Level 1 Unit 1 Class Type 1 Introduction 1 September 2008

UNIT 1 - GREETINGS

Class Type 1: Introduction

Aim of class: to learn the names Pingu, Pinga, the salutations Hello, Hi, Bye-bye,
the question Where is? and the introduction My name is; to practice
motor control and begin pre-writing exercises
New language: Pingu, Pinga, Hello, Hi, Where is?, Bye-bye, My name is
Teachers need:
Optional:
DVD 1; Study Book 1
Sand trays; Extra paper
Children need: Study Book 1; pencils or felt-tip pens


General teaching notes
The DVD presents and practices all the language for the Unit.
The DVD is designed to run in real time so that you do not need to pause it.
When children need to respond or carry out tasks, appropriate time is given for them to do so.
The DVD lesson lasts approximately 30 minutes. Allow 45 -50 minutes for the complete class.
Before the class starts cue the DVD up so that it is ready to play from the start of the unit.


- Warm up [5 minutes]
Before starting the DVD, say Hello to every child in the class and make sure everyone is
settled.
Make sure the children are seated so they can see and hear the DVD.
Also check that every child has Green Study Book 1 with them (but not open yet) for the
activities in the Study Time section of the DVD.


- Pingu Episode [5 minutes] (Chapter 1 on DVD)
Begin playing Unit 1 on DVD 1.
The children should not be looking at the Study Time tasks in the Study Book until prompted
to do so by the DVD.
Remember, the first time the Pingu episode will play through with no narration simply for the
children to enjoy the story and to get an idea of the context of the language to come.


- Language Presentation [5 minutes] (Chapter 2 on DVD)
The new language for the unit is presented via on-screen flashcards using the same images as
the flashcards you and the children have.
The language for this unit is presented in the following order:
Pingu, Pinga, Hello, Hi, Where is?, Bye-bye
Use the "Pause" button (!) to stop the DVD if you need to deal with any queries or problems.

The DVD then presents the Pingu episode again with English narration.
The episode narration script is provided in a separate appendix for reference if required.


- Song Time 1 [2 minutes] (Chapter 3 on DVD)
Song Time 1 introduces the children to a simple song in English that relates to the unit.
Encourage children to sing along if they can.
The full version of the song is presented in Song Time 2.
See the Teachers Guide on the introduction and use of songs.

Level 1 Unit 1 Class Type 1 Introduction 2 September 2008
- Study Time (Chapters 4 - 8 on DVD) (Green Study Book 1 Unit 1 Lesson 1)
The DVD will guide the children through the exercises.
Many of the tasks involve responding to some spoken English on the DVD.
Encourage the children to join in when prompted by the DVD to speak (they will probably feel
happier doing this as a class rather than as individuals at first).
The children will need Green Study Book 1 open to page 4, and you will need your copy to hold
up to the class to show them what they should be doing.
Instructions provided here for each exercise show you how to guide the children through them,
and what tasks you should try to get the children to perform.
The narration script for each exercise is printed in the DVD script boxes for your reference.

1 Listen, point and say. [2 minutes] (Chapter 4 on DVD) (Green Study Book 1 page 4)
Aim: to introduce Hello, Pingu and Pinga
Tell the children to open their Study Books to page 4.

1. Children listen to the DVD.
2. Hold your book up facing them. Show them where to
point with their fingers [picture 1] and say Hello
Pingu.
3. Children point to picture 1 and say with you Hello
Pingu.
4. Show them where to point with their fingers [picture 2]
and say Hello Pinga.
5. Children point to picture 2 and say with you Hello
Pinga.


2 Listen, point and say. [2 minutes] (Chapter 5 on DVD) (Green Study Book 1 page 4)
Aim: to learn Bye-bye and review Pingu, Pinga
Children should still be looking at page 4 in their Study Books.

1. Children listen to the DVD.
2. Hold your book up facing them. Show them where to
point with their fingers [picture 1] and say Bye-bye
Pingu.
3. Children point to picture 1 and say with you Bye-bye
Pingu.
4. Show them where to point with their fingers [picture 2]
and say Bye-bye Pinga.
5. Children point to picture 2 and say with you Bye-bye
Pinga.
6. Children repeat again with you Bye-bye Pingu, Bye-
bye Pinga.


3 Listen, point and say. [2 minutes] (Chapter 6 on DVD) (Green Study Book 1 page 5)
Aim: to learn Hi + My name is and to review Hello
Tell the children to look at page 5 in their Study Books.

