around the circle. Stop the music. Tell the
• Say How many balloons are there? Point to each children to stop passing the flashcards. Say Who’s got
balloon and count them out loud with the children. baby? and encourage the child in the middle to guess
Encourage the children to point to the balloons on by saying the child’s name.
their worksheets. Say How many balloons are there?
Encourage the children to say three and point to the 2 Draw pictures of animal families
number 3. • Tell the children they are going to draw an animal
• Hold up a pencil and say Draw the balloons. family. Tell them to think about what animal they
Demonstrate this by tracing them with your finger. would like to draw. Ask them what family members
Encourage the children to copy. they remember. Encourage them to say mummy,
• Hold up a pencil and say Trace the numbers. daddy, sister, brother, baby, granny, grandpa, auntie
Demonstrate this by tracing them with your finger. and uncle. Then encourage them to draw and colour
Encourage the children to copy. Encourage the their pictures. Circulate and ask the children questions
children to trace the balloons and numbers. about their work. Say Who’s this? and How many
brothers are there? etc.
7 Sing Bye-bye Cheeky 1 (CD1 track 6)
• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 1 Lesson 1 Activity
9 for the tapescript.)

162
Unit 2 Baby is sad Lesson 3
2 Draw happy and sad in the air
• Draw a smile in the air and smile. Say Draw happy.
Encourage the children to draw happy faces in the air.
Repeat with sad. Alternate between happy and sad
until the children are confident.

3 Play Let’s be happy and sad

• Tell the children they must show their best happy
and sad faces. Say Let’s be happy and encourage the
children to smile. Repeat with Show me a big smile
and What a big smile (David’s) got! (David) is very
happy! Repeat with sad.
If you are short of time, you can leave out Activity 3.

Lesson focus: Consolidating all new language 4 Sing Clap and be happy (CD2 track 55)
Focus language: auntie, uncle, grandpa, balloon, • Say Let’s sing Clap and be happy. Play the CD. Sing
mummy, daddy, sister, brother, baby, granny, big, the song and do the actions. Encourage the children to
happy, sad, Hello, Bye-bye join in.
Main receptive language: Let’s be happy/be sad, Show
me a big smile, What a big smile … Clap and be happy
Classroom language: Draw …, Where’s …, Point Clap, clap, clap. (Clap three times.)
to …, Match … Let’s be happy! (Draw a happy face in the air.)
Main activities: Brothers and sisters,
• Sing The hello Cheeky song 1 Mummy and daddy.
• Sing Clap and be happy
• Do the worksheet Jump, jump, jump. (Jump three times.)
• Sing Bye-bye Cheeky 1 Let’s be happy! (Draw a happy face in the air.)
Materials you need: CD, puppet, Busy Books, pencils Brothers and sisters,
Mummy and daddy.
Dance, dance, dance. (Dance.)
Let’s be happy! (Draw a happy face in the air.)
Circle time Brothers and sisters,
Mummy and daddy.
1 Sing The hello Cheeky song 1 (CD1 track 2)
• Organise the children into a circle and put on the
Cheeky puppet. Get Cheeky to wave and say Hello! Transition time
Encourage the children to wave and say Hello! to
Cheeky. 5 Say the Transition chant 1 (CD1 track 5)
• Play the CD. Sing the song and do the actions. • Put your finger to your lips and say Shh! Be very
Encourage the children to join in. Move Cheeky as if quiet! Say the chant and do the actions while leading
he’s also singing along. (See Unit 1 Lesson 1 Activity the children to their tables. Encourage them to join in.
1 for the tapescript.) (See Teacher talk, pages 15–16.)

163
 Table time Extra activities
6 Match the family (Busy Book p13) 1 Play Cheeky’s echo with the family
• Hand out the pencils and the Busy Books or the • Put on the Cheeky puppet. Get Cheeky to shout
individual worksheets. mummy. Repeat mummy three times, reducing the
• Say Point to mummy and encourage the children to volume each time to imitate an echo. Encourage the
point to mummy. Repeat with baby, uncle and auntie. children to join in. Repeat with daddy, sister, brother,
• Point to the silhouettes and say Where’s mummy? baby, granny, grandpa, auntie and uncle.
Encourage the children to point to the mummy
silhouette. Repeat with baby, uncle and auntie. 2 Play The Yes! and No! game with the
• Hold up a pencil and say Match mummy. Demonstrate family
this by tracing a line with your finger. • Shuffle the mummy, daddy, sister, brother, baby,
• Say Match mummy, baby, uncle and auntie. granny, grandpa, auntie and uncle flashcards. Hold
Encourage the children to match the family. the pile of flashcards above your head with the picture
facing the children. Say brother and quickly move
7 Sing Bye-bye Cheeky 1 (CD1 track 6) the flashcard to the back. Encourage the children to
• Put on the Cheeky puppet. Get Cheeky to wave and say Yes! or No! Continue until they correctly identify
say Bye-bye! Encourage the children to wave and say brother. Give the brother flashcard to a child who
Bye-bye! to Cheeky. guesses correctly. Repeat with mummy, daddy, sister,
• Play the CD. Sing the song and do the actions. baby, granny, grandpa, auntie and uncle.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 1 Lesson 1 Activity
9 for the tapescript.)

164
Unit 3 I’m cold!

Key language

Focus language Main receptive language Classroom language

raincoat A …, please Yes!/No!

boots Thank you What colour is …?
umbrella It’s raining What’s missing?
rain I’m dancing Well done!
splash How are you?
Recycled language I’m cold What’s this?
I’m hot It’s/Is it …?
jumper Put your … on Point to …
coat Hold your … Draw …
hat Here you are Colour …
scarf It’s wet What’s in the bag?
T-shirt Look!
shorts Here’s the …
yellow Match …
blue
red
Hello
Bye-bye
Concept: hot/cold
one–three

Lesson 1 Lesson 2

Lesson 3

165
Unit 3 I’m cold! Lesson 1
The hi song 2
Hi! Hi! (Wave with your right then left hand.)
It’s a happy day. (Draw a smile in the air.)
Hi! Hi! (Wave with your right then left hand.)
Let’s jump and play. (Jump on the spot.)
Hi! Hi! (Wave with your right then left hand.)
It’s a happy day. (Draw a smile in the air.)
Hi! Hi! (Wave with your right then left hand.)
A happy day today! (Jump on the spot.)

2 Play What’s missing? with colours

• Show the red flashcard and say What colour is this?
Encourage the children to say red. Repeat with yellow
and blue.
Lesson focus: Listening to a new song (vocabulary • Tell the children they must remember yellow, blue
extension) and red. Tell them you are going to take away one
Focus language: raincoat, boots, umbrella, rain flashcard and they must tell you the colour. Shuffle
Recycled: jumper, coat, hat, scarf, T-shirt, shorts, the yellow, blue and red flashcards and take away the
yellow, blue, red (blue) flashcard without letting the children see.
Main receptive language: It’s raining today, I’m • Place the two remaining flashcards in the circle.
dancing, Splash, I’m cold, I’m hot Say What’s missing? and encourage the children to
Classroom language: Yes! No! What colour is this? say (blue). Show the (blue) flashcard. If the children
What’s missing? Well done! It’s…, How are you? Point answer correctly, say Well done! It’s (blue). Repeat
to …, Draw …, Colour … with yellow and red.
Main activities:
• Sing The hi song 2 3 Play What’s missing? with clothes
• Play Find Cheeky’s clothes • Repeat the above activity, using jumper, coat, hat,
• Sing I’m dancing in the rain scarf, T-shirt and shorts instead of yellow, blue
• Do the worksheet
and red.
• Sing Bye-bye Cheeky 2
Materials you need: CD, puppet, yellow, blue, red,
4 Play Find Cheeky’s clothes
T-shirt, shorts, jumper, coat, hat, scarf, raincoat,
boots, umbrella and rain flashcards, Busy Books, blue • Put on the Cheeky puppet. Say How are you? Get
crayons, pencils Cheeky to say I’m cold! and mime being cold. Repeat
with hot.
• Show the rain flashcard and say Look! Rain! Make
the sound of rain by tapping on your lap. Encourage
Circle time the children to join in.
• Tell the children that Cheeky needs to find clothes
1 Sing The hi song 2 (CD1 track 34) that are suitable to wear in the rain. Show the T-shirt
• Organise the children into a circle and put on the flashcard and encourage the children to say Yes! or No!
Cheeky puppet. Get Cheeky to wave and say Hello! Repeat with jumper, coat, hat, scarf and shorts.
Encourage the children to wave and say Hello! to • Then show the raincoat flashcard and say raincoat?
Cheeky. Then get Cheeky to shake hands with a child Encourage the children to say Yes! Repeat with boots
and say Hello, (Maria)! Encourage the child to say and umbrella.
Hello, Cheeky! Do the activity with other children.
• Play the CD. Sing the song and do the actions. 5 Sing I’m dancing in the rain (CD2 track 56)
Encourage the children to join in. Move Cheeky as if • Say Let’s sing I’m dancing in the rain. Play the
he’s also singing along. CD. Sing the song and do the actions. Encourage the
children to join in.

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 I’m dancing in the rain • Hold up a blue crayon and say Colour the boots blue.
Demonstrate this by pretending to colour them in.
It’s raining today. (Tap your lap.)
I’m dancing in the rain (Dance on the spot.)
9 Sing I’m dancing in the rain and point to
In my yellow raincoat, (Mime putting your raincoat on.)
My yellow raincoat. (Mime putting your raincoat on.) the worksheet (CD2 track 56, Busy Book
p15)
Splash, splash, splash! (Clap 3 times to the beat.) • Say Let’s sing I’m dancing in the rain. Play the CD.
It’s raining today. (Tap your lap.) Sing the song and point to the rain, umbrella, raincoat
I’m dancing in the rain (Dance on the spot.) and boots. Encourage the children to join in. (See
In my blue boots, (Mime putting your boots on.) Activity 5 for the tapescript.)
My blue boots. (Mime putting your boots on.)
10 Sing Bye-bye Cheeky 2 (CD1 track 38)
Splash, splash, splash! (Clap 3 times to the beat.)
• Put on the Cheeky puppet. Get Cheeky to wave and
It’s raining today. (Tap your lap.) say Bye-bye! Encourage the children to wave and say
I’m dancing in the rain (Dance on the spot.) Bye-bye! to Cheeky.
With my red umbrella, (Mime holding an umbrella.) • Play the CD. Sing the song and do the actions.
My red umbrella. (Mime holding an umbrella.) Encourage the children to join in. Move Cheeky as if
Splash, splash, splash! (Clap 3 times to the beat.) he’s also singing along.

6 Mime getting dressed Bye-bye Cheeky 2

• Show the raincoat flashcard and say raincoat. Mime Bye-bye Cheeky! (Wave.)
putting the raincoat on and encourage the children to Jump up and down. (Jump up and down.)
join in. Repeat with the boots, umbrella, jumper, hat Bye-bye Cheeky! (Wave.)
and scarf. Alternate between them until the children Turn around. (Turn around.)
are confident. Up, down, turn around. (Jump up and down. Turn
If you are short of time, you can leave out Activity 6. around.)
Bye-bye everyone! (Wave.)
Bye-bye! (Wave.)
Transition time
Extra activities
7 Say the Transition chant 2 (CD2 track 37)
• Put your finger to your lips and say Shh! Be very 1 Play Cheeky’s whisper with clothes
quiet! Say the chant and do the actions while leading • Organise the children into a circle. Shuffle the jumper,
the children to their tables. Encourage them to join in. coat, hat, scarf, T-shirt, shorts, raincoat, boots and
(See Teacher talk, pages 15–16.) umbrella flashcards. Lay them out face up in the
circle. Put on the Cheeky puppet. Tell the children that
Transition chant 2 Cheeky wants to share a secret with them. Get Cheeky
Little lions, (Gesture ‘come here’.) to whisper umbrella to a child. Tell the child to pass
Little lions, (Gesture ‘come here’.) the whisper on. Continue until reaching the last child
Come with me. (Tiptoe to the table.) in the circle. Encourage them to pick up the umbrella
Sit down, sit down, (Gesture ‘sit down’.) flashcard. Play the game with other children and
Sit down quietly. (Sit down.) repeat with raincoat, boots, jumper, coat, hat, scarf,
Shh! Shh! (Put your finger to your lips.) T-shirt and shorts.

2 Play Abracadabra! with clothes

Table time • Put on the Cheeky puppet. Explain that Cheeky is
going to do some magic. With one hand hide the
8 Trace the rain, raincoat and umbrella and jumper, coat, hat, scarf, T-shirt, shorts, raincoat,
colour the boots (Busy Book p15) boots and umbrella flashcards behind your back. Say
• Hand out the pencils and blue crayons and the Busy Abracadabra! 1, 2, 3! and move your other hand as
Books or the individual worksheets. if chanting a spell. Encourage the children to join
• Say Point to the rain and encourage the children to in. Slowly reveal the (hat) flashcard. Encourage the
point to the rain. Repeat with the umbrella, boots and children to say (hat). If the children answer correctly,
raincoat. say That’s right! A (hat)! and lay it out in the circle.
• Hold up a pencil and say Draw the rain. Demonstrate Repeat with jumper, coat, scarf, T-shirt, shorts, boots,
this by tracing it with your finger. Say Draw the rain, umbrella and raincoat.
raincoat and umbrella. Encourage the children to
trace the items.
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Unit 3 I’m cold! Lesson 2
2 Do Cheeky’s jungle gym (CD2 track 57)
• Make sure the children are sitting down and that they
have enough room to move freely.
• Play the CD. Do the actions and encourage the
children to join in.

Cheeky’s jungle gym

Stand up, 1, 2, 3.
Turn around, 1, 2, 3.
Clap your hands, 1, 2, 3.
Put your raincoat on.
Put your hat on.
Hold your umbrella.
Make a circle.
Lesson focus: Reviewing the new song and vocabulary Sit down, 1, 2, 3.
Focus language: raincoat, boots, umbrella, rain, Sleep, 1, 2, 3.
jumper, coat, hat, scarf, T-shirt, shorts, yellow, blue,
red, Hello, Bye-bye • If the children get overexcited, use the Calm down
Main receptive language: Put your … on, Hold chant to get their attention. (See Teacher talk, pages
your …, A …, please, Thank you, Here you are 15–16.)
Classroom language: What’s in the bag? Look! What’s
this? Point to …, Colour … 3 Sing I’m dancing in the rain (CD2 track 56)
Main activities: • Say Let’s sing I’m dancing in the rain. Play the
• Sing The hi song 2 CD. Sing the song and do the actions. Encourage the
• Do Cheeky’s jungle gym children to join in. (See Lesson 1 Activity 5 for the
• Sing I’m dancing in the rain tapescript.)
• Do the worksheet
• Sing Bye-bye Cheeky 2
4 Play Monkey, look! with clothes (CD1
Materials you need: CD, puppet, jumper, coat, hat, track 8)
scarf, T-shirt, shorts, raincoat, boots, umbrella, rain,
• Put the raincoat, boots and umbrella flashcards in a
yellow, blue and red flashcards, a bag, Busy Books,
crayons bag. Put on the Cheeky puppet. Get Cheeky to shake
the bag. Say What’s in the bag? and get Cheeky to
Getting ready: Put the raincoat, boots and umbrella
look inside.
flashcards in a bag.
• Say the chant and do the actions. Encourage the
children to join in. (See Teacher talk, pages 15–16.)

Circle time The Monkey look chant

Monkey, look! (Put your right hand to your forehead
1 Sing The hi song 2 (CD1 track 34) and look into the distance.)
• Organise the children into a circle and put on the Monkey, see! (Put your left hand to your forehead and
Cheeky puppet. Get Cheeky to wave and say Hello! look into the distance.)
Encourage the children to wave and say Hello! to Monkey, show me! (Hold out the palms of your hands.)
Cheeky. Then get Cheeky to shake hands with a child 1, 2, 3! (Count to three on your fingers.)
and say Hello, (Maria)! Encourage the child to say
Hello, Cheeky! Do the activity with other children. • Get Cheeky to slowly reveal the boots flashcard. Say
• Play the CD. Sing the song and do the actions. Look! What are these? Encourage the children to say
Encourage the children to join in. Move Cheeky as if boots. If a child answers correctly, say That’s right!
he’s also singing along. (See Lesson 1 Activity 1 for Boots! Repeat with raincoat and umbrella.
the tapescript.)
If you are short of time, you can leave out Activity 4.

