Hooray! starter teacher's book

GiiOler GerOgrOSS •Herberl Puchla

Con~nb -
Syllabus Hooray! Starter ......... .......... .. .
Introduction
Course components
Structure ......... . .
Activities .... . . . .
Songs
Action Stories ..
Stories .......... . .
Thinking Skills
Some teaching tips ................... .
Working with the flashcards
Flashcard list .
Working with the mini flashcards
Working with the hand puppet
Working with the Student's Book
Working with the Story cards
Working with the mini storybooks
How young learners learn .
The SMILE approach® ................................................ . .
How to manage your class
Overview of routines .
How parents can help
Units
Unit 1: Hello
Unit 2: My toys ..
Unit 3: Animals.
Unit 4: My body ..
Unit 5: My clothes ............. .
Unit 6: Food .
Extra Unit: Christmas
Extra Unit: Easter
Appendix
Legend
~ G.ii Class Audio CD
~~$ij Worksheet on DVD-ROM
[@~~J Student's Book
8 Hooray! STARTER © Helbling Languages
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. 144

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Syllabus Hooray! Starter
Unit Aims
Unit 1 • to identify the two characters in Hooray! Starter
Hello • to say hello and bye-bye
• to count to three
• to recognise and name the colours red and blue
• to follow some simple instructions and lesson
routines in English
Unit 2 • to recognise and name some toys
My toys • to recognise and name the colour yellow
• to find the odd one out in a group of similar items
• to join in with actions and mimes for playing with
toys and use these in the action story and the songs
Unit 3 • to recognise and name some animals
Animals • to recognise and name the colour green
• to count to four
• to join in with some actions to mime different
animals in the action story and the songs
• to learn noises that animals make in English and use
these in songs
Unit4 • to recognise and name some body parts
My body • to play a game called Simon says to practise
following instructions in English
• to join in with some actions that involve body parts,
for example 'wash your hands' and 'brush your
teeth'
• to work together with the other children in the class
to play games such as Memory
Vocabulary and phrases Activities and skills
Key Words Song: How are you?
• Peter the panda, Rosie the rabbit • Colouring activity.
• one, two, three Action story: Hello
• red, blue • Acting out and putting the story in order.
• butterfly
Story and song: The butterfly story and the It's red and blue
song
• Value: friendship
• Tracing and colouring.
Thinking Skills:
• Matching and adding a sticker.
Key Words Song: Look at the teddy/teddy bear (AmEJ
• teddy/teddy bear (AmE), doll, plane, • Colouring activity.
train Action story: My toys
• yellow • Acting out and putting the story in order.
• old, new
Story and song: The toy shop/store (AmEJ story and the
Look at the toy shop/store (AmEJ song
• Value: appreciating what you have
• Adding stickers and colouring.
Thinking Skills:
• Finding and circling the odd one out.
Key Words Song: One dog, two dogs
• dog, cat, cow, spider • Counting and circling.
• green Action story: Animals
• four • Acting out and putting the story in order.
• big, small
Story and song: The baby cats story and The happy animals
song
• Value: caring for animals
• Adding stickers and circling.
Thinking Skills:
• Finding and matching.
Key Words Song: Wash your hands
• hands, teeth, eyes, nose, mouth • Colouring activity.
• robot Action story: My body !
• Acting out and putting the story in order. I
Story and song: The robot story and the Let's make a robot
song
• Value: being creative
• Adding stickers and tracing the lines.
Thinking Skills:
• Finding and matching.

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Unit 5
My clothes
Unit 6
Food
Extra Unit
Christmas
Extra Unit
Easter
• to recognise and name some clothes
• to follow instructions about putting on some clothes
• to compliment some of their classmates' clothes and
how they look
• to work together with other children in the class to
play games and create a collage (optional activity)
• to recognise and name some foods
• to listen to and join in with a song about food
• to name the foods the children like eating using
'I like... ' and 'Yummy'
• to work together with other children in the class to
play games
• to continue a colour sequence
• to learn about Christmas traditions in English
speaking countries
• to listen to and join in with an English Christmas
song
• to play some games connected with Christmas
• to identify and name some Easter items in English
• to learn about Easter traditions in English speaking
countries
• to listen to and join in with an English Easter song
KeyWords Song: Look at my T-shirt
• T-shirt, trousers/pants (AmE), shoes, • Colouring activity.
skirt Action story: My clothes
• Acting out and putting the story in order.
Story and song: The You look great story and the What a
lovely/nice (AmE) T-shirt song
• Value: complimenting someone on their looks
• Adding stickers and colouring.
Thinking Skills:
• Colouring the puzzle pieces.
Key Words Song: I'm so hungry
• pizza, salad, soup, milk, spaghetti • Colouring and adding stickers.
Action story: Food
• Acting out and putting the story in order.
Story and song: The dinner story and the Yummy song
• Value: eating together
• Circling and colouring.
Thinking Skills:
• Continuing a colour sequence.
Key Words Song: We wish you a Merry Christmas
• Christmas tree, present • Tracing and colouring.
• Merry Christmas Thinking Skills:
• Finding and circling.
Key Words Song: Easter bunny
• Easter bunny, Easter eggs • Colouring activity.