1. Children listen to the DVD.
2. Hold your book up facing them. Show them where to
point with their fingers [picture 1] and say Hello, my
name is Anna. Hello Anna. Hi Anna.
3. Children point to picture 1 and say with you: Hello, my
name is Anna. Hello Anna. Hi Anna.
4. Show them where to point with their fingers [picture 2]
and say Hi. My name is Max. Hello Max. Hi Max.
5. Children point to picture 1 and say with you: Hi. My
name is Max. Hello Max. Hi Max.
DVD script
Its Study Time

1 Hello Pingu, Hello Pinga.
Listen, point and say.

Hello Pingu. [pause]

Hello Pinga. [pause]
DVD script

2 Bye-bye Pingu, Bye-bye
Pinga. Listen, point and say.

Bye-bye Pingu. [pause]

Bye-bye Pinga. [pause]

Good job!
Bye-bye Pingu. Bye-bye Pinga.
DVD script
3 Hello, my name is
Listen, point and say.

Hello. My name is Anna.
Hello Anna. Hi Anna. [pause]

Hi. My name is Max.
Hello Max. Hi Max. [pause]

Level 1 Unit 1 Class Type 1 Introduction 3 September 2008
4 Listen, point and say. [1 minute] (Chapter 7 on DVD) (Green Study Book 1 page 5)
Aim: to review Bye-bye

1. Children listen to the DVD.
2. Hold your book up facing them. Show them where to
point with their fingers [picture 1] and say Bye-bye
Anna.
3. Children point to picture 1 and say with you: Bye-bye
Anna.
4. Show them where to point with their fingers [picture 2]
and say Bye-bye Max.
5. Children point to picture 2 and say with you: Bye-bye
Max.


5 Listen, point and say. [4 minutes] (Chapter 8 on DVD) (Green Study Book 1 page 6)
Aim: to learn Where is? and review Pingu, Pinga
Tell the children to turn to page 6 in their Study Books

1. Children listen to the DVD.
2. Hold your book up facing them and say Where is
Pingu?.
3. Show them where to point with their fingers [picture 1]
and say Hello Pingu.
4. Children point to picture 1 and say with you: Hello
Pingu.
5. Hold your book up facing them and say Where is
Pinga?.
6. Show them where to point with their fingers [picture 2]
and say Hello Pinga.
7. Children point to picture 2 and say with you: Hello
Pinga.
8. If some children are able to, get them to ask Where is
Pingu?/Where is Pinga?.
9. The rest of the class point and respond Hello
Pingu/Hello Pinga.




- Writing Time (Chapter 9 on DVD) (Green Study Book 1 page 6)
When the children have completed Study Time, the DVD presents some letter and number
formation tasks. Space is provided in the Study Book for this purpose.

6 Trace and draw. [2 minutes]
Aim: to practice drawing straight, horizontal lines in preparation for letter writing
Make sure that the children are holding their pencils correctly. Please see the Teachers Guide
for extra help for left-handed children.

1. Children watch the DVD and then trace the lines in their Study Book.
Make sure they are tracing from left to right.
2. They then practice the lines freehand in the space provided or on extra/scrap paper.
Go round and help children if they have problems.
Many young children may need individual attention to get the pencil grip right.

Extension:
You can pause the DVD here to give them more time if you think it necessary, however at this
stage they dont need to be perfect as they will get plenty of further opportunities to practice.
You can ask children to draw horizontal lines on a whiteboard with a thick pen or on old
newspaper. Children enjoy practicing these kind of motor skills in a variety of ways, e.g. with
fingers on backs, in sand trays, with paint brushes.
DVD script
4 Bye-bye.
Listen, point and say.

Bye-bye Anna. [pause]

Bye-bye Max. [pause]

Bye-bye.
DVD script
5 Where is?
Listen, point and say.

Where is Pingu? [pause]
Hello Pingu! [pause]

Where is Pinga? [pause]
Hello Pinga! [pause]

Where is Pingu? [pause]
Hello Pingu! [pause]

Where is Pinga? [pause]
Hello Pinga! [pause]

Good job everybody.

Level 1 Unit 1 Class Type 1 Introduction 4 September 2008
When they have finished they should close their books and focus on the DVD screen.


- Language Review. [2 minutes] (Chapter 10 on DVD)
The Language Review section on the DVD practices all the new and reviewed language before
it is put together in a full version of the song.
The flashcards are shown with pauses for the children to try to say the word before the
narrator. Then a few questions are asked to elicit re-use of the key language of the unit.
Encourage children to repeat or say any words they remember.
The language review script is provided in a separate appendix for reference if required.