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 5 Do a shop role play with clothes 8 Sing Bye-bye Cheeky 2 (CD1 track 38)
• Lay out the jumper, coat, hat, scarf, T-shirt, shorts, • Put on the Cheeky puppet. Get Cheeky to wave and
raincoat, boots and umbrella flashcards. Put on say Bye-bye! Encourage the children to wave and say
the Cheeky puppet. Explain that Cheeky is going Bye-bye! to Cheeky.
shopping for clothes. • Play the CD. Sing the song and do the actions.
• Get Cheeky to point to the coat and say A coat, Encourage the children to join in. Move Cheeky as if
please. Say Here you are and give the coat flashcard he’s also singing along. (See Lesson 1 Activity 10 for
to Cheeky. Get Cheeky to say Thank you. the tapescript.)
• Choose a child to do the activity using The one
banana, two banana chant. (See Teacher talk, pages
15–16.)
Extra activities
• Encourage the child to be the customer by pointing to
1 Play The flashcard matching game with
the (hat) and saying A (hat), please. Say Here you are
and give the (hat) flashcard to the child. Encourage colours and clothes
the child to say Thank you. Repeat with jumper, scarf, • Organise the children into a circle. Lay out the yellow,
shorts, raincoat, boots and umbrella. blue and red flashcards face up in the circle. Shuffle
the raincoat, boots, umbrella, jumper, coat, hat,
scarf, T-shirt and shorts flashcards. Put them in a pile
Transition time face down in the circle. Choose a child to play the
game using The one banana, two banana chant. (See
6 Say the Transition chant 2 (CD1 track 37) Teacher talk, pages 15–16.) Take a clothes flashcard
• Put your finger to your lips and say Shh! Be very from the top of the pile. Say Put the (jumper) next to
quiet! Say the chant and do the actions while leading red. Encourage the child to put the (jumper) flashcard
the children to their tables. Encourage them to join in. next to the red flashcard. Alternate between yellow,
(See Teacher talk, pages 15–16.) blue and red and continue with other children until all
the clothes flashcards have been revealed.
Table time
2 Sing the karaoke version of Getting
7 Colour and find the clothes (Busy Book p17) dressed (CD1 track 36)
• Hand out the yellow, blue and red crayons and the • Say Let’s sing Getting dressed. Play the CD. Sing the
Busy Books or the individual worksheets. song and do the actions. Encourage the children to join
• Say Point to red and encourage the children to point in. (See Pupil’s Book Teacher’s Notes Unit 3 Lesson 1
to the red dots. Repeat with blue and yellow. Activity 7 for the tapescript.
• Hold up a red crayon and say Colour the jumper.
Demonstrate this by pretending to colour it in.
• Encourage the children to colour and find the clothes.
• When the children have finished, say Point to the red
jumper. Encourage them to point to the red jumper.
Repeat with the blue boots and the yellow raincoat.

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Unit 3 I’m cold! Lesson 3
2 Play Clothes when I’m hot
• Mime putting a scarf on. Say Is it hot? Encourage
the children to say No! Repeat with jumper, coat, hat,
T-shirt, shorts, raincoat, boots and umbrella.

3 Play Find Cheeky’s clothes with hot and

cold
• Choose a child to play the game using the The one
banana, two banana chant. (See Teacher talk, pages
15–16.) Tell them to face the wall and cover their eyes.
Hide the raincoat, boots and umbrella flashcards in
the classroom.
• Put on the Cheeky puppet. Tell the child they must
help Cheeky find the clothes. When they get closer
say hot and when they get further away say cold.
Lesson focus: Consolidating all new language Encourage the other children to join in. Continue
Focus language: raincoat, boots, umbrella, rain, until they find the (raincoat).
jumper, coat, scarf, hat, T-shirt, shorts, hot, cold • When the child finds the (raincoat), show it and say
Look! Here’s the (raincoat)! Encourage the child to
Main receptive language: It’s wet, I put my … on
give the flashcard to Cheeky and say Here you are.
Classroom language: Is it …? It’s …, Here’s the …,
Take the flashcard and get Cheeky to say Thank you.
What’s this? Well done! Point to …, Match …
Repeat with (boots) and (umbrella). Play the game
Main activities: with other children and repeat with jumper, coat, hat,
• Sing The hi song 2
scarf, T-shirt and shorts.
• Sing The hot and cold song
• Do the worksheet
• Sing Bye-bye Cheeky 2 4 Sing The hot and cold song (CD2 track 58)
Materials you need: CD, puppet, jumper, coat, hat, • Say Let’s sing The hot and cold song. Play the CD.
scarf, T-shirt, shorts, raincoat, boots, umbrella and Sing the song and do the actions. Encourage the
rain flashcards, Busy Books, pencils children to join in.

The hot and cold song

I’m cold, cold, cold! (Rub your arms and mime
Circle time shivering.)
I put my jumper on. (Mime putting your jumper on.)
1 Sing The hi song 2 (CD1 track 34) I’m cold, cold, cold! (Rub your arms and mime
• Organise the children into a circle and put on the shivering.)
Cheeky puppet. Get Cheeky to wave and say Hello! I put my coat on. (Mime putting your coat on.)
Encourage the children to wave and say Hello! to I’m cold, cold, cold! (Rub your arms and mime
Cheeky. Then get Cheeky to shake hands with a child shivering.)
and say Hello, (Maria)! Encourage the child to say I’m hot, hot, hot! (Mime wiping your brow.)
Hello, Cheeky! Do the activity with other children. I put my T-shirt on. (Mime putting your T-shirt on.)
• Play the CD. Sing the song and do the actions. I’m hot, hot, hot! (Mime wiping your brow.)
Encourage the children to join in. Move Cheeky as if I put my shorts on. (Mime putting your shorts on.)
he’s also singing along. (See Lesson 1 Activity 1 for I’m hot, hot, hot! (Mime wiping your brow.)
the tapescript.)

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 5 Play It’s cold! with clothes 8 Sing Bye-bye Cheeky 2 (CD1 track 38)
• Hand out the jumper, coat, hat, scarf, T-shirt, shorts, • Put on the Cheeky puppet. Get Cheeky to wave and
raincoat, boots and umbrella flashcards. Tell the say Bye-bye! Encourage the children to wave and say
children they must decide what to wear when it’s cold, Bye-bye! to Cheeky.
hot and raining. • Play the CD. Sing the song and do the actions.
• Say It’s cold! and encourage the children with winter Encourage the children to join in. Move Cheeky as if
clothes flashcards to show them. If the children he’s also singing along. (See Lesson 1 Activity 10 for
respond correctly, point to the flashcard and say Well the tapescript.)
done! What’s this? Encourage the child to say (coat).
Repeat with hot and raining.
Extra activities
If you are short of time, you can leave out Activity 5.
1 Sing I’m dancing in the rain (CD2 track 56)
• Say Let’s sing I’m dancing in the rain. Play the
Transition time CD. Sing the sing and do the actions. Encourage the
children to join in. (See Lesson 1 Activity 5 for the
6 Say the Transition chant 2 (CD1 track 37) tapescript.)
• Put your finger to your lips and say Shh! Be very
quiet! Say the chant and do the actions while leading 2 Make a picture of a rainy day
the children to their tables. Encourage them to join in. • Tell the children they are going to draw pictures of
(See Teacher talk, pages 15–16.) themselves playing in the rain. Say What can you
wear in the rain? and encourage them to say raincoat,
boots and umbrella. When they have finished put a
Table time
watery blue/grey wash over the pictures to make it
look as if it’s raining.
7 Match Cheeky with the clothes (Busy
Book p19)
• Hand out the pencils and the Busy Books or the
individual worksheets.
• Say Point to the coat and encourage the children to
point to the coat. Repeat with the boots, umbrella,
T-shirt, scarf and shorts.
• Point to hot Cheeky. Mime being hot and say Look!
Cheeky’s hot! Repeat with cold and It’s raining.
• Point to hot and say Cheeky’s hot! Hold up a pencil
and say Match Cheeky to the T-shirt. Demonstrate
this by drawing a line with your finger.
• Say Match Cheeky to the coat, boots, umbrella,
T-shirt, scarf and shorts. Encourage the children to
match Cheeky to the clothes.

172
Unit 4 Good morning!

Key language

Focus language Main receptive language Classroom language

rabbit Good morning What’s this?

butterfly wings Point to the …
frog I fly up and down Let’s be …
bird I’m a … What colour is …?
I jump up and down A rabbit’s got …
Recycled language I turn around Draw and colour
With two big … Circle …
duck Be a … Well done!
cow It’s a…
horse Match …
sheep What’s in the bag?
cat How many …?
dog
yellow, blue, red
Concept: clean/dirty
nose
eyes
ears
mouth
Hello
Bye-bye
one–three

Lesson 1 Lesson 2

Lesson 3
173
Unit 4 Good morning! Lesson 1
Encourage children to say cow. Say Good morning,
cow and encourage the children to join in. Repeat with
the horse, sheep, duck, cat and dog.

3 Play Say Hello! to the animals

• Tell the children that four new animals have come to
visit the farm.
• Show the rabbit flashcard and say This is a rabbit.
Encourage the children to say Hello! to the rabbit. Ask
questions about the rabbit. What colour is the rabbit?
and Is the rabbit big? etc. Say Point to the ears and
encourage the children to point to the rabbit’s ears.
Repeat with frog, butterfly and bird.

4 Play Animal actions

Lesson focus: Listening to a new song (vocabulary • Show the rabbit flashcard. Say Let’s be rabbits!
extension) Jump up and down. Jump up and down like a rabbit.
Focus language: rabbit, butterfly, frog, bird Recycled: Encourage the children to join in.
duck, cow, horse, sheep, cat, dog, yellow, blue, red • Show the butterfly flashcard. Say Let’s be butterflies!
Main receptive language: Good morning, I fly up and Fly. Mime flying like a butterfly by putting your hands
down, I jump up and down, I turn around, With two together and moving them up and down. Encourage
big …, wings the children to join in.
Classroom language: What’s this? Let’s be …, What • Show the frog flashcard. Say Let’s be frogs! Jump up
colour is …? It’s a …, Point to the …, Draw and colour and down. Crouch down and jump up and down on the
spot like a frog. Encourage the children to join in.
Main activities:
• Sing The hi song 2 • Show the bird flashcard. Say Let’s be birds! Fly.
• Play Animal actions Mime flying like a bird with your arms outstretched.
• Sing The up and down song Encourage the children to join in.
• Do the worksheet • If the children get overexcited, use the Calm down
• Sing Bye-bye Cheeky 2 chant to get their attention. (See Teacher talk, pages
Materials you need: CD, puppet, duck, cow, horse, 15–16.)
sheep, cat, dog, rabbit, butterfly, frog and bird
flashcards, Busy Books, pencils, crayons 5 Play Fly up and down
• Divide the class into two groups. Point to one group
and say You are butterflies. Point to the other group
and say You are birds.
Circle time • Say Fly birds and encourage the birds to fly. Say
Fly butterflies and encourage the butterflies to fly.
1 Sing The hi song 2 (CD1 track 34) • Say Birds, fly up and mime flying up like a bird.
• Organise the children into a circle and put on the Encourage the children to join in. Say Birds, fly down
Cheeky puppet. Get Cheeky to wave and say Hello! and mime flying down like a bird. Encourage the
Encourage the children to wave and say Hello! to children to join in. Repeat with butterflies. Alternate
Cheeky. Then get Cheeky to shake hands with a child between butterfly and bird and up and down until the
and say What’s your name? Encourage the child to children are confident.
say (Maria). Do the activity with other children. If you are short of time, you can leave out Activity 5.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 3 Lesson 1 Activity 6 Sing The up and down song (CD2 track 59)
1 for the tapescript.) • Say Let’s sing The up and down song. Put your hands
on your head to mime a rabbit’s ears and say What
2 Play Good morning, cow animal’s this? If the children answer correctly, say
• Fan out the duck, cow, horse, sheep, cat and dog Yes, it’s a rabbit! Mime a rabbit’s ears again and say
flashcards. Point to the cow and say What’s this? A rabbit’s got two big ears. Encourage the children to
join in.

175
 • Play the CD. Sing the song and do the actions. • Point to the butterfly’s wing and say Look! Red,
Encourage the children to join in. yellow and blue! Hold up a red crayon and say Colour
the circle red. Demonstrate this by pretending to
The up and down song colour it in. Repeat with the yellow triangle and blue
square.
I’m a rabbit
• Say Draw and colour the butterfly. Encourage the
With two big ears. (Mime rabbit’s ears.)
children to trace and colour the butterfly’s wing.
I jump up and down. (Jump up and down like a
rabbit.)
I turn around. (Turn around.) 9 Sing The up and down song and point to
the animals on the worksheet (CD2 track
I’m a bird 59, Busy Book p21)
With two big wings. (Mime bird’s wings.) • Say Let’s sing The up and down song. Play the CD.
I fly up and down. (Mime flying up and down like a Sing the song and point to the rabbits, bird, frogs
bird.) and butterfly. Encourage the children to join in. (See
I turn around. (Turn around.) Activity 6 for the tapescript.)
I’m a frog
With two big eyes. (Circle your eyes with your fingers.) 10 Sing Bye-bye Cheeky 2 (CD1 track 38)
I jump up and down. (Jump up and down like a frog.) • Put on the Cheeky puppet. Get Cheeky to wave and
I turn around. (Turn around.) say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
I’m a butterfly
• Play the CD. Sing the song and do the actions.
With two big wings. (Mime butterfly’s wings with
Encourage the children to join in. Move Cheeky as if
your hands.)
he’s also singing along. (See Unit 3 Lesson 1 Activity
I fly up and down. (Mime flying up and down like a
10 for the tapescript.)
butterfly.)
I turn around. (Turn around.)
Extra activities
Transition time
1 Play Abracadabra! with animals
• Put on the Cheeky puppet. Explain that Cheeky is
7 Say the Transition chant 2 (CD1 track 37)
going to do some magic. With one hand hide the
• Put your finger to your lips and say Shh! Be very
butterfly, rabbit, frog and bird flashcards behind your
quiet! Say the chant and do the actions while leading
back. Say Abracadabra! 1, 2, 3! and move your other
the children to their tables. Encourage them to join in.
hand as if chanting a spell. Encourage the children to
(See Teacher talk, pages 15–16.)
join in. Slowly reveal the frog flashcard. Encourage the
children to say frog. If the children answer correctly,
Table time say That’s right! A frog! and lay it out in the circle.
Repeat with butterfly, rabbit and bird.
8 Trace and colour the butterfly (Busy
Book p21) 2 Make a butterfly symmetry painting
• Hand out the pencils, red, yellow and blue crayons and • In advance, draw the outline of a butterfly on a piece
the Busy Books or the individual worksheets. of paper and photocopy for every child. Fold the
• Say Point to the butterfly and encourage the children pieces of paper in half with the butterfly showing
to point to the butterfly. Repeat with the bird, rabbits and hand out. Tell the children they must only paint
and frogs. Point to the bird and say Look! One bird! one wing of the butterfly. Hand out the paints. Show
Point to the frogs and say Look! Two frogs! Count the children how to paint abstract patterns on the
them out loud with the children. Repeat with the butterfly. Encourage the children to decorate the wing.
rabbits. When they have finished, show them how to fold their
• Hold up a pencil and say Draw the butterfly’s wing. paintings in half so that the pattern transfers on to
Demonstrate this by tracing it with your finger. the other wing. Circulate and help children who are
having difficulty.

