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SAMPLE MATERIAL

Dizzy’s project Lesson 1

Materials

Dizzy puppet Routine clock Washing line Weather flashcards

Unit 4 project photo flashcards Unit 4 project poster Audio CD1

1 Circle time andWeather routine

• If you have a routine clock, turn the hand to ‘Circle time’ before the start of class. Hide the project flashcard somewhere in the classroom and put Spot next to it. Try to find somewhere where Spot is visible but not obvious, so children have to look around the room a bit.

• Start the class with the Circle time routine you have chosen to do with your class.

• Put on the Dizzy puppet to indicate to the children that they care going to start a new project. Greet Dizzy, saying Hello Dizzy! Everyone, say hello to Dizzy! Hello Dizzy! Have Dizzy respond.

2 Dizzy’s project: Vocabulary presentation

• To set the scene for the project, you may wish to sing the Weather song using It’s cold or It’s snowy.

• Use Dizzy to say Can you see Spot? Let’s look for Spot! Spot! Spot! Where are you? Give one of the children Dizzy and encourage them to look for Spot around the classroom.

• When Spot has been found, say Hello Spot! Everyone, say hello to Spot. Hello Spot!

• Now say Let me see! What’s this? and show the children the project flashcard. As the little boy in the photograph is wearing a hat, a jacket, mittens and boots, you may wish to revise this language with your class.

• Play the project word list pointing at the body parts as you hear them.

Unit 4 Project word list

Legs, arms, body, head

• Now repeat each word several times, each time pointing to the relevant body part on either the flashcard or yourself. Encourage children to repeat. To keep the children on their toes, vary the order, pace and pitch at which you say the body parts.

3 Poster presentation

• Put up the Project poster. Conceal the right half of the poster (with the completed snowman on it) so that class do not automatically know what the children in the poster are building.

• Play Sweater, jacket, socks and boots pointing to each item of clothing the children in the poster are wearing. After the song, as the class which clothing item they cannot see in the poster (sweater). Establish why the children in the poster are wearing these clothes. Do the shivering action and say It’s cold. It’s snowy.

• Now ask What’s this? and shrug as if you don’t know. In turn, point at the four stages of the snowman being made. Starting from the top-left image and working clockwise, say Two legs; two legs and a body; two legs, a body and two arms; two legs, a body, two arms and a head!

• Uncover the main image on the poster and say It’s a snowman! Point and name the body parts again, encouraging the children to repeat them.

TEACHING TIP  You can also use the snowman’s face to revise facial features (two eyes, a nose and a mouth) and feelings (happy).

4 Song time: One little snowman

• If you have a routine clock, move the hand to ‘Song time’ and tell the children they are going to learn a new song.

• Focusing on the picture of the completed snowman in the poster, play One little snowman, pointing at the relevant parts of the snowman each time.

5 Table time: Dizzy’s project worksheet

• If you have a routine clock, move the hand to ‘Table time’. Play the Table time rhyme, motioning for the children to go back to their tables.

• Refer back to the poster and remind children of the snowman’s body parts. Now show children the Dizzy’s project worksheet. Point to the picture of the children finishing the snowman in the top-right corner of the worksheet and establish a connection between the two images of the finished snowmen.

• Point to the other pictures on the worksheet and establish that they are not in the correct order. For each picture, name the body parts you can see. For example, for the picture in the top-left corner of the worksheet say Look! A head, a body, arms …but no legs!

• Encourage the children to complete the worksheet by numbering the pictures in the correct melting order. Play One little snowman as they work, as the melting order in the song is the same as the melting order on the worksheet.