- Song Time 2 [3 minutes] (Chapter 11 on DVD)
With the children standing up in the center of the room sing all the words with the actions as
shown below and get the children to join in as much as they can. Make this a fun and lively
activity for the whole class. See the Teachers Guide on the introduction and use of songs.

Hello Pingu
Words Actions
Where is Pingu? Where is Pingu?
Where, where, where?
Where is Pingu? Where is Pingu?
Where, where, where?
Look around: hand to eyes
Hello Pingu! Hello Pingu! Hello, hello.
Hi Pingu! Hi Pingu! Hi, hi, hi.
Hello Pingu! Hello Pingu! Hello, hello.
Hi Pingu! Hi Pingu! Hi, hi, hi.
Wave to your neighbors

Shake hands with your neighbors
Where is Pinga? Where is Pinga?
Where, where, where?
Where is Pinga? Where is Pinga?
Where, where, where?
Look around: hand to eyes
Look up! Look down!
Hello Pinga! Hello Pinga! Hello, hello.
Hi Pinga! Hi Pinga! Hi, hi, hi.
Hello Pinga! Hello Pinga! Hello, hello.
Hi Pinga! Hi Pinga! Hi, hi, hi.
Wave to your neighbors

And shake hands
Where is Pingu? Where is Pingu?
Where, where, where?
Where is Pingu? Where is Pingu?
Where, where, where?
Look around: hand to eyes
Look behind!
Bye-bye Pingu, bye-bye Pinga, bye-bye, bye-bye!
Bye Pingu, bye Pinga, bye, bye, bye!
Bye-bye Pingu, bye-bye Pingu, bye-bye, bye-bye!
Bye Pingu, bye Pingu, bye, bye, bye!
Wave goodbye to your neighbors
Where is Pinga? Where is Pinga?
Where, where, where?
Where is Pinga? Where is Pinga?
Where, where, where?
Look around: hand to eyes

Bye-bye Pingu, bye-bye Pinga, bye-bye, bye-bye!
Bye Pingu, bye Pinga, bye, bye, bye!
Bye-bye Pingu, bye-bye Pingu, bye-bye, bye-bye!
Bye Pingu, bye Pingu, bye, bye, bye!
Wave goodbye to the teacher


- Bringing the class to a close
Always formally bring the class to an end and praise the children for their efforts.
Remember to say Bye-bye + [name] to each child as they leave.
Encourage them to say Bye-bye to you if they can.

- Extension and practice at home
Encourage the children to look over the Study Book pages they did in class, or to watch the
DVD episode.

Level 1 Unit 1 Class Type 2 Expansion 1 September 2008
UNIT 1 - GREETINGS

Class Type 2: Expansion

Aim of class: to review new language; to practice motor control; to encourage pairwork
and co-operation and to develop speaking skills
Teachers need:

Optional:
Study Book 1; Teachers Flashcards: Pingu, Pinga, Hello, Hi, Where is?,
Bye-bye; Figurines of Pingu and Pinga
Song CD; DVD 1
Children need: Study Book 1; felt tips or pencils; Pinguland Mat and Figurines of Pingu and
Pinga

General teaching notes
The DVD is not needed for this lesson, but if you are going to use it or the CD as refresher or
background for the children, make sure it is cued up and ready to play.


- Warm up [5 minutes]
Say Hello + [name] to each child when they come into class.
Encourage them to say Hello + [name] to the other children when they come in.
You could have the Song CD playing quietly as they come in to create a welcoming
atmosphere.
Get your children seated and settled so that they can all see and hear the DVD if you are going
to use it again.
Encourage them to sit in the same seats as last time, so that you and the other children can
learn the names more easily and to give the children a sense of security and space.
Make sure they have Green Study Book 1 and felt tips or pencils ready to use.
Play the narrated Pingu episode again if you want to recap on the story.
Encourage the class to tell you about the story in their own language.



Flashcard language warm up/Review (optional)
You may want to use the Teachers Flashcards to warm up and to review key words and
phrases.
Some children respond well to flashcard activities but others will lose concentration quite
quickly so stop when the children lose focus and move onto the Lesson 2 Time in the Study
Book.