176
Unit 4 Good morning! Lesson 2
2 Do Cheeky’s jungle gym (CD2 track 60)
• Make sure the children are sitting down and that they
have enough room to move freely.
• Play the CD. Do the actions and encourage the
children to join in.

Cheeky’s jungle gym

Stand up. 1, 2, 3.
Turn around. 1, 2, 3.
Clap your hands. 1, 2, 3.
Be a rabbit.
Be a frog.
Be a butterfly.
Be a bird.
Lesson focus: Reviewing the new song and vocabulary Make a circle.
Focus language: rabbit, butterfly, frog, bird, duck, cow, Sit down. 1, 2, 3.
horse, sheep, cat, dog, Hello, Bye-bye Sleep. 1, 2, 3.
Main receptive language: wings, Stand up, Turn
around, Clap your hands, Make a circle, Sit down, • If the children get overexcited, use the Calm down
Sleep, Be a … chant to get their attention. (See Teacher talk, pages
Classroom language: What’s this? Well done! It’s a… 15–16.)
Point to … Match …
Main activities: 3 Play What am I? with animals
• Sing The hi song 2 • Shuffle the duck, cow, horse, sheep, cat, dog, rabbit,
• Do Cheeky’s jungle gym butterfly, frog and bird flashcards. Lay them out face
• Sing The up and down song down in the circle.
• Do the worksheet • Take a flashcard without letting the children see what
• Sing Bye-bye Cheeky 2 it is. Mime a (bird). Say What’s this? Encourage
Materials you need: CD, puppet, duck, cow, horse, them to say (bird). If they answer correctly, reveal the
sheep, cat, dog, rabbit, butterfly, frog and bird flashcard and say Well done! It’s a bird! Repeat with
flashcards, Busy Books, pencils
the horse, cow, sheep, duck, cat, dog, rabbit, frog and
butterfly.
If you are short of time, you can leave out Activity 3.

Circle time 4 Sing The up and down song (CD2 track 59)
• Say Let’s sing The up and down song. Play the CD.
1 Sing The hi song 2 (CD1 track 34) Sing the song and do the actions. Encourage the
• Organise the children into a circle and put on the children to join in. (See Lesson 1 Activity 6 for the
Cheeky puppet. Get Cheeky to wave and say Hello! tapescript.)
Encourage the children to wave and say Hello! to
Cheeky. Then get Cheeky to shake hands with a child
and say What’s your name? Encourage the child to
say (Maria). Do the activity with other children.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 3 Lesson 1 Activity
1 for the tapescript.)

177
 Transition time Extra activities
5 Say the Transition chant 2 (CD1 track 37) 1 Play Pass the flashcards with animals
• Put your finger to your lips and say Shh! Be very • Organise the children into a circle. Hand out the frog
quiet! Say the chant and do the actions while leading and butterfly flashcards face down. Tell the children
the children to their tables. Encourage them to join in. they must not look at them. Play some music from
(See Teacher talk, pages 15–16.) the CD. Encourage the children to pass the flashcards
around the circle. Stop the music. Tell one of the
children holding a flashcard to reveal it. Say What’s
Table time this? Encourage the child to say (butterfly). If they
respond correctly, lay out the flashcard in the circle
6 Match the animals (Busy Book p23)
and say Well done! (It’s a butterfly!) Repeat with
• Hand out the pencils and the Busy Books or the
(frog). Play the game with other children and repeat
individual worksheets.
with rabbit and bird.
• Say Point to the cat. Encourage the children to point
to the cat. Repeat with frog, bird, duck and sheep.
2 Sing The up and down song (CD2 track 59)
• Point to the duck silhouette and say What’s this?
• Say Let’s sing The up and down song. Play the CD.
Encourage the children to say duck.
Sing the song and do the actions. Encourage the
• Hold up a pencil and say Match the duck.
children to join in. (See Lesson 1 Activity 6 for the
Demonstrate this by tracing a line with your finger.
tapescript.)
• Say Match the duck, sheep, cat, bird and frog.
Encourage the children to match the animals.

7 Sing Bye-bye Cheeky 2 (CD1 track 38)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 3 Lesson 1 Activity
10 for the tapescript.)

178
Unit 4 Good morning! Lesson 3
2 Play What’s this? with animals (Unit 4
Story cards)
• Show Story card 1. Point to the horse and say What’s
this? Encourage the children to say horse. Repeat with
cow, sheep and duck.
If you are short of time, you can leave out Activity 2.

3 Review clean and dirty animals (Unit 4

Story cards)
• Show Story card 1. Point to the sheep. Say Is the sheep
clean or dirty? Encourage the children to say clean.
Say It’s a clean sheep. Repeat with the horse, cow and
duck.
• Show Story card 4. Point to the sheep. Say Is the
Lesson focus: Consolidating all new language sheep clean or dirty? Encourage the children to say
Focus language: rabbit, butterfly, frog, bird, duck, dirty. Say It’s a dirty sheep. Repeat with the horse,
horse, cow, sheep, cat, dog, clean, dirty, mouth, ears, cow and duck.
fingers, nose, tummy, toes, eyes, ears, mouth, hand,
hair, Hello, Bye-bye 4 Sing Farmer Brown (CD2 track 61)
Main receptive language: wings, Farmer Brown has • Say Let’s sing Farmer Brown. Play the CD. Sing
a farm, On the farm there’s a …, Quack, Moo, Neigh, the song and point to the flashcards. Encourage the
Baa children to join in.
Classroom language: What’s this? What’s in the bag?
Point to …, Draw …, Match … Farmer Brown
Main activities: (Old Macdonald had a farm tune)
• Sing The hi song 2
• Sing Farmer Brown Farmer Brown has a farm.
• Do the worksheet E-I-E-I-O
• Sing Bye-bye Cheeky 2 On the farm there is a duck.
Materials you need: CD, puppet, Unit 4 Story cards, Quack, quack! Quack, quack!
bag, fingers, nose, tummy, toes, eyes, ears, mouth, E-I-E-I-O
hand, hair and face flashcards Busy Books, pencils
On the farm there is a cow.
Getting ready: Put the fingers, nose, tummy, toes, eyes, Moo, moo! Moo, moo!
ears, mouth, hand, hair and face flashcards in E-I-E-I-O
a bag.
On the farm there is a horse.
Neigh, neigh! Neigh, neigh!
E-I-E-I-O
Circle time
On the farm there is a sheep.
Baa, baa! Baa, baa!
1 Sing The hi song 2 (CD1 track 34)
E-I-E-I-O
• Organise the children into a circle and put on the
Cheeky puppet. Get Cheeky to wave and say Hello! Farmer Brown has a farm.
Encourage the children to wave and say Hello! to E-I-E-I-O
Cheeky. Then get Cheeky to shake hands with a child
and say What’s your name? Encourage the child to 5 Play Monkey, look! with the body (CD1
say (Maria). Do the activity with other children. track 8)
• Play the CD. Sing the song and do the actions. • Put the fingers, nose, tummy, toes, eyes, ears, mouth,
Encourage the children to join in. Move Cheeky as if hand, hair and face flashcards in a bag. Put on the
he’s also singing along. (See Unit 3 Lesson 1 Activity Cheeky puppet. Get Cheeky to shake the bag. Say
1 for the tapescript.) What’s in the bag? and get Cheeky to look inside.

179
 • Say the chant and do the actions. Encourage the 8 Sing Bye-bye Cheeky 2 (CD1 track 38)
children to join in. (See Teacher talk, pages 15–16.) • Put on the Cheeky puppet. Get Cheeky to wave and
• Get Cheeky to slowly reveal the (mouth) flashcard. say Bye-bye! Encourage the children to wave and say
Say Look! What’s this? Encourage the children to say Bye-bye! to Cheeky.
(mouth). If a child answers correctly, say That’s right! • Play the CD. Sing the song and do the actions.
(Mouth)! Repeat with fingers, nose, tummy, toes, eyes, Encourage the children to join in. Move Cheeky as if
ears, hand, hair and face. he’s also singing along. (See Unit 3 Lesson 1 Activity
10 for the tapescript.)
Transition time
Extra activities
6 Say the Transition chant 2 (CD1 track 37)
• Put your finger to your lips and say Shh! Be very 1 Sing the karaoke version of Dirty hands
quiet! Say the chant and do the actions while leading (CD1 track 55)
the children to their tables. Encourage them to join in. • Say Let’s sing Dirty hands. Sing the song and do the
(See Teacher talk, pages 15–16.) actions. Encourage the children to join in. (See Pupil’s
Book Teacher’s Notes Unit 4 Lesson 4 Activity 4 for
Table time the tapescript.)

7 Trace the body and match to the animals 2 Make a clean and dirty hand mural
• Draw two large hands on two pieces of coloured card
(Busy Book p25)
and cut them out. Divide the children into two groups
• Hand out the pencils and the Busy Books or the
and hand out a hand template to each. Hand out white
individual worksheets.
paint to one group and brown paint to the other.
• Say Point to the rabbit. Encourage the children
Demonstrate how to make a clean hand. Put your palm
to point to the rabbit. Repeat with the butterfly, cow,
into the white paint and make a hand print within the
and dog.
outline. Repeat with the dirty hand. Display the murals
• Point to the mouth and say What’s this? Encourage
on the classroom wall. (You may choose to write clean
the children to say mouth. Repeat with ears and nose.
on the clean hand mural and dirty on the dirty hand
Point to the wings and say Look! The butterfly’s
mural.)
wings!
• Hold up a pencil and say Draw the mouth.
Demonstrate this by tracing it with your finger. Hold
up a pencil and say Match the mouth. Demonstrate
this by tracing a line with your finger.
• Encourage the children to trace the body parts and
match them to the animals.

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Unit 5 I’m hungry

Key language

Focus language Main receptive language Classroom language

ham I want a … Look!

egg Here’s a … What’s this?
cheese Thank you Draw a line
tomato I love sandwiches! Let’s sing …
For my tea Point to …
Recycled language I put … on my sandwich That’s right!
Eat Match …
biscuit Swinging through the trees I spy something …
ice-cream I like bananas Very good!
cake Bananas for me Circle the …
sandwich
apple
banana
Concept: I’m hungry
one–four
Hello
Bye-bye
yellow
blue
red
green

Lesson 1 Lesson 2

Lesson 3

181
Unit 5 I’m hungry Lesson 1
The Cheeky monkeys song 3
Cheeky monkeys everywhere.
Wave your hands in the air. (Wave your hands.)
Hello children! (Wave to the children.)
Hello Cheeky! (Wave to Cheeky.)
Hello Cheeky Monkey!

2 Play I’m hungry

• Hand out the biscuit, ice-cream, cake, sandwich,
apple and banana flashcards. Get Cheeky to rub
his tummy and say I’m hungry. I want a banana.
Encourage the child holding the banana flashcard to
give it to Cheeky and say Here’s a banana. Repeat
with biscuit, ice-cream, cake, sandwich and apple.
Lesson focus: Listening to a new song (vocabulary
extension) 3 Play I’m still hungry
Focus language: ham, egg, cheese, tomato Recycled: • Get Cheeky to say I’m still hungry. I want some ham
biscuit, ice-cream, cake, sandwich, apple, banana, and show the ham flashcard. Repeat with the egg,
one–three, Hello, Bye-bye cheese and tomato.
Main receptive language: I’m hungry, I want a …, • Show the ham flashcard again, give it to Cheeky and
Here’s …, Thank you, hot/cold, I love sandwiches, For say Here’s some ham. Repeat with the egg, cheese and
my tea, I put … on my sandwich tomato.
Classroom language: Look! Draw a line, Point to …
Main activities: 4 Play Find Cheeky’s sandwich with hot
• Sing The Cheeky monkeys song 3 and cold
• Play I’m hungry • Choose a child to play the game using the The one
• Sing I love sandwiches! banana, two banana chant. (See Teacher talk, pages
• Do the worksheet 15–16.) Tell them to face the wall and cover their eyes.
• Sing Bye-bye Cheeky 3
Hide the ham, egg, cheese and tomato flashcards in
Materials you need: CD, puppet, biscuit, ice-cream, the classroom.
cake, sandwich, apple, banana, ham, egg, cheese and • Put on the Cheeky puppet. Tell the child they must
tomato flashcards, Busy Books, pencils
help Cheeky find the ingredients of his sandwich.
When they get closer say hot! and when they get
further away say cold! Encourage the other children
Circle time to join in. Continue until they find the (tomato).
• When the child finds the (tomato), show the flashcard
1 Sing The Cheeky monkeys song 3 (CD2 and say Look! Here’s the (tomato)! Encourage the
track 1)
child to give the flashcard to Cheeky and say Here you
• Organise the children into a circle and put on the are. Take the flashcard and get Cheeky to say Thank
Cheeky puppet. Get Cheeky to wave and say Hello! you. Play the game with other children and repeat with
Encourage the children to wave and say Hello! to (ham), (egg) and (cheese).
Cheeky. Move around the circle and get Cheeky to say If you are short of time, you can leave out Activity 4.
How are you? to every child. Then say Cheeky, how
are you? and encourage the children to join in. Get
Cheeky to say Fine, thank you. 5 Sing I love sandwiches! (CD2 track 62)
• Play the CD. Sing the song and do the actions. • Say Let’s sing I love sandwiches! Play the CD. Sing
Encourage the children to join in. Move Cheeky as if the song and do the actions. Encourage the children
he’s also singing along. to join in.

183
 I love sandwiches! 8 Sing I love sandwiches! and point to the
food on the worksheet (CD2 track 62,
I love sandwiches!
One, two, three. (Clap three times.) Busy Book p27)
I love sandwiches • Say Let’s sing I love sandwiches! Play the CD.
For my tea! (Clap three times.) Sing the song and point to the ham, egg, cheese,
and tomato. Encourage the children to join in. (See
I put ham, (Put your right hand out, palm down.) Activity 5 for the tapescript.)
I put egg, (Put your left hand on top of your right hand.)
I put ham and egg (Put your right hand on top. / Put 9 Sing Bye-bye Cheeky 3 (CD2 track 5)
your left hand on top.) • Put on the Cheeky puppet. Get Cheeky to wave and
On my sandwich. say Bye-bye! Encourage the children to wave and say
I put cheese, (Put your right hand on top.) Bye-bye! to Cheeky.
I put tomato, (Put your left hand on top.) • Play the CD. Sing the song and do the actions.
I put cheese and tomato (Put your right on top. / Encourage the children to join in. Move Cheeky as if
Put your left hand on top.) he’s also singing along.
On my sandwich.
Bye-bye Cheeky 3
I love sandwiches!
One, two, three. (Clap three times.) Bye-bye! Stand up. (Wave. / Stand up.)
I love sandwiches Line up. Bye-bye! (Walk to the door and line up.)
For my tea! (Clap three times.) Bye-bye, Cheeky! (Wave to Cheeky.)
Bye-bye, children! (Wave to the children.)
Bye-bye, everyone! (Wave.)
Transition time Bye-bye! (Blow a kiss.)

6 Say the Transition chant 3 (CD2 track 4)

• Put your finger to your lips and say Shh! Be very Extra activities
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in. 1 Play What’s this? with food
(See Teacher talk, pages 15–16.) • Shuffle the biscuit, ice-cream, cake, sandwich, apple,
banana, ham, egg, cheese and tomato flashcards.
Transition chant 3 Remove the cheese flashcard and hold it to your chest
so the children can’t see what it is. Flash it quickly to
Little bears, (Gesture ‘come here’.)
the children and say What’s this? Encourage them to
Little bears, (Gesture ‘come here’.)
say cheese. Give the flashcard to a child who guesses
Come with me. (Tiptoe to the table.)
correctly and say Well done! Cheese! Repeat with
Sit down, sit down, (Gesture ‘sit down’.)
biscuit, ice-cream, cake, sandwich, apple, banana,
Sit down quietly. (Sit down.)
ham, egg and tomato.
Shh! Shh! (Put your finger to your lips.)

