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  • Everybody! (All) One apple. But he was still hungry!

  • It's got such character, the book, the image of it, the fruit, the way it's drawn,

  • the caterpillar - it's very distinctive. Five oranges.

  • We talked a lot about what the caterpillar ate before,

  • and we talk about the days of the week as part of the routine every day, so it was putting it all together.

  • Jade. What day comes next? Well done! Everybody? Friday!

  • I like to keep a balance in my classes between using the IWB and more hands-on activities

  • because obviously different kinds of activities appeal to different types of learner.

  • It was a very hands-on, tactile activity. It appeals to kinaesthetic learners. It's

  • still very visual, there's an auditory element to it as well because we're constantly saying

  • the language and listening to our peers and our teacher saying the language. And it gives

  • the students ownership over it too. In the first part of the activity, they're picking

  • up the flashcard and giving it to me which acts as an incentive as well for them to raise

  • their hands. It's one of the big reasons you see hands

  • shooting up because they know they're going to get their hands on something and get to

  • do something. One lollipop...

  • One piece of...cherry pie Oh lovely over here!

  • There he is! Monday he ate one...

  • We do the days of the week then we move the fruit to under the days of the week. Then

  • we move that onto the caterpillar. So that was another repetition and review of the language,

  • another practice of the language, which, if you did all that on a whiteboard, you'd be

  • repeating exactly the same thing again, whereas that added another dimension to it.

  • Those flashcards I can do things like getting students up and giving them the days of the

  • week, getting them to sort themselves into the right order and then giving other students

  • fruit and they've got to find the person who's got the day of the week that goes with their

  • fruit. The caterpillar will be left on the wall and

  • used in further lessons to review the language at the beginning, and also as an independent

  • activity for students who finish their work quickly, or who I feel could do with a little

  • more practice with me. I can let them do that independently and they can take the flashcards

  • off and stick them all back on again. Those flashcards are shaped like the fruit

  • but if you had left them as a rectangle, you could do Pelmanism, matching the different cards. Retelling the story as well,

  • working with a small group of students or with the whole class.

  • We're going to the zoo To see a kangaroo

  • We're going to the zoo To see a kangaroo and a lion too

  • We're going to the zoo. The monkey's swing and climb

  • They know it's feeding time The polar bear and seals Enjoy their fishy meal

  • We're going to the zoo To see a kangaroo

  • We're going to the zoo To see a kangaroo

  • And a lion too We're going to the zoo.

Everybody! (All) One apple. But he was still hungry!

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