Have ready the following flashcards for Unit 1:
Pingu, Pinga
1. Show flashcard of Pingu and say Hello Pingu.
Children repeat.
2. Show flashcard of Pinga and say Hello Pinga.
Children repeat.
3. Stick flashcards on the board or wall and say Where is Pingu?
Invite a child to come up and point to the right flashcard and say Hello Pingu.
Say Where is Pinga?
Invite a child to come up and point to the right flashcard and say Hello Pinga.



- Lesson 2 Time (Green Study Book 1 Unit 1 Lesson 2)
The children will need Green Study Book 1 open to page 7, and you will need your copy to hold
up to the class to show them what they should be doing.
Instructions provided here for each exercise show you how to guide the children through them,
and what tasks you should try to get the children to perform.

Level 1 Unit 1 Class Type 2 Expansion 2 September 2008
1 Look, point and say. [3 minutes] (Green Study Book 1 page 7)
Aim: to review Pingu and Pinga
Tell the children to open their Study Books to page 7.

1. Hold up your book to face the class.
2. Show them where to point with their fingers [picture 1] and ask them to point in their own
books and to tell you who it is.
3. Children point to Pingu and say Pingu.
4. Show them where to point with their fingers [Pinga in picture 2] and ask them to point to
her in their own books and to tell you who it is.
5. Children point to Pinga and say Pinga.

Extension:
If you can, encourage children to say Hello, Pingu and Hello, Pinga too.


2 Look, point and say. [12 minutes] (Green Study Book 1 page 8)
Aim 1: to review Pingu, Pinga, Hello and Hi
Tell the children to turn to page 8 in their Study Books

1. Hold up your book to face the class.
2. Show them where to point with their fingers [picture 1] and say Hello Pingu.
3. Children point to Pingu and say Hello Pingu.
4. Show them where to point with their fingers [picture 2] and say Hello Pinga.
5. Children point to Pinga and say Hello Pinga.

Extension:
Use the flashcards of Pingu and Pinga to stimulate children to say Hello Pingu, Hello Pinga
and Hi Pingu, Hi Pinga.

Personalization:
Say to the class My name is . and point to yourself.
Encourage children to say Hello + [your name].
Stand behind the board or door and hold out the flashcard of Pingu and say Hello, my name
is Pingu.
Class repeats.
Stand behind the board/door again holding out flashcard of Pinga and say Hello, my name is
Pinga.
Children repeat.
Go up to a child with flashcard of Pingu and say Hello. My name is Pingu.
Encourage child to say My name is + [name]
Repeat with all children in the class.
Ask one child to stand outside the room and then come in.
Child says Hello. My name is + [name].
The rest of the class says Hello + [name] or Hi + [name].
Repeat until all the children have had a turn. Make it fun!


Aim 2: to review Pingu, Pinga, and Bye-bye

Tell the children to return to page 8 in their Study Books
6. Hold up your book to face the class.
7. Show them where to point with their fingers [picture 3] and say Bye-bye Pingu.
8. They point to Pingu and say Bye-bye Pingu.
9. Show them where to point with their fingers [picture 4] and say Bye-bye Pinga.
10. They point to Pinga and say Bye-bye Pinga.

Extension:
Use the flashcards of Pingu saying Bye-bye to stimulate children to say Bye-bye Pingu.

Level 1 Unit 1 Class Type 2 Expansion 3 September 2008
Personalization:
Ask one child to walk to the door and say Bye-bye + [name].
The rest of the class says Bye-bye + [name].
If the child can, he turns, waves and say Bye-bye as he leaves.
Repeat until all the children have had a turn.


3 Color the picture. [10 minutes] (Green Study Book 1 page 9)
Aim: to practice motor control
Tell the children to look at page 9 in their Study Books

Children color the picture.
Many children will find coloring difficult at this age.
Check that they are holding their felt tips or crayons properly.
Remind them to try and color within the lines but most children will need a lot more practice.
You could have the Song CD playing quietly while they work.

Extension:
In order to keep the children using the language even when they are coloring in, you can ask
them to name the characters in the picture for you. i.e. Pingu and Pinga.


Children can now close their Study Books as they are not needed for the remaining activities.

4 Play in Pinguland [10 minutes]
Aim: to encourage pairwork and co-operation and to develop speaking skills
If you do not have time to do this activity now do not worry about it, it is repeated in the
Consolidation classes. The children will love doing it again and again.
The Pinguland Mat itself is not required for this unit, though you can have it rolled out to set
the scene, if you like.