2 Sing the karaoke version of My big tummy

Table time (CD2 track 3)
• Say Let’s sing My big tummy. Play the CD. Sing the
7 Draw a line along the path (Busy Book p27) song and do the actions. Encourage the children to join
• Hand out the pencils and the Busy Books or the in. (See Pupil’s Book Teacher’s Notes Unit 5 Lesson 1
individual worksheets. Activity 6 for the tapescript.)
• Explain that the children must help Cheeky make a
sandwich by picking up the ingredients along the path.
• Say Point to the cheese and encourage the children to
point to the cheese. Repeat with egg, ham and tomato.
• Hold up a pencil and say Draw a line. Demonstrate
this by tracing the route with your finger. Encourage
the children to draw a line along the path.

184
Unit 5 I’m hungry Lesson 2
2 Do Cheeky’s jungle gym (CD2 track 63)
• Make sure the children are sitting down and that they
have enough room to move freely.
• Play the CD. Do the actions and encourage the
children to join in.

Cheeky’s jungle gym

Stand up, 1, 2, 3.
Turn around, 1, 2, 3.
Clap your hands, 1, 2, 3.
Eat ham.
Eat an egg.
Eat cheese.
Eat a tomato.
Lesson focus: Reviewing the new song and vocabulary Make a circle.
Focus language: ham, egg, cheese, tomato, biscuit, ice- Sit down, 1, 2, 3.
cream, cake, sandwich, apple, banana, Hello, Bye-bye Sleep, 1, 2, 3.
Main receptive language: Eat …
• If the children get overexcited, use the Calm down
Classroom language: What’s this? That’s right! Match
chant to get their attention. (See Teacher talk, pages
Main activities:
15–16.)
• Sing The Cheeky monkeys song 3
• Do Cheeky’s jungle gym
• Sing I love sandwiches! 3 Sing I love sandwiches! (CD2 track 62)
• Do the worksheet • Stick the ham, egg, cheese and tomato flashcards on
• Sing Bye-bye Cheeky 3 different walls of the classroom.
Materials you need: CD, puppet, ham, egg, cheese, • Say Let’s sing I love sandwiches! Play the CD. Sing
tomato, biscuit, ice-cream, cake, sandwich apple and the song and point to the flashcards. Encourage the
banana flashcards, Busy Books, pencils children to join in. (See Lesson 1 Activity 5 for the
tapescript.)

4 Play Slow reveal with food

Circle time • Shuffle the ham, egg, cheese and tomato flashcards.
Take the egg flashcard and use another flashcard to
1 Sing The Cheeky monkeys song 3 (CD2 cover it. Slowly reveal the egg flashcard and encourage
track 1) the children to say egg. If they answer correctly, say
• Organise the children into a circle and put on the That’s right! Egg! Repeat with ham, tomato and
Cheeky puppet. Get Cheeky to wave and say Hello! cheese.
Encourage the children to wave and say Hello! to If you are short of time, you can leave out Activity 4.
Cheeky. Move around the circle and get Cheeky to say
How are you? to every child. Then say Cheeky, how
are you? and encourage the children to join in. Get
Cheeky to say Fine, thank you.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 1 for
the tapescript.)

185
 5 Play Lucky dip! with food Extra activities
• Put the biscuit, ice-cream, cake, sandwich, apple,
banana, ham, egg, cheese and tomato flashcards in a 1 Play Pictionary with food
bag. Choose a child to play the game using The one • Slowly draw ham on the board, stopping at intervals to
banana, two banana chant. (See Teacher talk, pages say What’s this? Encourage the children to say ham.
15–16.) Offer the bag to the child and encourage them If the children guess correctly, say That’s right! Ham!
to take out one of the flashcards and show it to the Repeat with egg, cheese and tomato.
class. Say What’s this? Encourage the child to say
(ham). If the child answers correctly, say That’s right!
2 Play The ball game with food
(Ham)! Play the game with other children and repeat
• Organise the children into a circle. Roll the ball to a
until all the flashcards have been revealed.
child then show the egg flashcard. Say What’s this?
Encourage them to say egg. If they answer correctly,
Transition time say Well done! It’s an egg! Tell them to roll the
ball to another child. Repeat with ham, cheese and
6 Say the Transition chant 3 (CD2 track 4) tomato. Alternate between them until the children
• Put your finger to your lips and say Shh! Be very are confident.
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.)

Table time
7 Match the food (Busy Book p29)
• Hand out the pencils and the Busy Books or the
individual worksheets.
• Point to the whole tomato and say What’s this?
Encourage the children to say tomato. Repeat with
the egg, sandwich, apple and biscuit.
• Hold up a pencil and say Match the biscuit.
Demonstrate this by tracing a line with your finger.
• Say Match the biscuit, tomato, apple, egg and
sandwich. Encourage the children to match the food.

8 Sing Bye-bye Cheeky 3 (CD2 track 1)

• Put on the Cheeky puppet. Get Cheeky to wave and
say bye-bye! Encourage the children to wave and say
bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 9 for
the tapescript.)

186
Unit 5 I’m hungry Lesson 3
2 Play I spy with colours and food
• Lay out the biscuit, ice-cream, cake, sandwich, apple,
banana, ham, egg, cheese and tomato flashcards in
the circle.
• Choose a child to play the game using The one
banana, two banana chant (See Teacher talk, pages
15–16.) Say I spy something green. Encourage the
child to pick up a food flashcard that is green and give
it to you. Say What’s this? and encourage the child to
say (apple). Alternate between yellow, blue, red and
green until all the flashcards with these colours have
been removed.

3 Sing The hungry monkey (CD2 track 64)

• Say Let’s sing The hungry monkey. Play the CD. Sing
Lesson focus: Consolidating all new language the song and do the actions. Encourage the children to
Focus language: ham, egg, cheese, tomato, biscuit,
join in.
ice-cream, cake, sandwich, apple, banana, I’m hungry,
yellow, blue, red, green, one–four, Hello, Bye-bye The hungry monkey
Main receptive language: Swinging through the trees, I I’m a hungry monkey (Rub your tummy.)
like bananas, Bananas for me, Here’s a … Swinging through the trees. (Mime swinging.)
Classroom language: I spy something …, What’s this? I like bananas. (Mime peeling a banana.)
Very good! Look! Point to …, Circle the … Bananas for me. (Point to yourself.)
Main activities: One, two, three bananas. (Count to three on your
• Sing The Cheeky monkeys song 3 fingers.)
• Sing The hungry monkey
• Do the worksheet I’m a hungry monkey (Rub your tummy.)
• Sing Bye-bye Cheeky 3 Swinging through the trees. (Mime swinging.)
Materials you need: CD, puppet, I’m hungry, biscuit,
I like bananas. (Mime peeling a banana.)
ice-cream, cake, sandwich, apple, banana, ham, egg, Bananas for me. (Point to yourself.)
cheese, tomato and two raincoats, three frogs and four One, two bananas. (Clap once. / Count to two on your
tomatoes flashcards, Busy Books, pencils fingers.)
I’m a hungry monkey (Rub your tummy.)
Swinging through the trees. (Mime swinging.)
I like bananas. (Mime peeling a banana.)
Circle time Bananas for me. (Point to yourself.)
One banana. (Clap twice. / Show one finger.)
1 Sing The Cheeky monkeys song 3 (CD2
track 1) 4 Play Pass the flashcards with food and
• Organise the children into a circle and put on the I’m hungry
Cheeky puppet. Get Cheeky to wave and say Hello! • Organise the children into a circle. Hand out the
Encourage the children to wave and say Hello! to tomato and I’m hungry flashcards face down.
Cheeky. Move around the circle and get Cheeky to say • Tell the children they must not look at them. Play some
How are you? to every child. Then say Cheeky, how music from the CD. Encourage the children to pass the
are you? and encourage the children to join in. Get flashcards around the circle.
Cheeky to say Fine, thank you. • Stop the music and encourage the child holding the
• Play the CD. Sing the song and do the actions. I’m hungry flashcard to say I’m hungry. Encourage
Encourage the children to join in. Move Cheeky as if the child holding the tomato flashcard to say Here’s a
he’s also singing along. (See Lesson 1 Activity 1 for tomato. If they respond correctly, lay out the flashcard
the tapescript.) in the circle and say Very good! Tomato! Play the
game with other children and repeat with ham, egg
and cheese.
If you are short of time, you can leave out Activity 4.

187
 5 Sing the Story song (CD2 track 65) 9 Sing Bye-bye Cheeky 3 (CD2 track 5)
• Ask the children if they remember whose birthday it • Put on the Cheeky puppet. Get Cheeky to wave and
was in the story. Encourage them to say Cheeky. say Bye-bye! Encourage the children to wave and say
• Say Let’s sing the Story song. Play the CD. Sing the Bye-bye! to Cheeky.
song and do the actions. Encourage the children to join • Play the CD. Sing the song and do the actions.
in. Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 9 for
Story song the tapescript.)
Happy birthday to you. (Point in front of you.)
Happy birthday to you. (Point in front of you.) Extra activities
Happy birthday dear Cheeky. (Point to Cheeky.)
Happy birthday to you. (Point in front of you.) 1 Make a picture shopping list
• Tell the children they are going to make a giant picture
6 Play The counting game shopping list. Tell them to draw pictures of food and
• Show the banana flashcard and say banana. colour them in. When they have finished, cut out the
Encourage the children to join in. Repeat with drawings and stick them on a large piece of paper in
raincoats, frogs and tomatoes. two columns. Put the shopping list on the wall. (You
• Show the banana flashcard again and say How many may choose to write the names of the food next to the
bananas? Encourage the children to count on their drawings.)
fingers and say one. Repeat with two raincoats, three
frogs and four tomatoes. 2 Play What’s missing? with food
• Show the frogs flashcard and clap three times. Repeat • Lay out the tomato flashcard in the circle and say
with raincoats but only clap twice. Continue showing tomato. Repeat with ham, egg and cheese. Tell the
the flashcards and encourage the children to clap the children they must remember the flashcards. Shuffle
correct number of times. the flashcards then remove one without letting the
• When the children are confident, speed up the activity. children see what it is. Lay out the three remaining
flashcards in the circle. Say What’s missing?
Transition time Encourage the children to say (tomato). Show the
flashcard. If the children answer correctly, say Well
done! It’s a (tomato). Shuffle the flashcards and play
7 Say the Transition chant 3 (CD2 track 4)
the game again.
• Put your finger to your lips and say Shh! Be very
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.)

Table time
8 Find and circle the food (Busy Book p31)
• Hand out the pencils and the Busy Books or the
individual worksheets.
• Tell the children that Cheeky is swinging from the
trees like in the song. Say Cheeky is hungry. Tell the
children they must help Cheeky find the food.
• Say Point to ham and encourage the children to point
to ham. Repeat with bananas, cake and cheese.
• Hold up a pencil and say Circle ham. Demonstrate
this by circling it with your finger.
• Say Find and circle ham, bananas, cake and cheese.
Encourage the children to find and circle the food.

188
Unit 6 Goldilocks

Key language

Focus language Main receptive language Classroom language

trees Baby bear Yes!/No!

flower Goldilocks Who’s this?
honey Follow me to the … What’s this?
bee Here’s the … What’s missing?
For you and me! How many …?
Recycled language Eat … Look!
Be … Colour the …
bed Pick a … Point to …
chair Sleeping Well done!
bowl Wake up Where does the … go?
bear Good morning! Match …
yellow That’s right!
blue There are …
red Trace the numbers
green Count the …
Hello
Bye-bye
Concept: I’m hungry
one–five

Lesson 1 Lesson 2

Lesson 3

189
Unit 6 Goldilocks Lesson 1
2 Play What’s missing? (Unit 6 Story cards)
• Show Story card 4. Point to Goldilocks and say
Who’s this? Encourage the children to say Goldilocks.
Repeat with Mummy bear, Daddy bear and Baby bear.
Point to the bed and say What’s this? Encourage the
children to say bed. Repeat with the chair and bowl.
• Choose a child using The one banana, two banana
chant. (See Teacher talk, pages 15–16.) Cut out a small
square of paper and stick Blu-Tack™ on the back.
Cover the chair with the piece of paper without letting
the children see. Say What’s missing? Encourage the
child to say chair. Play the game with other children
and repeat with Goldilocks, Mummy bear, Daddy
bear, Baby bear, bed and bowl.
If you are short of time, you can leave out Activity 2.
Lesson focus: Listening to a new song (vocabulary
extension)
Focus language: trees, flower, honey, bee Recycled: 3 Sing the Story song (CD2 track 65)
bed, chair, bowl, bear, yellow, red, green, Hello, • Say Let’s sing the Story song. Sing the song and do
Bye-bye the actions. Encourage the children to join in.
Main receptive language: Follow me, Here’s the …,
For you and me! I’m hungry Story song
Classroom language: Who’s this? What’s this? What’s Oh dear! (Put your hand to your face in horror.)
missing? How many …? Look! Point to …, Colour the Look at my chair! (Point to the chair.)
… Daddy, daddy,
Main activities: My chair, my chair! (Point to the chair.)
• Sing The Cheeky monkeys song 3
• Play What’s missing? Oh dear! (Put your hand to your face in horror.)
• Sing Baby bear’s chant Look at my bowl! (Point to the bowl.)
• Do the worksheet Mummy, mummy,
• Sing Bye-bye Cheeky 3 My bowl, my bowl! (Point to the bowl.)
Materials you need: CD, puppet, Unit 6 Story cards, Oh dear! (Put your hand to your face in horror.)
bed, chair, bowl, bear, trees, flower, honey, bee and Look at my bed! (Point to the bed.)
Daddy, mummy,
My bed, my bed! (Point to the bed.)
Circle time
4 Count the honey, trees, bees and flowers
• Show the trees flashcard. Say Look! Trees! Encourage
1 Sing The Cheeky monkeys song 3 (CD2
the children to say trees. Point to the trees and say
track 1)
How many trees are there? Count them out loud with
• Organise the children into a circle and put on the
the children. Repeat with the flowers, honey and bees.
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave and say Hello! to
5 Sing Baby bear’s chant (CD2 track 66)
Cheeky.
• Hold up the Baby bear flashcard and say Look! It’s
• Play the CD. Cross your arms and hold hands with the
Baby bear. Encourage the children to say Hello, Baby
children either side of you. Encourage the children to
bear. Stick the Baby bear flashcard on the wall.
copy. Walk slowly in a clockwise direction as you sing
• Say Let’s sing Baby bear’s chant. Play the CD. Sing
the song. Encourage the children to join in. (See Unit 5
the song and do the actions. Encourage the children to
Lesson 1 Activity 1 for the tapescript.)
join in.