"
Introduction
Hooray! Starter is a comprehensive course for teaching
English to 3-year-old children in kindergarten. Its main
aim is to teach learning through play.
Hooray! introduces children to basic listening and
speaking skills in English using simple principles for
young learners:
Jeveloping listening skills is extremely important at
• is age, so children are encouraged to listen and
understand right from the beginning. They are also
encouraged to use all of their senses to understand
and reproduce the language they are introduced to so
~ is learned and retained.
e course also focuses on building intelligence with
the inclusion of a number of activities designed to
stimulate children to think and process necessary
nformation. In addition, there is a strong emphasis on
he development of the memory via the use of music,
movement and rhymes.
Stories and games are also used widely to stimulate
children's interest.
Who is the book for?
Hooray! Let's play! is a three-level course (Starter,
Level A, Level B) for children between the ages of 3
and 5. The course is suitable for all pre-school
classrooms learning English, regardless of the number
of hours or lessons per week. The course emphasises
the use of songs and stories within the classroom -
tools which help young children to engage and
interact confidently with English at a low level.
Hooray! Starter is aimed at 3-year-olds and can be
used with children who have not had English classes
before.
Main aims of the course
The main aims of Hooray! Starter are:
• that children use all their senses to learn but, at the
same time, enjoy themselves and have fun
• that children see language as a means of
communication
• that listening and speaking skills are developed
slowly and accurately (although speaking skills
should be allowed to develop naturally when
children feel confident enough)
• to offer a wide range of activities that help the
learning process
• to encourage the development of the children's
social, emotional and spatial skills by encouraging
them to work together, to play, resolve problems
and reproduce actions and key language
• that children experience the act of language
learning as a positive one right from the beginning
and are enthusiastic and motivated by the activities
they are required to do
• to develop and encourage an open and inclusive
attitude to other people and cultures and to
underline and encourage key social values such as
the value of friendship and caring for animals
• to provide teachers with teaching notes, games and
activities for original and up-to-date lessons in the
kindergarten classroom
COURSE COMPONENTS
Student's Book
The Student's Book has 56 full-colour pages consisting
of four activity worksheets for each of the six main
units, with a variety of simple tasks, all featuring Peter
the panda and Rosie the rabbit. The worksheets are
perforated so they can be easily torn out and used. In
addition to the six main units of the book, there are
two final shorter units focusing on Christmas and
Easter, each with their own worksheets.
There is one page of stickers at the end of the
Student's Book for children to complete the
worksheets with. Children may need help to peel the
stickers from the sticker sheet You might also want to
cut out the relevant stickers needed for a lesson rather
than presenting children with a full page of stickers.
The Student's Book also includes a Songs Audio CD.
The audio CD contains all the songs from the course
so children can practise them at home with their
parents.
Teacher's Book
The Teacher's Book includes detailed teacher's notes
for using Hooray! Starter, a Teacher's DVD-ROM and a
Class Audio CD.
The detailed teacher's notes include a unit overview
and a lesson overview outlining the main objective, key
words, receptive and classroom language and activities
with a materials checklist There are full teaching notes
for each stage of the lessons, including step-by-step
instructions for all the activities and stories plus scripts
of the songs and suggestions for the language that
can be used during an activity.
Each main unit also has two optional extra lessons for
teachers who want more lesson material. These lessons
allow teachers to revise the material from the unit and
develop it by adding some new activities.
Teacher's DVD-ROM
The Teacher's DVD-ROM contains:
• A Teacher Training Video which shows one of the
authors of the course, Herbert Puchta, at work
within the kindergarten classroom with children of
3-5 years. It shows how some of the materials and
activities can be used within the classroom,
applying multi-sensory teaching techniques which
focus on the needs and cognitive capabilities of
very young learners.
• Printable Letters to Parents which can be edited
on-screen and inform the parents of their child's
progress (See p. 17f. for details).
Hooray! STARTER © Helbling Languages et