As this is the first time the children have used the Pinguland Figurines allow them time to
enjoy handling them.
Hold up figurines of Pingu and Pinga one by one and invite children to tell you who they are.
When you cover one in your hand encourage children to say Bye-bye Pinga, Bye-bye Pingu.
When you open your hand up, encourage them to say Hello Pingu, Hello Pinga.
Put one figurine in each hand and hide them behind your back.
Ask children Where is Pingu? Where is Pinga?
Children take turns to come up to you to guess where the right figurine is.
Give encouraging feedback in English.
Children can then move to their Pinguland Mats and play in pairs or threes.
Go round and help them play the same game with each other.


5 Sing a song [5 minutes]
Sing the song again at the end of class using the DVD (Chapter 11) or the Song CD (Tracks 1
and 2).
This is a good way of bringing the children together at the end of the class.
Remember to get the children doing all the actions you taught them in the Introduction Class.
The words and actions for the song are printed in the Introduction Class notes.


- Bringing the class to a close
Always formally bring the class to an end and praise the children for their efforts.
Remember to say Bye-bye + [name] to each child as they leave.
Encourage them to say Bye-bye to you if they can.

- Extension and practice at home
Encourage the children to look over the Study Book pages they did in class.



Level 1 Unit 1 Class Type 3 Consolidation 1 September 2008
UNIT 1 - GREETINGS

Class Type 3: Consolidation

Aim of class: to review new language; to practice motor control through tracing coloring
and drawing lines.
Teachers need: DVD 1; Activity Book 1; Pinguland Mat and Figurines; Computer Time;
Song Book and Song CD; Story Book 1 and Story CD 1; Teachers
Flashcards: Pingu, Pinga, Hello, Hi, Where is?, Bye-bye; Sand trays;
Modeling clay
Children need: Activity Book 1; felt tips or pencils and erasers; Pinguland Mat and
Figurines of Pingu and Pinga; Students Flashcards

General teaching notes
You will need some time before each Consolidation Class to organize the room.
Divide the classroom into different work stations so that groups of children are working on
different activities at the same time to allow you to go round and provide individual help.
To avoid confusion, we would recommend that four work stations only are available in each
class at the beginning.
As children move to different work stations, make a note of where each child goes so that by
the end of the unit all children have visited each work station at least once.


Work stations menu
Select four of the following to set up as work stations for each Consolidation Class for this unit.
Try to vary your selection in each Consolidation Class:
MATERIALS LEARNING STYLE DEVELOPED AND SKILLS PRACTICED
1 Activity Book

motor control skills; hand-eye co-ordination; vocabulary
practice
2 Pinguland Mat and
Figurines
social and speaking skills: interpersonal skills for children who
like working together and speaking
3 Computer Time hand-eye co-ordination; vocabulary practice for reflective/
introspective children who work well alone
4 Song Book and Song CD musical skills; sensory/movement/awareness skills;
vocabulary practice skills
5 Story Book and Story CD listening skills; word recognition skills; aural development for
aural learners; observational skills in visual learners
6 Flashcards Teachers

aural skills; oral skills; sensory/movement/awareness skills
7 Flashcards Students

social and interpersonal skills; vocabulary practice skills
8 Sand trays; Modeling
clay
manipulative skill development for lines, letters and numbers,


- Warm up
Say Hello + [name] to each child when they come into class.
Encourage them to say Hello + [name] to the other children when they come in.
You could have the Song CD playing quietly as they come in to create a welcoming
atmosphere. Give them time to settle.


You may like to start the class with another viewing of the Pingu episode on the DVD to remind
children of the storyline and to contextualize the language they are about to use.



Level 1 Unit 1 Class Type 3 Consolidation 2 September 2008
Flashcard language warm up/Review
You can start each Consolidation Class with an all-class activity using the flashcards in order to
review key words and phrases for this Unit.
Some children respond well to flashcard activities but others will lose concentration quite
quickly so stop when the children lose focus and move onto the work stations.

Have ready the following flashcards for Unit 1:
Pingu, Pinga
1. Show flashcard of Pingu and say Hello Pingu.
Children repeat.
2. Show flashcard of Pinga and say Hello Pinga.
Children repeat.
3. Stick flashcards on the board or wall and say Where is Pingu?
Invite a child to come up and point to the right flashcard and say Hello Pingu.
Say Where is Pinga?
Invite a child to come up and point to the right flashcard and say Hello Pinga.
4. Take down the flashcards and say Bye-bye Pingu, Bye-bye Pinga.
Invite the children to say Bye-Bye Pingu, Bye-bye Pinga.
Encourage the children to wave bye-bye

- Work Stations
Explain to children that they can now work at different places on different activities and you
will come round and help them.
Now ask them to go to one of the four work stations you set up.
Monitor where they are going and how they are progressing on individual record sheets.
Say Hello to each child and encourage them to say Hello back to you as you move around the
stations. When you have finished with each child say Bye-bye and encourage them to say it
back to you.