191
 Baby bear’s chant 8 Sing Baby bear’s chant and point to the
Follow me (Gesture ‘follow me’.) trees, honey, flowers and bees (CD2 track
Baby bear. 66)
Follow me (Gesture ‘follow me’.) • Say Let’s sing Baby bear’s chant. Play the CD. Sing
To the trees. (Mime a tree.) the song and point to the trees, honey, flowers and
bees. Encourage the children to join in. (See Activity 5
I’m hungry (Rub your tummy.) for the tapescript.)
Little bee.
I’m hungry (Rub your tummy.) 9 Sing Bye-bye Cheeky 3 (CD2 track 5)
For honey. (Mime eating honey with a spoon.) • Put on the Cheeky puppet. Get Cheeky to wave and
Follow me (Gesture ‘follow me’.) say Bye-bye! Encourage the children to wave and say
Baby bear. Bye-bye! to Cheeky.
Follow me (Gesture ‘follow me’.) • Play the CD. Sing the song and do the actions.
To the flowers. (Mime picking a flower.) Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
Here’s the honey (Mime eating honey with a spoon.)
9 for the tapescript.)
Little bee.
Here’s the honey (Mime eating honey with a spoon.)
For you and me! (Point to the child opposite. / Point Extra actvities
to yourself.)
1 Sing the Story song with flashcards (CD2
track 65)
Transition time
• Stick the chair, bowl and bed flashcards on different
walls of the classroom. Say Let’s sing the Story song.
6 Say the Transition chant 3 (CD2 track 4)
Play the CD. Sing the song and point to the flashcards.
• Put your finger to your lips and say Shh! Be very
Encourage the children to join in. (See Activity 3 for
quiet! Say the chant and do the actions while leading
the tapescript.)
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.)
2 Make a flower collage
• Draw a simple flower on a piece of paper. Photocopy
Table time for every child. Hand out the red, yellow and green
crayons and the photocopies. Tell the children to
7 Colour the trees and flowers (Busy Book colour their flowers red, yellow or green. When they
p33) have finished, stick the flowers on a large piece of
• Hand out the red and green crayons and the Busy paper to make a flower collage.
Books or the individual worksheets. Point to Baby
bear and say Look! Baby bear is in the wood! Baby
bear is hungry. Point to the honey and say Baby bear
wants honey. Explain that the children must help Baby
bear find the honey by following the path to the honey
pot.
• Point to the flower and say Look! A flower! Repeat
with the tree and bee. Say Point to red and encourage
the children to point to red. Repeat with green and
yellow. Point to the sequence and say Red, green,
yellow. Red, green, yellow.
• Hold up a red crayon and say Colour the flower
red. Demonstrate this by pretending to colour in the
partially coloured flower. Say Colour the flowers and
trees and encourage the children to colour the items
following the sequence.

192
Unit 6 Goldilocks Lesson 2
• Play the CD. Do the actions and encourage the
children to join in.

Cheeky’s jungle gym

Stand up. 1, 2, 3.
Turn around. 1, 2, 3.
Clap your hands. 1, 2, 3.
Eat honey.
Be trees.
Be a bee.
Pick a flower.
Make a circle.
Sit down. 1, 2, 3.
Sleep. 1, 2, 3.
Lesson focus: Reviewing the new song and vocabulary
Focus language: trees, flower, bee, honey, bed, chair, 3 Play Charades with bed, chair, bowl
bowl, bear, one–three, Hello, Bye-bye and bear
Main receptive language: Eat …, Be …, Pick a …, • Lay out the bed, chair, bowl and bear flashcards in the
hungry circle.
Classroom language: What’s this? Well done! Point to • Mime eating from a bowl and say What’s this?
…, Where does the … go? Here? Match …, Yes! No! Encourage the children to point to the bowl flashcard
Main activities: and say bowl. Repeat with sleeping in a bed, sitting on
• Sing The Cheeky monkeys song 3 a chair and hugging the bear.
• Do Cheeky’s jungle gym
• Sing Baby bear’s chant 4 Play The honey pot game
• Do the worksheet • Shuffle the trees, flower, honey and bee flashcards and
• Sing Bye-bye Cheeky 3 two flashcards from each of the previous units. Lay
Materials you need: CD, puppet, Baby bear, bed, chair, them out face down in the circle.
bowl, bear, flower, trees, honey and bee flashcards, • Show the Baby bear flashcard and say Baby bear is
Busy Books, pencils hungry. Explain that the children must help Baby bear
find the honey.
• Choose a child to play the game using The one
Circle time banana, two banana chant. (See Teacher talk, pages
15–16.) Tell the child to choose and reveal a flashcard.
1 Sing The Cheeky monkeys song 3 (CD2 If they reveal the honey flashcard, say Well done!
and get Baby bear to blow them a kiss. If it is another
track 1)
flashcard, encourage the child to say (umbrella) and
• Organise the children into a circle and put on the
turn the flashcard over again. Continue until the honey
Cheeky puppet. Get Cheeky to wave and say Hello!
flashcard is revealed.
Encourage the children to wave and say Hello! to
Cheeky. If you are short of time, you can leave out Activity 4.
• Play the CD. Cross your arms and hold hands with the
children either side of you. Encourage the children to
copy. Walk slowly in a clockwise direction as you sing 5 Sing Baby bear’s chant (CD2 track 66)
the song. Encourage the children to join in. (See Unit 5 • Show the Baby bear flashcard. Say Let’s sing Baby
Lesson 1 Activity 1 for the tapescript.) bear’s chant. Play the CD. Sing the song and do the
actions. Encourage the children to join in. (See Lesson
1 Activity 5 for the tapescript.)
2 Do Cheeky’s jungle gym (CD2 track 67)
• Make sure the children are sitting down and that
they have enough room to move freely.

193
 Transition time Extra activities
6 Say the Transition chant 3 (CD2 track 4) 1 Play The categories game
• Put your finger to your lips and say Shh! Be very • Choose four flashcards from Units 1–6. Each flashcard
quiet! Say the chant and do the actions while leading must be from a different unit. Put the flashcards in
the children to their tables. Encourage them to join in. different corners of the room. Shuffle the remaining
(See Teacher talk, pages 15–16.) flashcards from Units 1–6 and give one to every child.
Tell the children they must decide which category their
flashcard is in. Encourage them to move and sit next to
Table time the flashcard of the same category as theirs. When all
the children are sitting down, tell one group to stand
7 Match the missing jigsaw pieces (Busy
up. Encourage the children to show their flashcards
Book p35) and say the names. Encourage the other children
• Hand out the pencils and the Busy Books or the to decide if they are sitting in the correct corner by
individual worksheets. saying Yes! or No!
• Say Point to the bed. Encourage the children to point
to the bed. Repeat with the chair, flowers and honey.
2 Play The Yes! and No! game
• Say Where does the bed go? Point to one of the spaces
• Choose two flashcards from each of the six main
in the puzzle and say Here? Encourage the children to
units, twelve in total. Shuffle the twelve flashcards
say Yes! or No! Repeat with the other spaces.
and hold them above your head. Make sure that the
• Hold up a pencil and say Match the bed. Demonstrate
picture is facing the children. Say ham and quickly
this by tracing a line with your finger. Say Match the
move the flashcard at the front to the back. Encourage
bed, chair, flowers and honey. Encourage the children
the children to say Yes! or No! Continue until they
to match the jigsaw pieces to the puzzle.
correctly identify ham. Give the ham flashcard to a
child who answers correctly. Continue until all the
8 Sing Bye-bye Cheeky 3 (CD2 track 5) flashcards have been revealed.
• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
9 for the tapescript.)

194
Unit 6 Goldilocks Lesson 3
2 Play Pictionary with Goldilocks
• Slowly draw a flower on the board, stopping at
intervals to say What’s this?
• Encourage the children to say flower. If they guess
correctly, say That’s right! Flower! Repeat with tree,
honey, bee, chair, bed, bowl and bear.

3 Play Musical numbers

• Play some music from the CD. Encourage the children
to dance freely in the middle.
• Stop the music and say three. Encourage the children
to get into groups of three. If the children respond
correctly, say Well done! Three! Do not eliminate
children who are not in a group of this number. Repeat
with five, four, two and one. Alternate between them
Lesson focus: Consolidating all new language until the children are confident.
Focus language: trees, flower, honey, bee, bed, chair,
bowl, bear, Hello, Bye-bye, one–five 4 Play Sleeping bears
• Whisper Sleeping bears, sleeping bears and
Main receptive language: Sleeping, Wake up, Good
morning! encourage the children to curl up on the floor and
mime sleeping. Shake your finger at any children who
Classroom language: What’s this? That’s right! Well
done! Point to …, How many …? There are …, Trace are moving but do not eliminate them.
the numbers, Count the …, Match … • After a couple of minutes say Wake up bears! Wake
up! Encourage the children to stretch and yawn. Say
Main activities:
• Sing The Cheeky monkeys song 3 Good morning, bears! Good morning! Encourage the
• Sing Five brown bears children to say Good morning!
• Do the worksheet If you are short of time, you can leave out Activity 4.
• Sing Bye-bye Cheeky 3
Materials you need: CD, puppet, Busy Books, pencils
5 Sing Five brown bears (CD2 track 68)
• Say Let’s sing Five brown bears. Play the CD. Sing
the song and do the actions. Encourage the children to
Circle time join in.

1 Sing The Cheeky monkeys song 3 (CD2 Five brown bears

track 1)
Five brown bears (Show five fingers.)
• Organise the children into a circle and put on the
Sleeping in the bed. (Mime sleeping.)
Cheeky puppet. Get Cheeky to wave and say Hello!
One wakes up. (Mime waking up.)
Encourage the children to wave and say Hello! to
Good morning!
Cheeky.
• Play the CD. Cross your arms and hold hands with the Four brown bears (Show four fingers.)
children either side of you. Encourage the children to Sleeping in the bed. (Mime sleeping.)
copy. Walk slowly in a clockwise direction as you sing One wakes up. (Mime waking up.)
the song. Encourage the children to join in. (See Unit 5 Good morning!
Lesson 1 Activity 1 for the tapescript.) Three brown bears (Show three fingers.)
Sleeping in the bed. (Mime sleeping.)
One wakes up. (Mime waking up.)
Good morning!

195
 Two brown bears (Show two fingers.) Extra activities
Sleeping in the bed. (Mime sleeping.)
One wakes up. (Mime waking up.)
1 Sing and act out Five brown bears (CD2
Good morning!
track 68)
One brown bear (Show one finger.) • Choose five children using The one banana, two
Sleeping in the bed. (Mime sleeping.) banana chant. (See Teacher talk, pages 15–16.) Tell
He wakes up. (Mime waking up.) them to lie on the floor and mime sleeping in a bed.
Good morning! Play the CD. Encourage the other children to sing the
song and do the actions. When reaching the And one
wakes up line encourage the first child to sit up and
Transition time yawn. Repeat until all five children are sitting up.

6 Say the Transition chant 3 (CD2 track 4)

2 Play Pass the crayon
• Put your finger to your lips and say Shh! Be very
• Organise the children into a circle. Hand out a blue
quiet! Say the chant and do the actions while leading
crayon. Play some music from the CD. Encourage the
the children to their tables. Encourage them to join in.
children to pass the crayon around the circle. Stop
(See Teacher talk, pages 15–16.)
the music. Say Touch something blue and encourage
the child holding the crayon to stand up and touch
Table time something blue in the classroom. If they respond
correctly, say That’s right! It’s a blue (ball) etc.
7 Trace the numbers and count and match Repeat with red, yellow, green and brown.
the bees, flowers and trees (Busy Book p37)
• Hand out the pencils and the Busy Books or the
individual worksheets.
• Say Point to the bees. Encourage the children to point
to the bees. Repeat with the trees and flowers.
• Say How many bees are there? Count the bees out
loud with the children. Say There are five bees. Repeat
with the trees and blue, yellow and red flowers.
• Hold up a pencil and say Match the bees to the
number. Demonstrate this by tracing a line with your
finger. Say Match the bees, trees and flowers to the
numbers and encourage the children to match the
items.
• Say Trace the numbers. Demonstrate this by tracing
the number 1 with your finger. Encourage the children
to trace the numbers.

8 Sing Bye-bye Cheeky 3 (CD2 track 5)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
9 for the tapescript.)

196
Autumn

*Autumn should be taught after Unit 3.

Key language

Focus language Main receptive language Classroom language

tree It’s autumn Yes!/No!

leaves falling What’s this?
kite blowing Where does the … go?
wind flying Here?
I’m cold What are these?
Recycled language Where’s my…? Draw
Here you are
jumper Cheeky likes …
coat
scarf
hat
T-shirt
shorts
Hello
Bye-bye
yellow
red
Concept: big/small

Lesson 1 Lesson 2

197
Autumn Lesson 1
2 Talk about autumn
• Say It’s autumn. Ask the children questions about
autumn. Ask them what the weather is like in autumn
and what they can see and do.
• Show the tree flashcard and say tree. Ask the children
what happens to trees in autumn. Show the leaves
flashcard and say Leaves fall from the trees. Mime
falling leaves by wiggling your fingers through the
air. Say What colour are the leaves in autumn?
Encourage the children to say red or yellow.
• Show the wind flashcard and say Look! Wind! It’s
windy in autumn.
• Ask the children if they have flown a kite before. Show
the kite flashcard, say Look! A kite! Children fly their
kite in autumn. Mime flying a kite.
Lesson focus: Introducing Autumn vocabulary
3 Mime tree, leaves, kite and wind
Focus language: tree, leaves, kite, wind Recycled:
jumper, coat, hat, scarf, yellow, red, Hello, Bye-bye • Say tree and mime a tree blowing in the wind.
Encourage the children to join in. Repeat with leaves,
Main receptive language: It’s autumn, falling, blowing,
flying, I’m cold, Where’s my…? Here you are wind and kite. Alternate between them until the
children are confident.
Classroom language: Yes! No! What’s this? Where
does the … go? Here? Match … If you are short of time, you can leave out Activity 3.
Main activities:
• Sing Hello! It’s autumn!
• Talk about autumn 4 Sing It’s autumn! (CD2 track 70)
• Sing It’s autumn! • Say Let’s sing It’s autumn. Play the CD. Sing the song
• Do the worksheet and do the actions. Encourage the children to join in.
• Sing Bye-bye Cheeky 2
Materials you need: CD, puppet, tree, leaves, kite, It’s autumn!
wind, jumper, coat, hat and scarf flashcards, Busy
Yellow leaves are falling. (Mime falling leaves with
Books, pencils
your hands.)
It’s autumn! It’s autumn!
Yellow leaves are falling. (Mime falling leaves with
Circle time your hands.)
It’s autumn! It’s autumn!
1 Sing Hello! It’s autumn! (CD2 track 69) The wind is blowing. (Mime wind by moving your
• Organise the children into a circle and put on the arms through the air.)
Cheeky puppet. Get Cheeky to wave and say Hello! It’s autumn! It’s autumn!
Encourage the children to wave to Cheeky. The wind is blowing. (Mime wind by moving your
• Play the CD. Sing the song and do the actions. arms through the air.)
Encourage the children to join in. Move Cheeky It’s autumn! It’s autumn!
as if he’s also singing along.
My kite is flying. (Mime flying a kite.)
It’s autumn! It’s autumn!
Hello! It’s autumn!
My kite is flying. (Mime flying a kite.)
Hello! Hello! It’s autumn! (Wave your right hand.) It’s autumn! It’s autumn!
Hello! Hello! It’s autumn! (Wave your left hand.)
Hello! Hello! It’s autumn! (Wave your right hand.)
It’s autumn today! (Hold out your arm and bow.)

199
 5 Play I’m cold! Where’s my coat? Extra activities
• Hand out the jumper, coat, hat and scarf flashcards.
Put on the Cheeky puppet and get him to say I’m cold! 1 Play Cheeky’s whisper with autumn
Where’s my coat? Encourage the child holding the • Organise the children into a circle. Shuffle the tree,
coat flashcard to give it to Cheeky and say Here you leaves, wind and kite flashcards. Lay them out face
are. Repeat with jumper, hat and scarf. up in the circle. Put on the Cheeky puppet. Tell the
children that Cheeky wants to share a secret with
Transition time them. Get Cheeky to whisper tree to a child. Tell the
child to pass the whisper on. Continue until reaching
6 Say the Transition chant 1 (CD1 track 37) the last child in the circle. Encourage them to pick up
• Put your finger to your lips and say Shh! Be very the tree flashcard. Play the game with other children
quiet! Say the chant and do the actions while leading and repeat with leaves, wind and kite.
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.) 2 Make a tree collage
• In advance, draw a tree on a large piece of paper. Say
What colour are leaves in autumn? Encourage the
Table time children to say red, yellow or brown. Tell them to draw
leaves and colour them in. When the children have
7 Match the pieces to the jigsaw (Busy finished, cut out their leaves and stick them on the
Book p39) tree. (You may choose to write Autumn at the top of
• Hand out the pencils and the Busy Books or individual the collage.)
worksheets.
• Say Point to the tree and encourage the children to
point to the tree. Repeat with wind and kite.
• Say Where does the tree go? Point to one of the
spaces in the puzzle and say Here? Encourage the
children to say Yes! or No! Repeat with the other
spaces.
• Hold up a pencil and say Match the tree. Demonstrate
this by tracing a line with your finger.
• Say Match the tree, wind and kite. Encourage the
children to match the jigsaw pieces to the puzzle.