• Extra orksheets are used throughout all lessons.
works .eets can e pnnted out and used in class
or a home. Some of he worksheets will work
better if copied onto thicker paper or card . A list of
all the extra worksheets can be found in the
appendix of the Teacher's Book (See p. 144f.).
Class Audio CD
The audio CD in the Teacher's Book is for class use and
contains all the songs and stories from Hooray! Starter.
It also contains the routine songs, TPR action stories
and karaoke versions of the songs.
Hand Puppet
The Peter the panda hand puppet is used in all lessons
and can be used to welcome and praise the children,
as well as introduce the vocabulary and demonstrate
some of the games and activities.
Flashcards and Story Cards
The Flashcards can be used to introduce and practise
key vocabulary. A number of games and activities
using the flashcards are listed later in the introduction
section (See p. Sf.), and more specific suggestions are
included in the lesson plans for each unit.
The Story Cards can be used when listening and
retelling the stories from the CD to the children . Each
scene appears on an individual card with the script on
the back of each.
STRUCTURE
Unit structure
Each of the six main units in the Student's Book
consists of six Key Lessons, all focusing on a specific
topic. The key lessons from each unit provide a
complete overview of a topic. The Teacher's Book also
provides two Optional Extra Lessons focusing on
revising material from the key lessons. These optional
lessons are for teachers who teach more lessons per
week, for longer courses, or simply for extra practice
of the songs and stories when necessary.
The vocabulary and topics are introduced through a
song and then practised through songs and stories as
well as a range of other games and activities.
Lesson 1 introduces the children to the new
vocabulary through different games and activities.
There is no Pencil and Paper activity in this lesson to
give the children time to feel confident with the new
vocabulary.
et Hooray! STARTER © Helbling Languages
Lesson 2 uses a song to practise the target vocabulal)
for the unit. The worksheet during the Pencil and
Paper part of the lesson then reinforces the vocabulary
and the order of the vocabulary in the song.
Lesson 3 gives further practice of the target
vocabulary through revision of the song as well as
more games and activities. There is no Pencil and Paper
activity in this lesson to give the children a little extra
time to work with the target vocabulary.
Lesson 4 introduces a TPR (Total Physical Response)
action story to the children, which uses the target
vocabulary in short phrases. During the Pencil and
Paper section of the lesson, the children are
encouraged to put the pictures of the action story in
the correct order.
Lesson 5 introduces the children to a story in English
using the Story cards and the audio CD. Each story
reuses the target vocabulary of the unit in a fun way
which demonstrates an important life value, such as
friendship or sharing. The worksheet activity uses one
scene from the story.
Lesson 6 completes the unit by using a variety of
games to practise the vocabulary from the current and
previous units. In addition, during the Pencil and Paper
section of the lesson, the worksheet focuses on
Thinking Skills, such as focusing attention,
recognising items which are the same, or sequencing.
Optional Extra Lesson 1 gives the children chance to
repeat the action story and, if they are confident with
the order, you can mix up the order of the actions.
Optional Extra Lesson 2 gives the children a second
chance to listen to the story from the unit, and the
opportunity to sing the song from the story. The Pencil
and Paper activities in the optional extra lessons are
craft based and encourage the children to make items
to display in the classroom or to take home and share
with their family.
Lesson structure
Each lesson is split into three or four sections of about
ten minutes each (although the length of some
activities will depend on the number of children in your
class). An overall lesson should last between 30-35
minutes. For longer lessons, there is an If there is time
activity described at the end of each lesson in the
Teacher's Book which you may wish to use.
Alternatively, any games and activities which the
children have enjoyed from previous lessons can be
repeated.