1 Activity Book
Children need Green Activity Book 1, felt tips or pencils and erasers.
All activities are designed to review new language from the unit and to practice motor control
and many tasks suggest that children say words in English as they complete them.
Check children are holding their pencils correctly and check that they work from left to right.
If they get frustrated, encourage them to erase and try again.
The times given below are variable, some children may need more time than others.

1 Trace. [4 minutes] [Activity Book 1 page 4]
1. Children trace over the dotted line in the middle of the solid parallel lines from top to
bottom. Give lots of praise!
2. As they complete the line, they can say Hello Pingu

2 Trace. [3 minutes] [Activity Book 1 page 5]
1. Children trace over the line in the middle of the parallel lines. Give lots of praise!
2. As they complete the line, they can say Hello Pinga

3 Trace. [3 minutes] [Activity Book 1 page 6]
1. Children trace over the lines. Give lots of praise!
2. As they complete the lines, they can say Hi Pinga

4 Trace. [4 minutes] [Activity Book 1 page 7]
1. Children trace lines from Pingu to Pinga.
2. As they complete the lines, they can say Bye-bye Pinga.
3. Children trace lines from Pinga to Pingu.
4. As they complete the lines, they can say Bye-bye Pingu.
5. Children trace lines from Pingu to Pinga.
6. As they complete the lines, they can say Hello Pinga.
7. Children trace lines from Pinga to Pingu.
8. As they complete the lines, they can say Hello Pingu.

Level 1 Unit 1 Class Type 3 Consolidation 3 September 2008
5 Trace. [5 minutes] [Activity Book 1 page 8]
1. Children trace the dots of either the picture of the boy or of the girl (the boy if they are a
boy; the girl if they are a girl), or both if they wish.
2. They can practice saying Hello. My name is + [name]. You can reply with Hello. My
name is + [name].

6 Point, color and connect. [6 minutes] [Activity Book 1 page 9]
1. Ask the children Where is Pinga?
2. The children point to Pingu.
3. Ask the children Where is Pinga?
4. The children point to Pinga.
5. The children then use felt tips or pencils to color in the characters.
6. Ask the children to connect the pictures by tracing over the straight lines.


2 Pinguland Mat and Figurines
As this may be the first time the children have used the Pinguland Figurines allow them time to
enjoy handling them. The Pinguland mat itself is not required for this unit, though you can
have it rolled out to set the scene, if you like.
Hold up figurines of Pingu and Pinga one by one and ask children to tell you who they are.
When you cover one with your other hand encourage children to say Bye-bye Pinga, Bye-
bye Pingu.
When you move your hand away, encourage them to say Hello Pingu, Hello Pinga.
Put one figurine in each hand and hide them behind your back.
Ask children Where is Pingu? Where is Pinga?
Children take turns to come up to you and to guess where the right figurine is.
Give encouraging feedback in English.
Children then work in pairs on their Pinguland mat and play the same game with each other.


3 Computer Time
There are four interactive activities for each unit. They serve two main purposes.
The first is to give children opportunities to hear the new language of the unit again and to
respond to prompts by dragging or clicking.
The second is to develop the childrens computer skills, in particular, the motor skills of hand
eye co-ordination.
For the first two or three units a teacher or assistant may need to sit with each child
individually and show them how to use the activities.
Each activity is modeled first on the screen so that children can copy the actions as soon as
they are familiar with the mouse and the buttons.

The activities in this unit are as follows:

Activity 1 = Find the object. The child hears an audio prompt and clicks on the
correct object in the picture.

Activity 2 = Match the picture. The child hears an audio prompt and clicks on the
correct picture, from a selection given.

Activity 3 = Make and color the picture. The child positions objects into the picture
by dragging them from the side and then colors in the picture.

Activity 4 = Sled game. The child uses the cursor keys to move the sled forwards,
backwards, up and down. They get points for every obstacle they avoid.

Children can do the activities as many times as they like depending on how many computers
are available in class and how many children are waiting to use them.