8 Sing Bye-bye Cheeky 2 (CD1 track 38)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 3 Lesson 1 Activity
10 for the tapescript.)

200
Autumn Lesson 2
2 Play Flashcard in the wind
• Say The wind is blowing. Hold the leaves flashcard
face down and stretch your arm up into the air. Say
What’s this? Slowly move the flashcard to the floor,
twisting and turning it to make it look like it’s blowing
in the wind. Say What’s this? again. Encourage the
children to say leaves. Repeat with the tree, wind, kite,
jumper, coat, hat, scarf, T-shirt and shorts.

3 Sing It’s autumn! with flashcards (CD2

track 70)
• Stick the leaves, kite and wind flashcards on different
walls of the classroom. Say Let’s sing It’s autumn!
Play the CD. Sing the song, point to the flashcards and
do the actions. Encourage the children to join in. (See
Lesson focus: Reviewing the new song and vocabulary Lesson 1 Activity 4 for the tapescript.)
Focus language: tree, leaves, kite, wind, jumper, coat,
hat, scarf, T-shirt, shorts, big, small, Hello, Bye-bye 4 Play Big tree, small tree
Main receptive language: blowing, flying, Cheeky likes • Show the tree flashcard and say Cheeky likes trees.
…, It’s autumn Mime swinging in a tree. Say Cheeky likes big trees
and stretch up tall making your body into the shape of
Classroom language: What’s this? What are these?
Draw … a big tree. Encourage the children to join in. Repeat
with small trees making your body small.
Main activities:
• Sing Hello! It’s autumn! • Point to a child and say Big tree. Encourage them to
• Sing It’s autumn! with flashcards mime a big tree. Point to the next child and say Small
• Do the worksheet tree. Encourage them to mime a small tree. Continue
• Sing Bye-bye Cheeky 2 until reaching the last child in the circle.
Materials you need: CD, puppet, tree, leaves, kite, • Mime a big tree and encourage the children to say Big
wind, jumper, coat, hat, scarf, T-shirt and shorts tree. Repeat with small tree. Alternate between them
flashcards, Busy Books, pencils until the children are confident.
If you are short of time, you can leave out Activity 4.

Circle time Transition time

1 Sing Hello! It’s autumn! (CD2 track 69) 5 Say the Transition chant 2 (CD1 track 37)
• Organise the children into a circle and put on the • Put your finger to your lips and say Shh! Be very
Cheeky puppet. Get Cheeky to wave and say Hello! quiet! Say the chant and do the actions while leading
Encourage the children to wave to Cheeky. the children to their tables. Encourage them to join in.
• Play the CD. Sing the song and do the actions. (See Teacher talk, pages 15–16.)
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Lesson 1 Activity 1 for
the tapescript.)

201
 Table time 2 Play The ball game with autumn
• Organise the children into a circle. Shuffle the tree,
6 Draw the leaves (Busy Book p41) leaves, kite and wind flashcards. Roll the ball to a
• Hand out the pencils and the Busy Books or the child and show the (kite) flashcard. Say What’s this?
individual worksheets. Encourage them to say (kite). If they answer correctly,
• Say Look! Cheeky is flying his kite with Rory! Point say Well done! Kite! Tell them to roll the ball to
to the leaves and say What are these? Encourage the another child. Repeat with tree, leaves and wind.
children to point and say leaves.
• Hold up a pencil and say Draw the leaves.
Demonstrate this by tracing them with your finger.
Encourage the children to trace the leaves.

7 Sing Bye-bye Cheeky 2 (CD1 track 38)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 3 Lesson 1 Activity
10 for the tapescript.)

Extra activities
1 Play The memory game with autumn and
clothes
• Organise the children into a circle. Shuffle the tree,
leaves, kite, wind, jumper, coat, hat, scarf, T-shirt
and shorts flashcards. Lay them out face down in the
circle. Choose a child to play the game using The one
banana, two banana chant. (See Teacher talk, pages
15–16.) Tell the child to choose a flashcard and guess
what it is by saying (kite). Reveal the flashcard and
encourage the other children to say Yes! or No! If the
child guesses incorrectly, turn the flashcard back over.
Play the game with other children and continue until
all the flashcards have been revealed.

202
Halloween Lesson 1
2 Mime Halloween
• Ask the children if they can remember any Halloween
words. Say cat and mime a cat. Encourage the
children to join in. Say It’s a cat. Repeat with bat,
ghost and pumpkin.
• Say What noise does a cat make? Encourage the
children to make the sound of a cat. Repeat with
ghost.
If you are short of time, you can leave out Activity 2.

3 Play What am I? with Halloween

• Organise the children into four groups. Hand out the
bat, cat, ghost or pumpkin flashcards to a child in
each group. Tell the children to keep their flashcard a
Lesson focus: Reviewing the Halloween songs and secret. Say Mime or make the sound and encourage
vocabulary the first group to mime or make the sound of a (ghost).
Focus language: bat, cat, ghost, pumpkin Say What is it? and encourage the other children to
Hello, Bye-bye say (ghost). Continue until all the flashcards have been
Main receptive language: Happy Halloween, What revealed.
noise does a … make?
Classroom language: It’s a…, What is it? Circle what’s 4 Sing The Halloween chant with flashcards
different, Mime and make the sound (CD2 track 71)
Main activities: • Stick the bat, cat and ghost flashcards on different
• Sing Hello! It’s Halloween! walls of the classroom.
• Play What am I? with Halloween • Say Let’s sing the Halloween chant. Play the CD.
• Sing The Halloween chant with flashcards Sing the song and point to the flashcards. Encourage
• Do the worksheet the children to join in.
• Sing Bye-bye Cheeky 1
Materials you need: CD, puppet, cat, bat, ghost and The Halloween chant
pumpkin flashcards, Busy Books, pencils
What’s that noise? (Put your hand to your ear.)
What’s that noise? (Put your hand to your ear.)
It’s Halloween tonight!
Circle time Look! It’s a cat. (Point to your eye.)
Miaow, miaow, miaow! (Mime licking your paws.)
1 Sing Hello! It’s Halloween! (CD2 track 26)
• Organise the children into a circle and put on the What’s that noise? (Put your hand to your ear.)
Cheeky puppet. Get Cheeky to wave and say Hello! What’s that noise? (Put your hand to your ear.)
Encourage the children to wave to Cheeky. It’s Halloween tonight!
• Play the CD. Sing the song and do the actions. Look! It’s a bat. (Point to your eye.)
Encourage the children to join in. Move Cheeky Flap, flap, flap! (Flap your arms.)
as if he’s also singing along.
What’s that noise? (Put your hand to your ear.)
What’s that noise? (Put your hand to your ear.)
Hello! It’s Halloween!
It’s Halloween tonight!
Hello! Hello! It’s Halloween! (Wave your right hand.)
Look! It’s a ghost. (Point to your eye.)
Hello! Hello! It’s Halloween! (Wave your left hand.)
Woo, woo, woo! (Put your arms in the air and mime a
Hello! Hello! It’s Halloween! (Wave your right hand.)
ghost.)
Happy Halloween! (Hold out your arm and bow.)

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 Transition time Extra activities
5 Say the Halloween transition chant (CD2 1 Do Trick or treat
track 28) • Tell the children that at Halloween children wear
• Play the CD. Sing the song and do the actions. fancy dress and go from house to house knocking on
Encourage the children to join in. (See Teacher talk, doors. They then do a dance or a song and when they
pages 15–16.) have given their performance they usually receive a
treat of sweets or money. Tell the children to stand up.
Halloween transition chant Say We’re going trick or treating. Stamp on the floor
and say Knock, knock. Then say jump and encourage
Spooky ghosts, (Gesture ‘come here’.)
the children to jump. Repeat with Stand up, Sit down,
Spooky ghosts, (Gesture ‘come here’.)
Turn around, Clap your hands, Touch your nose and
Come with me. (Tiptoe to the table.)
Dance. Alternate between them until the children are
Sit down, sit down, (Gesture ‘sit down’.)
confident. (You may choose to give the children sweets
Sit down quietly. (Sit down.)
after the activity.)
Shh! Shh! (Put your finger to your lips.)

2 Play Abracadabra! with Halloween

Table time • Put on the Cheeky puppet. Explain that Cheeky is
going to do some magic. With one hand hide the cat,
6 Circle what’s different (Busy Book p43) bat, ghost and pumpkin flashcards behind your back.
• Hand out the pencils and the Busy Books or the Say Abracadabra! 1, 2, 3! and move your other hand
individual worksheets. as if chanting a spell. Encourage the children to join
• Point to the first row and say Look! It’s Halloween! in. Slowly reveal the pumpkin flashcard. Encourage
Point to the ghost and say ghost. Encourage the the children to say pumpkin. If the children answer
children to join in. Repeat with the bat and the second correctly, say That’s right! A pumpkin! and lay it out
and third ghosts. in the circle. Repeat with cat, bat and ghost.
• Hold up a pencil and say Circle what’s different.
Demonstrate this by circling the bat with your finger.
• Point to the second row and say Circle what’s
different. Repeat with the third row. Encourage the
children to circle what’s different in each row.

7 Sing Bye-bye Cheeky 1 (CD1 track 6)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 1 Lesson 1 Activity
9 for the tapescript.)

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Christmas Lesson 1
2 Sing Hello! It’s Christmas! (CD2 track 30)
• Organise the children into a circle and put on the
Cheeky puppet. Get Cheeky to wave and say Hello!
Encourage the children to wave to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky
as if he’s also singing along.

Hello! It’s Christmas!

Hello! Hello! It’s Christmas! (Wave your right hand.)
Hello! Hello! It’s Christmas! (Wave your left hand.)
Hello! Hello! It’s Christmas! (Wave your right hand.)
Merry Christmas to you! (Hold out your arm and
bow.)

Lesson focus: Extending Christmas vocabulary 3 Sing Here comes Father Christmas! (CD2
Focus language: doll, ball, car, teddy bear Recycled: track 72)
Father Christmas, presents, Hello, Bye-bye • Say Let’s sing Here comes Father Christmas! Play
Main receptive language: Merry Christmas! Here’s the CD. Sing the song and do the actions. Encourage
a …, Thank you, Look! the children to join in. Move the Father Christmas
Classroom language: Put up your hands for dolls, flashcard further into the circle as you sing the song.
What’s our favourite Christmas present? What’s this?
Match … Here comes Father Christmas!
Main activities: (We wish you a Merry Christmas tune)
• Sing Hello! It’s Christmas!
• Sing Here comes Father Christmas Here comes Father Christmas! (Mime riding on a
• Play Pass the Christmas present sleigh.)
• Do the worksheet Here comes Father Christmas! (Mime riding on a
• Sing Bye-bye Cheeky 1 sleigh.)
Materials you need: CD, puppet, Father Christmas, Here comes Father Christmas (Mime riding on a
doll, ball, car and teddy bear flashcards, Busy Books, sleigh.)
pencils To Cheeky’s town!
Getting ready: Wrap tinsel around the Cheeky puppet.
With lots of lovely presents, (Mime carrying a sack
over your shoulders.)
With lots of lovely presents, (Mime carrying a sack
over your shoulders.)
Circle time With lots of lovely presents (Mime carrying a sack
over your shoulders.)
1 Play Where’s Cheeky? For me and for you. (Point to yourself. / Point to the
• In advance, wrap Cheeky with tinsel. Put on the child opposite.)
Cheeky puppet and hide Cheeky behind your back.
Choose a child using The one banana, two banana 4 Play Pass the Christmas present
chant. (See Teacher talk, pages 15–16.) Encourage • Put on the Cheeky puppet. Give Cheeky the teddy
them to guess which hand you are holding Cheeky in bear flashcard and say Merry Christmas. Here’s a
by touching one of your arms. If they guess correctly, teddy bear. Get Cheeky to say Thank you. Repeat
bring Cheeky from behind your back and get him to with doll, car and ball.
say Hello! Merry Christmas! and give them a kiss. • Hand out the doll flashcard face down. Tell the child
they must not look at it.
• Play some music from the CD. Encourage the children
to pass the flashcard around the circle.

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 • Stop the music and encourage the child holding 8 Sing Bye-bye Cheeky 1 (CD1 track 6)
the flashcard to give it to Cheeky and say Merry • Put on the Cheeky puppet. Get Cheeky to wave and
Christmas. Here’s a doll. Get Cheeky to say Thank say Bye-bye! Encourage the children to wave and say
you and give the child a hug. Repeat with the teddy Bye-bye! to Cheeky.
bear, car and ball. • Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
5 Choose your favourite Christmas present he’s also singing along. (See Unit 1 Lesson 1 Activity
• Tell the children they must decide what their favourite 9 for the tapescript.)
present is.
• Show the doll flashcard and say Put up your hands
for dolls. Encourage the children to put their hands up.
Extra activities
Count the number of votes and write the number on
1 Play My Christmas wish list
the board. Stick the doll flashcard on the board next to
• In advance, write My Christmas wish list at the top
it. Repeat with teddy bear, car and ball.
of a large piece of paper. Tell the children they must
• Say Our favourite Christmas present is a (teddy
think about what presents they would like to receive
bear).
for Christmas. Hand out the pencils and crayons and
If you are short of time, you can leave out Activity 5. tell them to draw and colour their presents. When the
children have finished, cut out the presents and stick
them on the Christmas wish list. (You may choose to
Transition time write the names of the presents under the pictures.)

6 Say the Christmas transition chant (CD2 2 Sing Twinkle, twinkle little star (CD2
track 32) track 33)
• Put your finger to your lips and say Shh! Be very • Say Let’s sing Twinkle, twinkle little star. Play the
quiet! Say the chant and do the actions while leading CD. Sing the song and do the actions. Encourage the
the children to their tables. Encourage them to join in. children to join. (See Pupil’s Book Teacher’s Notes
(See Teacher talk, pages 15–16.) Christmas Lesson 2 Activity 4 for the tapescript.)

Christmas transition chant

Father Christmas, (Gesture ‘come here’.)
Father Christmas, (Gesture ‘come here’.)
Come with me. (Tiptoe to the table.)
Sit down, sit down, (Gesture ‘sit down’.)
Sit down quietly. (Sit down.)
Shh! Shh! (Put your finger to your lips.)

Table time
7 Match the Christmas presents (Busy Book
p45)
• Hand out the pencils and the Busy Books or the
individual worksheets.
• Point to the presents and say Look! Presents! Point
to the unwrapped teddy bear and say What’s this?
Encourage the children to say teddy bear. Repeat
with the unwrapped ball, car and doll.
• Hold up a pencil and say Match the teddy bear.
Demonstrate this by tracing a line with your finger.
• Say Match the teddy bear, ball, doll and car.
Encourage the children to match the presents.

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Easter Lesson 1
2 Talk about Easter
• Show the Easter Bunny flashcard and say It’s the
Easter bunny. What does the Easter bunny bring?
Then show the Easter egg flashcard and say Easter
eggs!