Level 1 Unit 1 Class Type 3 Consolidation 4 September 2008
4 Song Book and Song CD
In the Introduction Class and Expansion Class the children sang the song for the unit.
Sing the song again doing the actions from the Introduction Class.
Some children might not enjoy singing - they are not all musical learners! Ask them instead to
clap two fingers on the palm of their other hand as a way of joining in until they feel more
confident.
Some children prefer to hum the tune at the beginning so show them how to do that.
Concentrate first on the actions of the song rather than words at the beginning.


5 Story Book and Story CD
Each of the episodes on the DVD is adapted into a simplified story written in the Story Book.
These stories are also read on CD.
Story 1: Pingu [Level 1: Story Book 1: page 3]
Sit with children and read them the story.
Encourage children to point to pictures on the page and to say the words with you by asking
questions: Where is Pingu?.
Repeat and encourage children to repeat with you key phrases from the story for example:
Where is Pingu?, Bye-bye Pingu, Hello Pingu.
You can also play the story on the CD and encourage children to say the words of the story at
the same time.
Some children like acting out the story with mime. Read the story and ask one or more
children to act out Pingas and Pingus actions.


6 Teachers Flashcards
You may have done this flashcard demonstration at the beginning with the whole class, or in
the Expansion Class, but repetition is always useful, especially as in the Consolidation Classes
you will be working with smaller groups.
Have ready at one work station the Teachers Flashcards for the unit:
Pingu, Pinga, Hello, Hi, Where is?, Bye-bye
Use the flashcards of Pingu and Pinga to stimulate children to say Hello Pingu, Hello Pinga,
Hi Pingu, Hi Pinga, Where is Pingu?, Where is Pinga?, Bye-bye Pingu, Bye-bye Pinga.
Hold the cards up one by one and ask children to say the phrases with you.
Put the cards picture face down on the desk and ask a child to choose one and turn it over.
The children say the phrases all together.
Extension:
Ask one child to stand outside the room and then come in.
Child says Hello. My name is + [name].
The rest of the class says Hello + [name] or Hi + [name].
Repeat until all the children have had a turn.


7 Students Flashcards
Ask children to play in pairs with two sets of their Students Flashcards.
Help them to find: Pingu, Pinga, Hello, Hi, Where is?, Bye-bye
Game 1:
Children put both sets of flashcards for the unit in a pile face down on the table.
They take turns to pick one up, turn it over and say the word or phrase represented by the
picture shown on the card.
Game 2:
Children take it in turns to take a card from the pile.
One child holds one card so their partner cant see it.
Their partner guesses the word or phrase.
The other child reveals the card.
If their partner has said the right word they keep the card.
The child with the most cards at the end is the winner.


Level 1 Unit 1 Class Type 3 Consolidation 5 September 2008
8 Sand trays and modeling clay
Put some sand trays and modeling clay on one of the tables and ask pupils to make straight
lines with the modeling clay and to practice drawing straight lines in the sand with their finger
or pencil.


- Bringing the class to a close
Always formally bring the class to an end and praise the children for their efforts.
Remember to say Bye-bye + [name] to each child as they leave.
Encourage them to say Bye-bye to you if they can.



Level 1 Unit 1 Class Type 4 Review and Assessment 1 September 2008
UNIT 1 - GREETINGS

Class Type 4: Review and Assessment

Aim of class: to review new language; to assess progress
Teachers need:


DVD 1; Pinguland Mat and Figurines; Computer Time; Story Book and Story
CD; Teachers Flashcards: Pingu, Pinga, Hello, Hi, Where is?, Bye-bye;
Song Book and Song CD; Sand trays; Modeling clay
Children need: Felt tips or pencils and erasers; Pinguland Mat and Figurines of Pingu and
Pinga

General teaching notes
The aim of this Review and Assessment Class is for you to make sure that all the children have
understood the new language of the unit and are beginning to feel confident enough to use it
and are beginning to feel comfortable holding a pencil and making straight lines.
In this class, after they have watched the DVD episode from the Introduction Class again, the
children work in a selection of work stations similar to those in the Consolidation Classes.
While they are working on the different activities, go round and ask them to trace some
straight lines so you can see how they hold their pencil.

Work stations menu
You will need to set up the following work stations for this Review and Assessment Class:
MATERIALS LEARNING STYLE DEVELOPED AND SKILLS PRACTICED
1 Pinguland Mat and
Figurines
social and speaking skills: interpersonal skills for children who
like working together and speaking
2 Computer Time motor skills; hand-eye co-ordination; computer/mouse skills;
vocabulary practice for children who work well alone
3 Story Book and Story
CD
listening skills; word recognition skills; aural development for
aural learners; observational skills in visual learners
4 Flashcards Teachers
and Students
aural skills; oral skills; observational skills; vocabulary practice
skills
5 Sand trays;
Modeling clay
hand-eye motor co-ordination skills; manipulative skill
development for lines, letters and numbers


- Warm up
Say Hello + [name] to each child when they come into class.
Encourage them to say Hello + [name] to the other children when they come in.
You could have the Song CD playing quietly as they come in to create a welcoming
atmosphere. Give them time to settle.


- Language review
Start the class with the Pingu episode on the DVD as in the Introduction Class.
Have ready the Teachers Flashcards from Unit 1:
Pingu, Pinga, Hello, Hi, Where is?, Bye-bye.
Hold up the cards one by one and ask pupils to repeat the words with you.
Stick the flashcards on the board or wall and ask each pupil to come up and touch the correct
picture when you say the words.


- Assessment Work Stations
Now ask pupils to go to one of the five work stations you have set up.
Monitor where they are going and how they are progressing on individual record sheets.
Say Hello to each child and encourage them to say Hello back to you as you move around the
stations. When you have finished with each child say Bye-bye and encourage them to say it
back to you.

Level 1 Unit 1 Class Type 4 Review and Assessment 2 September 2008
1 Pinguland Mat and Figurines
Hold up figurines of Pingu and Pinga one by one and ask children to tell you who they are.
Cover one with your hand and encourage children to say Bye-bye Pinga, Bye-bye Pingu.
When you move your hand away, encourage them to say Hello Pingu, Hello Pinga.

Put one figurine in each hand and hide it behind your back.
Ask children Where is Pingu? Where is Pinga?
Children take turns to guess where the right figurine is.
Give encouraging feedback in English.


2 Computer Time
The activities in this unit are as follows:

Activity 1 = Find the object. The child hears an audio prompt and clicks on the
correct object in the picture.

Activity 2 = Match the picture. The child hears an audio prompt and clicks on the
correct picture, from a selection given.

Activity 3 = Make and color the picture. The child positions objects into the picture
by dragging them from the side and then color in the picture.

Activity 4 = Sled game. The child uses the cursor keys to move the sled forwards,
backwards, up and down. They get points for every obstacle they avoid.

Children can do the activity as many times as they like depending on how many computers are
available in class and how many children are waiting to use them.


3 Story Book and Story CD
Story 1: Pingu [Level 1: Story Book 1: page 3]
Sit with children and read the story, encouraging children to point to pictures on the page and
to say the words with you by asking questions Where is Pingu?

Repeat and encourage children to repeat with you key phrases from the story for example:
Hello Pinga, Bye-bye Pingu
Play the CD and encourage children to say the words of the story at the same time.


4 Flashcards
Have ready the Teachers and Students Flashcards for the unit:
Pingu, Pinga, Hello, Hi, Where is?, Bye-bye

Use the Teachers Flashcards of Pingu and Pinga to stimulate children to say Hello Pingu,
Hello Pinga and Hi Pingu, Hi Pinga.
Show them each of the Teachers Flashcards and say Where is Pinga?, Where is Pingu?
then ask them to ask you the same questions.
Put the Students Flashcards face down on the desk and ask a child to choose one and turn it
over.
The children say the phrase all together.
Get the children to play matching games of the pictures using the Teachers Flashcards and
Students Flashcards.

Level 1 Unit 1 Class Type 4 Review and Assessment 3 September 2008
5 Sand Trays and Modeling Clay
Put some sand trays and modeling clay on one of the tables and ask pupils to make straight
lines with the modeling clay and to practice drawing straight lines in the sand with their finger
or pencil.


If any children have problems with the vocabulary production, this is not a problem at this
stage: many children go through an extended period of silence when first tackling a new
language. They may also have problems with mother tongue development so this is worth
checking with their carers. Also check for deafness.

If some children seem to have problems in recognizing Hello and Bye-bye, bring them
together in a small group.
Ask children to take it in turns to stand up
The seated children in the group say Hello + [name] all together.
When the child sits down encourage them to say Bye-bye + [name].


- Bringing the class to a close
If you have plenty of time at the end of the class you can sing the song, get the children to
join in and do the actions.

Always formally bring the class to an end and praise the children for their efforts.
Remember to say Bye-bye + [name] to each child as they leave.
Encourage them to say Bye-bye to you if they can.