3 Play Find the Easter egg

• Choose a child to play the game using the The one
banana, two banana chant. (See Teacher talk, pages
15–16.) Tell them to face the wall and cover their eyes.
Hide the Easter egg flashcard in the classsroom.
• Tell the child they must help Cheeky find the Easter
egg. When they get closer say hot and when they get
further away say cold. Encourage the other children
to join in. Continue until they find the Easter egg.
Lesson focus: Introducing Easter vocabulary • Encourage the child who finds the Easter egg to give it
Focus language: Easter Bunny, Easter egg Recycled:
to Cheeky and say Happy Easter! Get Cheeky to say
Hello, Bye-bye, blue, red Thank you. Play the game again with another child.
Main receptive language: Happy Easter! Here you are, If you are short of time, you can leave out Activity 3.
Thank you, What does he bring? Where’s my Easter
egg? It’s ...
Classroom language: Look! Point to …, Colour …, 4 Sing Where’s my Easter egg? (CD2 track 74)
Draw … • Stick the Easter bunny and Easter egg flashcards
on opposite walls of the classroom. Say Let’s sing
Main activities:
• Sing Hello! It’s Easter! Where’s my Easter egg? Play the CD. Sing the song
• Talk about Easter and point to the flashcards. Encourage the children to
• Sing Where’s my Easter egg? join in.
• Do the worksheet
• Sing Bye-bye Cheeky 2 Where’s my Easter egg?
Materials you need: CD, puppet, Easter bunny and
Easter bunny,
Easter egg flashcards, Busy Books, pencils, red and
blue crayons Where’s my Easter egg?
Easter bunny,
Where’s my Easter egg?
Circle time Here you are.
It’s red and blue.
1 Sing Hello! It’s Easter! (CD2 track 73) Here you are,
• Organise the children into a circle and put on the An Easter egg for you.
Cheeky puppet. Get Cheeky to wave and say Hello!
Easter bunny,
Encourage the children to wave to Cheeky.
Thank you for my Easter egg.
• Play the CD. Sing the song and do the actions.
Easter bunny,
Encourage the children to join in. Move Cheeky
Thank you for my Easter egg.
as if he’s also singing along.

It’s Easter!
Hello! Hello! It’s Easter! (Wave your right hand.)
Hello! Hello! It’s Easter! (Wave your left hand.)
Hello! Hello! It’s Easter! (Wave your right hand.)
Happy Easter to you! (Hold out your arm and bow.)

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 Transition time Extra activities
5 Say the Transition chant 2 (CD1 track 37) 1 Play Pass the Easter egg
• Put your finger to your lips and say Shh! Be very • Organise the children into a circle. Hand out the
quiet! Say the chant and do the actions while leading Easter egg flashcard face down. Tell the children they
the children to their tables. Encourage them to join in. must not look at it. Play some music from the CD.
(See Teacher talk, pages 15–16.) Encourage the children to pass the flashcard around
the circle. Stop the music. Tell the child holding the
flashcard to reveal it. Say What’s this? and encourage
Table time them to say Easter egg. Put on the Cheeky puppet.
Encourage them to say Happy Easter! Get Cheeky
6 Colour and trace the Easter egg (Busy
to say Thank you and give the child a kiss. Play the
Book p47) game again with another child.
• Hand out the pencils, blue and red crayons and the
Busy Books or the individual worksheets.
2 Draw an Easter egg picture
• Point to the Easter egg and say Look! An Easter egg!
• Hand out a piece of paper to every child. Hand out
Point to Cheeky and say Look! Cheeky’s hiding!
pencils and blue and red crayons. Tell the children
Repeat with the Easter bunny.
they are going to draw an Easter egg picture. Tell them
• Say The Easter egg is red and blue. Point to blue.
they must listen to the instructions and draw what
Encourage the children to point to blue. Repeat with
they hear. Give the children enough time between
red. Point to the sequence and say Blue, red, blue,
each instruction for them to draw or colour. Say Draw
red, blue.
two big Easter eggs. Draw three small Easter eggs.
• Hold up blue and red crayons and say Colour the egg.
Colour the small Easter eggs blue. Colour the big
Demonstrate this by pretending to colour it in. Hold
Easter eggs red.
up a pencil and say Draw the egg. Demonstrate this by
tracing a line with your finger.
• Say Colour and draw the Easter egg and encourage
the children to colour the egg following the sequence
and then trace the egg.

7 Sing Bye-bye Cheeky 2 (CD1 track 6)

• Put on the Cheeky puppet. Get Cheeky to wave and
say Bye-bye! Encourage the children to wave and say
Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 3 Lesson 1 Activity
10 for the tapescript.)

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 Photocopiable Materials
Unit 1 Photocopiable worksheets 1–3������������������������������������������������������������������������������������ 210–212
Unit 2 Photocopiable worksheets 1–3������������������������������������������������������������������������������������ 213–215
Unit 3 Photocopiable worksheets 1–3�������������������������������������������������������������������������������������216–218
Unit 4 Photocopiable worksheets 1–3������������������������������������������������������������������������������������ 219–221
Unit 5 Photocopiable worksheets 1–3������������������������������������������������������������������������������������ 222–224
Unit 6 Photocopiable worksheets 1–3������������������������������������������������������������������������������������ 225–227
 Unit 1 Lesson 3 Extra activity 2

• Colour the mini cards.

• Play Concentration.
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Unit 1 Lesson 5 Extra activity 3

• Find and point to the ball, teddy bear and fish.

• Colour the shapes blue.
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 Unit 1 Lesson 6 Extra activity 2

• Colour the small teddy bears blue.

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 1
2
3 • Count the Rories and circle the number.
Unit 2 Lesson 5 Extra activity 1

• Colour the big Rory yellow.

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 • Talk about your family with the mini cards.
Unit 2 Lesson 6 Extra activity 2

• Colour the mini cards.

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Unit 2 Lesson 7 Extra activity 2

• Match sister, granny and brother.

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 Unit 3 Lesson 1 Extra activity 1

• Colour the scarf yellow and blue.

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 • Sing Getting dressed and show the jumper, coat, hat and scarf.
Unit 3 Lesson 3 Extra activity 1

• Colour the clothes.

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 • Trace one T-shirt, two scarves and three hats.
Unit 3 Lesson 6 Extra activity 1
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 • Sing Farmer Brown with the animal headbands.
Unit 4 Lesson 2 Extra activity 3

• Colour your animal headband.

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 Unit 4 Lesson 3 Extra activity 1

• Play Bingo with the mini cards.

• Colour the mini cards.
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 • Put the pieces together to make a jigsaw.
Unit 4 Lesson 4 Extra activity 2

• Colour the dog.

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 • Play Find the odd one out with the mini cards.
Unit 5 Lesson 3 Extra activity 3
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 • Trace the number four. Then complete the biscuits.
Unit 5 Lesson 6 Extra activity 1

• Count the biscuits.

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 • Listen and colour the ice-cream, apple and banana.
Unit 5 Lesson 7 Extra activity 3
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 • L isten to the story and show the bed, chair, bowl,
Mummy bear, Daddy bear and Baby bear.
Unit 6 Lesson 3 Extra activity 1

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 Unit 6 Lesson 4 Extra activity 2

• Circle what’s different in each row.

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 5
Unit 6 Lesson 6 Extra activity 1

• Count the chairs. Then colour the number brown.

1 2 3

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 Photocopiable Materials
Letters to parent/carer

Welcome letter to parent/carer������������������������������������������������������������������������������������������������������ 230

End of unit letters to parent/carer���������������������������������������������������������������������������������������� 231–238
 Cheeky Monkey 1 Welcome Letter

Dear Parent/Carer

This year your child is learning English using Cheeky Monkey 1. They will be exposed to
English through stories, songs and fun and stimulating games and cognitive activities. We
hope your child will develop a positive attitude to learning English.
Cheeky Monkey lives with four-year old Tom and Ellie. Cheeky has all kinds of
adventures in his town accompanied by his friend Rory the lion. He also meets a variety of
other interesting characters along the way.
We have provided a Multi-ROM for you to use with your child at home. We feel it’s
important for them to continue their language learning outside the classroom. The Multi-
ROM includes the stories and some of the songs the children learn in class and a variety
of new games that revise the key vocabulary they are exposed to during the year. These
activities are linked to the different units of Cheeky Monkey 1.
We will keep in regular contact with you. After your child completes each unit, we
will write to you and let you know what they have been studying in class. We will also provide
you with song lyrics, so you can sing and perform the songs together at home. Please work
at the same pace as the English teacher. Your child will only be able to follow songs and
activities from the units they have already studied in class.
Your child’s progress will be gradual. Please don’t expect them to be able to say
very much in English in the early stages. Cheeky Monkey 1 primarily focuses on language
comprehension. As your child becomes more receptive to the new language, they will
respond more confidently and be able to produce simple English words and expressions.
Whether or not you have a knowledge of English, please show an interest in your
child’s learning. The more you value the work they do both in class and at home, the more
motivated and confident they will become.

We hope you enjoy working with your child through English.

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Cheeky Monkey 1 Unit 1 Look at me!

Dear Parent/Carer

Your child has now successfully completed the first unit of Cheeky Monkey 1. In this unit
they were introduced to the main character, Cheeky and his friends Rory the lion, Tom
and Ellie.
Your child will now be familiar with the different routines used in the English class,
including the Hello and Bye-bye songs, which help to signal the beginning and end of each
lesson and the Transition chant, which is used to signal the transition between circle time
activities and table time activities.
The topic of this unit is the body. Your child listened to the story Look at me! in
which Cheeky and Rory spend a day at the funfair. They visit the tent filled with funny
mirrors, which make different parts of their bodies appear bigger than usual. This story
introduced your child to the concepts of big and small.
They have also sung and performed a variety of songs about the body, which include
My body and The big and small song.
Encourage your child to share the songs they have learnt with you. Each song is
accompanied by actions, which your child will show you how to perform. Play the Multi-ROM
and sing along.

My body (track 1) The big and small song (track 2)

(Head, shoulders, knees and
toes tune) Big tummy, big tummy (Mime a big tummy.)
Pointing at you! (Point to the child opposite.)
Fingers, nose, tummy, toes, Big tummy, big tummy (Mime a big tummy.)
Tummy, toes. Pointing at you! (Point to the child opposite.)
Fingers, nose, tummy, toes,
Tummy, toes. Small ears, small ears (Mime small ears.)
And fingers and nose, Listening to you! (Point to the child opposite.)
And tummy and toes. Small ears, small ears (Mime small ears.)
Fingers, nose, tummy, toes, Listening to you! (Point to the child opposite.)
Tummy, toes.
Big eyes, big eyes (Mime big eyes.)
Looking at you! (Point to the child opposite.)
Big eyes, big eyes (Mime big eyes.)
Looking at you! (Point to the child opposite.)

Small toes, small toes (Mime small toes.)

Walking to you! (Point to the child opposite.)
Small toes, small toes (Mime small toes.)
Walking to you! (Point to the child opposite.)

We hope you enjoy seeing your child develop and learn with English.
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 Cheeky Monkey 1 Unit 2 Baby is sad

Dear Parent/Carer

Your child has now completed Unit 2 of Cheeky Monkey 1. The focus of this unit was
the family.
Your child was introduced to the concepts of happy and sad in the story Baby
is sad. It’s bedtime but baby is wide awake. The family all try to sing baby to sleep but only
Cheeky’s rendition of the Story song makes baby happy again and sends him to sleep.
Your child has sung a number of songs related to the topic. These include Close
your eyes and Clap and be happy.

Close your eyes (track 3) Clap and be happy (track 4)

Close your eyes. (Cover your eyes.) Clap clap, clap. (Clap three times.)
Who is this? (Remove your hands from Let’s be happy! (Draw a happy face in the air.)
your eyes.) Brothers and sisters,
It’s your daddy! Mummy and daddy.
Blow a kiss. (Blow a kiss.)
Jump, jump, jump. (Jump three times.)
Close your eyes. (Cover your eyes.) Let’s be happy! (Draw a happy face in the air.)
Who is this? (Remove your hands from Brothers and sisters,
your eyes.) Mummy and daddy.
It’s your mummy!
Blow a kiss. (Blow a kiss.) Dance, dance, dance. (Dance.)
Let’s be happy! (Draw a happy face in the air.)
Close your eyes. (Cover your eyes.) Brothers and sisters,
Who is this? (Remove your hands from Mummy and daddy.
your eyes.)
It’s your sister!
Blow a kiss. (Blow a kiss.)

Close your eyes. (Cover your eyes.)

Who is this? (Remove your hands from
your eyes.)
It’s your brother!
Blow a kiss. (Blow a kiss.)

We encourage you to sing the songs from both Unit 1 and Unit 2 at home with your child.
We hope you enjoy seeing your child’s progress in English and their growing
relationships with Cheeky and his friends.
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Cheeky Monkey 1 Unit 3 I’m cold!

Dear Parent/Carer

This unit focused on clothes. Your child explored the different clothes they can wear when
it’s hot and when it’s cold.
They listened to the I’m cold! story. Cheeky and Rory spend a day playing in the
park. Cheeky becomes very hot and takes off his clothes. But the weather changes and
he soon needs to put them back on again. As Cheeky attempts to get dressed quickly, he
gets tangled up in clothes.
The songs your child has sung and performed during the unit include Getting
dressed and The hot and cold song. Your child will now be able to perform more confidently.
They may even be able to produce some simple English phrases from the songs.

Getting dressed (track 5) The hot and cold song (track 6)

I put my jumper on. (Mime putting your I’m cold, cold, cold! (Rub your arms and
jumper on.) mime shivering.)
One, two, three. (Show three fingers.) I put my jumper on. (Mime putting your
I’m ready! (Stand up straight and tap your jumper on.)
legs.) I’m cold, cold, cold! (Rub your arms and
Let’s play. (Mime skipping.) mime shivering.)
I put my coat on. (Mime putting your coat on.)
I put my coat on. (Mime putting your coat on.) I’m cold, cold, cold! (Rub your arms and
One, two, three. (Show three fingers.) mime shivering.)
I’m ready! (Stand up straight and tap your
legs.) I’m hot, hot, hot! (Mime wiping your brow.)
Let’s play. (Mime skipping.) I put my T-shirt on. (Mime putting your
T-shirt on.)
I put my hat on. (Mime putting your hat on.) I’m hot, hot, hot! (Mime wiping your brow.)
One, two, three. (Show three fingers.) I put my shorts on. (Mime putting your
I’m ready! (Stand up straight and tap your shorts on.)
legs.) I’m hot, hot, hot! (Mime wiping your brow.)
Let’s play. (Mime skipping.)

I put my scarf on. (Mime putting your scarf on.)

One, two, three. (Show three fingers.)
I’m ready! (Stand up straight and tap your
legs.)
Let’s play. (Mime skipping.)

As your child gets dressed in the morning, ask them what clothes they know in English.
We hope your child is enjoying the time they spend with Cheeky and his friends in English
class.
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 Cheeky Monkey 1 Unit 4 Good morning!

Dear Parent/Carer

Animals and the concepts of clean and dirty were the focus of Unit 4.
Your child listened to the Good morning! story and learnt about animals that live
on the farm. In the story the animals become very dirty when they fail to jump a very big
puddle. Farmer Brown saves the day. He hears the animals calling for help from his bedroom
window and makes them clean again by spraying them with water from his watering can.
You may be familiar with the traditional song Old MacDonald had a farm. Your child
sang Farmer Brown, which is sung to the same tune. They also sang Dirty hands.
Farmer Brown (track 7) Dirty hands (track 8)
(Old MacDonald had a farm (Mulberry bush tune)
tune)
Look at my dirty hands, (Show your hands. / Pull a face.)
Farmer Brown has a farm. Dirty hands, (Show your hands. / Pull a face.)
E-I-E-I-O. Dirty hands. (Show your hands. / Pull a face.)
Look at my dirty hands. (Show your hands. / Pull a face.)
On the farm there is a duck. Yuk, yuk, yuk! (Shake your hands three times. / Pull a
Quack, quack! face.)
Quack, quack!
E-I-E-I-O. This is the way I wash my hands, (Mime washing your
hands.)
On the farm there is a cow. Wash my hands, (Mime washing your hands.)
Moo, moo! Moo, moo! Wash my hands. (Mime washing your hands.)
E-I-E-I-O. This is the way I wash my hands. (Mime washing your
hands.)
On the farm there is a horse. Wash, wash, wash! (Rub your hands three times.)
Neigh, neigh! Neigh, neigh!
E-I-E-I-O. Look at my clean hands, (Show your hands.)
Clean hands, (Show your hands.)
On the farm there is a sheep. Clean hands. (Show your hands.)
Baa, baa! Baa, baa! Look at my clean hands. (Show your hands.)
E-I-E-I-O. Clean, clean, clean! (Turn your hands over three times.)

Farmer Brown has a farm.

E-I-E-I-O.

We hope you and your child are finding learning with Cheeky a valuable and enjoyable
experience.
PH
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Cheeky Monkey 1 Unit 5 I’m hungry

Dear Parent/Carer

During Unit 5 your child was introduced to the topic of food.

In the I’m hungry story Cheeky takes Rory, Tom and Ellie to a restaurant for his
fourth birthday. Everybody has something to eat except Cheeky. The singing waiter has
forgotten his order. Eventually Cheeky’s banana cake arrives and everybody sings Happy
birthday to him.
Your child has sung a number of songs associated with food, including My Big
tummy and The hungry monkey.

My big tummy (track 9) The hungry monkey (track 10)

A sandwich. (Mime eating a sandwich.) I’m a hungry monkey. (Rub your tummy.)
Yum, yum, yummy! (Rub your tummy.) Swinging through the trees. (Mime swinging.)
A sandwich. (Mime eating a sandwich.) I like bananas. (Mime peeling a banana.)
Look at my big tummy! (Point to your eyes. Bananas for me. (Point to yourself.)
/ Mime a big tummy with your hand.) One, two, three bananas. (Count to three on
your fingers.)
A sandwich and a cake. (Mime eating a (Mime eating a banana.)
cake.)
Yum, yum, yummy! (Rub your tummy.) I’m a hungry monkey. (Rub your tummy.)
A sandwich and a cake. (Mime eating a Swinging through the trees. (Mime swinging.)
cake.) I like bananas. (Mime peeling a banana.)
Look at my big tummy! (Point to your eyes. Bananas for me. (Point to yourself.)
/ Mime a big tummy with your hand.) One, two bananas. (Clap once. / Count to two
on your fingers.)
A biscuit. (Mime eating a biscuit.) (Mime eating a banana.)
Yum, yum, yummy! (Rub your tummy.)
A biscuit. (Mime eating a biscuit.) I’m a hungry monkey. (Rub your tummy.)
Look at my big tummy! (Point to your eyes. Swinging through the trees. (Mime swinging.)
/ Mime a big tummy with your hand.) I like bananas. (Mime peeling a banana.)
Bananas for me. (Point to yourself.)
A biscuit and an ice-cream. (Mime eating One banana. (Clap twice. / Show one finger.)
an ice-cream.)
Yum, yum, yummy! (Rub your tummy.)
A biscuit and an ice-cream. (Mime eating
an ice-cream.)
Look at my big tummy! (Point to your eyes.
/ Mime a big tummy with your hand.)

As you eat meals together, ask your child what food they know in English.
Your child is about to begin the last unit of Cheeky Monkey 1. We hope they are
enjoying their time in English class.
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 Cheeky Monkey 1 Unit 6 Goldilocks

Dear Parent/Carer

Your child has now completed Cheeky Monkey 1. The final unit focused on the traditional
story of Goldilocks and the three bears, a story your child may be familiar with in their own
language. Goldilocks visits the three bears house and eats from their bowls, sits on the
chairs and tries out their beds until she finds the perfect one. If you tell your child their
story in their own language, this will benefit them greatly when trying to remember the
words in English.
Your child has consolidated the focus language learnt throughout Units 1–5. They
have also sung new songs, which include Brown Bear and I’m hungry.
Brown bear (track 11) I’m hungry (track 12)

Brown bear, brown bear, (Mime a bear putting its I’m hungry. (Rub your tummy.)
paws in the air.) An ice-cream please. (Mime eating
Sitting on the chair. (Mime sitting on a chair.) an ice-cream.)
Brown bear, brown bear, (Mime a bear putting its An ice-cream please. (Mime eating
paws in the air.) an ice-cream.)
Quiet over there! (Put your finger to your lips.) Just for me! (Point to yourself.)

Brown bear, brown bear, (Mime a bear putting its Here you are (Mime giving an
paws in the air.) ice-cream.)
Here’s your bowl, eat up! (Mime eating from a bowl.) Baby bear.
Brown bear, brown bear, (Mime a bear putting its Thank you. (Clap your hands.)
paws in the air.) Thank you. (Clap your hands.)
Hiccup, hiccup! (Mime hiccuping.)
I’m hungry. (Rub your tummy.)
Brown bear, brown bear, (Mime a bear putting its A biscuit please. (Mime eating
paws in the air.) a biscuit.)
Sleeping in the bed. (Mime sleeping.) A biscuit please. (Mime eating
Brown bear, brown bear, (Mime a bear putting its a biscuit.)
paws in the air.) Just for me! (Point to yourself.)
Ow! My head! (Put your hand on your head.)
Here you are (Mime giving a biscuit.)
Brown, bear, brown bear, (Mime a bear putting its Baby bear.
paws in the air.) Thank you. (Clap your hands.)
Kisses on the head. (Blow a kiss.) Thank you. (Clap your hands.)
Brown bear, brown bear, (Mime a bear putting its
paws in the air.)
Off to bed. (Yawn. / Mime sleeping.)

We hope you enjoy singing the songs and playing the games on the Multi-ROM with your child.
Have a good summer. We hope to see you again next year.
PH
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Cheeky Monkey 1 Halloween

Dear Parent/Carer

Your child has been introduced to the tradition of celebrating Halloween and its associated
vocabulary and games including Trick or Treat.
Your child has sung and performed The Halloween chant and Three little pumpkins.

The Halloween chant (track 13) Three little pumpkins (track 14)
(Ten little Indians tune)
What’s that noise? (Put your hand to your
ear.) One, two, three little pumpkins. (Show one,
What’s that noise? (Put your hand to your two and three fingers.)
ear.) One, two, three little pumpkins. (Show one,
It’s Halloween tonight! two and three fingers.)
One, two, three little pumpkins. (Show one,
Look! It’s a cat. (Point to your eye.) two and three fingers.)
Miaow, miaow, miaow! (Mime licking Three little pumpkins for Halloween. (Make
your paws.) groups of three.)

What’s that noise? (Put your hand to your Three, two, one little pumpkin. (Show three,
ear.) two and one fingers.)
What’s that noise? (Put your hand to your Three, two, one little pumpkin. (Show three,
ear.) two and one fingers.)
It’s Halloween tonight! Three, two, one little pumpkin. (Show three,
two and one fingers.)
Look! It’s a bat. (Point to your eye.) One little pumpkin for Halloween. (Hold your
Flap, flap, flap! (Flap your arms.) arms out in the shape of a pumpkin.)

What’s that noise? (Put your hand to your

ear.)
What’s that noise? (Put your hand to your
ear.)
It’s Halloween tonight!

Look! It’s a ghost. (Point to your eye.)

Woo, woo, woo! (Put your arms in the air
and mime a ghost.)

We hope you enjoy listening to the Halloween songs with your child as the night draws in.
Happy Halloween!
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 Cheeky Monkey 1 Christmas

Dear Parent/Carer

In preparation for this very exciting time of year, your child has sung two festive songs.
They have performed Here comes Father Christmas, sung to the tune of We wish you a
Merry Christmas and the traditional song Twinkle, twinkle little star.

Here comes Father Christmas (track 15)

(We wish you a Merry Christmas tune)

Here comes Father Christmas! (Mime riding on a sleigh.)

Here comes Father Christmas! (Mime riding on a sleigh.)
Here comes Father Christmas (Mime riding on a sleigh.)
To Cheeky’s town!

With lots of lovely presents, (Mime carrying a sack over your shoulders.)
With lots of lovely presents, (Mime carrying a sack over your shoulders.)
With lots of lovely presents (Mime carrying a sack over your shoulders.)
For me and for you. (Point to yourself. / Point to the child opposite.)

Twinkle, twinkle little star (track 16)

(Stretch your arms into the air and open and close your fingers as if twinkling stars.)

Twinkle, twinkle little star,

How I wonder what you are!
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle little star,
How I wonder what you are!

Join in as your child sings and performs these festive tunes.

We wish you a very Merry Christmas and a happy New Year!
PH
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 Photocopiable Materials
Evaluation

Evaluation introduction����������������������������������������������������������������������������������������������������������������� 240

Teaching log������������������������������������������������������������������������������������������������������������������������������������ 241
Class progress report������������������������������������������������������������������������������������������������������������� 242–243
Child’s report���������������������������������������������������������������������������������������������������������������������������������� 244
 Evaluation
Cheeky Monkey 1 offers a variety of evaluation 3 Class progress report (pages 242–243)
materials including Child’s report, a termly report for This photocopiable resource allows you to keep a
parents/carers and Class progress report, a framework record of each child’s progress at regular intervals
for the continual assessment of both individual and throughout the year. We suggest that you fill it in after
whole class performance. The award stickers provided completing each unit. You will then be able to refer to
can be awarded to children upon successful completion this when completing the Child’s report which is sent
of a unit. The Teaching log is also provided to record home to parents/carers.
classroom experiences. The criteria used to evaluate children covers
linguistic and social progress and development. If you
1 Cheeky award stickers wish to add any further criteria for your class, then
Cheeky award stickers are used in every Lesson 7 of please record it in the space provided.
the unit. In this lesson children will consolidate the A child’s development can be affected by
unit’s focus language and recycle their favourite songs. external circumstances, such as the birth of a sibling
Personalisation is strongly emphasised. The lesson’s or other issues arising at home. Regular observation
worksheet activity allows the children to reflect on is needed and changes should be recorded.
their personal experiences. As well as signalling the Fill in the table by either using a letter code:
end of the unit, Cheeky award stickers provide the Always = A, Usually = U, Sometimes = S, Not yet = N
opportunity to award individual children for work well or a colour code.
done.

2 Teaching log (page 241)

This photocopiable log can be used to record your
classroom experiences on a unit to unit basis. It allows
you to reflect on the completed unit and evaluate
both your approach to the lessons and the children’s 4 Child’s report (page 244)
response to the topic, songs, stories and games. The This photocopiable report is sent home with the Letter
Teaching log enables you to think about which types to parent/carer after the completion of each unit. It
of activities worked best with your class and for contains the information found in the Class progress
what reasons. It also enables you to reflect on those report in a simplified format. It’s quick to fill in and
activities which didn’t work so well. You will then the addition of the accompanying illustrations help to
be able to develop a line of action to improve future effectively convey meaning, making it very easy for
lessons. This will not only benefit the children’s parents/carers to understand. We suggest you add an
development, but also your own teaching. individual comment in the space provided, as this is
often more valuable to parents/carers of children of
this age group than performance markers.

240
Teaching log
This photocopiable teaching log enables you to record and evaluate your teaching experiences on a unit to unit
basis. We hope you find it useful as you work with Cheeky Monkey 1.

Unit: __________________________________________ Date: ____________________

1 Have you enjoyed working on this unit with your class? Why? Why not?
(Consider the children’s response to the story, songs, games and activities)
_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

2 Which activities worked best? Why?

(Were they fun, challenging, easy to set up, appropriate?)
_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

3 Which activities didn’t work as well? Why?

(Did they present difficulties? Were they too challenging for the class?)
_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

4 If you taught this unit again, what would you do differently? Here are some things to think about:
• Try new techniques: select a monitor to help with the distribution of material.
• Experiment with different ways to exploit stories and songs.
• Select activities according to the children’s mood/time of day.

Please record your ideas below:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________
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 Class progress report
Class: _________________________________________ Date: ___________________________

Code: A = Always U = Usually S = Sometimes N = Not yet (Note: A colour code can be used if you prefer)

Name

Does the child ...?

react positively to the use of English in the classroom?

react with enthusiasm to Cheeky, his friends and community?

respond appropriately to the established routines (circle time,

transition time, table time, etc.)?
participate actively in all songs, games and other activities?

enjoy and listen to the stories?

work well with their classmates when requested?

work independently when required?

attempt to guess the meanings of new words in English?

discriminate between different items by pointing, showing,

miming, etc?
show receptive understanding of English?

follow instructions given in English?

contribute verbally in English when asked?

enjoy and take pride in their paper-based work?

successfully complete cognitive tasks?

remember vocabulary and concepts from previous lessons and units?

concentrate for the period of time requested?

General observations: ___________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________
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C

Name

General observations: ___________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

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 244
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Child’s report
Name: _______________________________ Class: ____________________ Term: ___________________ Date: _______________

Key: A = always U = usually S = sometimes N = not yet

I like my English classes. I can understand my teacher.

I can understand simple words in English. I can understand concepts.

I like listening to and participating in the stories. I participate in songs and games.

This sheet may be photocopied and used within a class.

This edition published by Macmillan Publishers S.A. 2009.
I can say some English words. I can do the tasks on my worksheets.

© Kathryn Harper and Claire Medwell 2008. Published by Macmillan Publishers Limited.
I work well with my classmates. I am very good in English class.

Teacher’s Signed by
comments: teacher:
245
246
247
Macmillan
Macmillan Publishers S.A.

ISBN Nº 978-987-1557-26-4

Queda hecho el depósito que marca la ley 11.723.

Text © Kathryn Harper, Claire Medwell 2008

Design and illustration © Macmillan Publishers Limited 2008
First published 2008
This edition published 2009 by arrangement with Macmillan Publishers Limited

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any
means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

Illustrated by Oxford Designers & Illustrators

Designed by Yvonne Dean
Cover illustration by Baz Rowell
Cover design (of this edition) by Marcelo Scaravaglione
Recordings produced by James Richardson
Music by Mark Fishlock

Acknowledgements
The authors and publishers would like to thank the following teachers and schools for commenting on the materials at various stages:
Agustín Trapero Hidalgo, C.P. Jovellanos, Madrid; Barbara Wagner, Colegio Bienaventurada Virgen María, Sevilla; Belén Bellot
Bet-Frígola, Colegio El Vedat, Torrent, València; Christine Brook Walmsley, Col·legi Les Alzines, Girona; Cristina Sanz González,
C.P. Elvira España, Tudela, Navarra; Cristina Victoria Lión Jornet, C.P. Alhambra, Madrid; Eva Elías Palacios, Colegio Rey Pastor,
Logroño, La Rioja; Fernando José Tallón Carmona, C.E.I.P. Genil, Granada; Helena Urdangarín Armendáriz, Colegio Cardenal
Larraona, Pamplona, Navarra; Laura Benet Ganyet, Col·legi Claver, Raimat, Lleida; Loreto Pérez García, C.E.I.P. Vinya del Sastret,
Sant Esteve Sesrovires, Barcelona; Maite Sopeña Parte, C.P. León Felipe, Móstoles, Madrid; Manoli Charcos del Fresno, Centre
D´Estudis Etnies, Moncada, València; Mar Guerra Negre, Col·legi Maristes Champagnat, Badalona, Barcelona; Marta Aguilar
López, Colegio Senara, Madrid; Marta Moreno Arroyo, C.E.I.P. Joan Miró, Leganés, Madrid; Rosario León Fernández, C.E.I.P.
Torrequebrada, Aguadulce, Almería; Victoria Pérez Calatayud, C.P. San Fernando, Albacete.

These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such
third party websites. Please use care when accessing them.

Note to Teachers
Photocopies may be made, for classroom use, of pages 210–227, 230–238 and 241–244 without the prior written permission of
Macmillan Publishers S.A. However, please note that the copyright law, which does not normally permit multiple copying of
published material, applies to the rest of this book.

Harper, Kathryn
Cheeky Monkey Teacher’s Resource Book 1 / Kathryn Harper y Claire Medwell. - 1a
ed. - Boulogne, San Isidro : Macmillan Publishers, 2009.
248 p. : il. ; 29x21 cm.

ISBN 978-987-1557-26-4

1. Enseñanza de Inglés. I. Medwell, Claire

CDD 420.7

Printed and bound in Argentina

Impreso en Argentina

2013 2012 2011 2010 2009

10 9 8 7 6 5 4 3 2 1

Este libro se terminó de imprimir en el mes de enero de 2009.