Lessons start with a Warm-up section. Children sing
the Hello song and the Circle song, greet the Peter the
panda hand puppet and the rest of the class.
This is followed by Carpet Time. During Carpet Time,
the children are introduced to new vocabulary, stories
and songs as well as playing a variety of games. (It is
not necessary for Carpet Time to be done on a carpet,
any space where the children can sit together in a
circle or semi-circle on the floor can be used.)
The Table song is used to help move the children from
the floor to the tables and for the Pencil and Paper
section of the lesson. During this part of the lesson,
the children practise vocabulary and songs while
completing worksheets or art and craft activities.
(There is no Pencil and Paper activity in Lessons 1 and
3 to give the children a little extra time to work with
the new vocabulary.)
Each lesson ends with a Rounding Off section which
includes the Bye-bye song.
ACTIVITIES
Each unit contains the following activities:
• Songs
• Action Stories
• Stories
• Thinking Skills
In order for the children to retain their knowledge of a
foreign language, they need to enjoy it and to feel
inspired. Knowledge is more firmly fixed in children's
memories when it appeals to them. Most information
that reaches our brains via various senses is quickly
forgotten. The information which is retained is
normally information which is most relevant to us.
Thus, using stories and songs which children can relate
to is a good way to inspire and motivate their interest.
The activities in Hoorayl Starter are designed to be
compatible with the interests of 3-year-old children
and to facilitate their learning. They involve as many of
the children's senses as possible so they are engaged at
a variety of levels in learning and producing the
language.
Songs
Children generally enjoy songs at kindergarten age.
Singing in groups is fun and children learn many songs
during the course. The songs in the course have been
written specially for each unit. They revise the
language presented so teachers can easily see how
much of the language students are able to produce
and understand.
The first time the children listen to a new song, sing
along and use gestures or mimes. The children will
then gradually join in with you, over a period of time.
Once the children seem confident singing a song,
don't be afraid to use the karaoke version. You can
also adapt some of the songs by changing the words,
the order of the verses, and, if appropriate, using the
children's names in the song.
Action Stories
James Asher1
created a method of language teaching
based on Total Physical Response (TPR) where teachers
are encouraged to teach children to understand and
use language using all their senses. Action stories use
actions, gestures and mime. This total engagement of
the children in the story makes learning an active
rather than a passive experience and allows them to
retain and experience the language more profoundly.
It also encourages them to develop good listening
skills. Children hear a phrase then act it out by copying
the teacher, thus linking comprehension directly to
action and, in so doing, fixing the information firmly in
their brains.
Action stories use all senses and benefit children's
learning process in a number of ways:
• Acting out stories allows children to develop skills in
following instructions and working with other
people. As language and action are closely linked,
meaning is learned directly through action.
• Acting out stories is fun. Children can relax and
enjoy the experience. Also, the group provides
security, particularly for those children who take
longer to speak. In this case, they can use other
children in the group as models for the appropriate
language to use.
• From the beginning, children learn that they can
achieve something in English. This increases their
confidence in learning a foreign language.
• Development of listening skills is important.
However, at this level, children concentrate more on
developing their vocabulary and their awareness of
the language in general. Listening is concentrated
on more specifically in the next level of the course.
Action stories allow children to listen to the teacher
and thus gain confidence in pronunciation and
intonation of key words. The learning goal is
achieved when children can act out an action story
independently after practising it. They do not need
to be able to recite the story or even to be able to
reconstruct it freely - it is good enough that they
can act it.
We suggest that you keep the action story mimes and
gestures different from the mimes and gestures used
when introducing the vocabulary. One way to do this is
to always do the mimes and gestures for the action
story standing up, and to do the vocabulary mimes
and gestures sitting down in a circle or semi-circle.
1 Asher, J. (1988), Learning Another Language Through Actions: The
Complete Teacher's Guide Book, Los Gatos, Ca.: Sky Oaks Publications.
Hooray! STARTER © Helbling Languages e

Stories
It is well known that stories make an essential
contribution to the cultural, social and emotional
development of a child:
The story is a cultural universal; everyone everywhere
enjoys stories. The story, then, is not just some casual
entertainment; it reflects a basic and powerful form in
which we make sense of the world and experience. 2
In the foreign-language classroom, children learn to
understand sequences of events via stories. They
enjoy good, motivating stories and usually remember
them well if they are presented appropriately and
interestingly. They can also be used to develop
children's enjoyment and appreciation of theatre.
Teachers use the Story cards w ith the audio CD or tell
the story themselves. (The script is on the back of the
cards.)
Students can use the character cut-outs from
Worksheet 6a+b (Unit 1, Extra Lesson 1) to act out the
scenes (See p. 11 for details)
In addition, each story has its own cut-out mini
storybook for students to colour. (For detailed
description of how to work with the mini storybook
see p. 11.)
The stories in the course are also used to teach
children moral values such as helping each other and
the importance of friendship .
Thinking Skills
The Pencil and Paper activity in Lesson 6 of each main
unit focuses on Thinking Skills, such as focusing
attention, recognising similarities and differences and
continuing sequences. These Thinking Skills activities
aim to cognitively engage the children in the task as
well as develop and improve the skills they will need
before and after kindergarten.
SOME TEACHING TIPS
Working with the flashcards
Flashcards visually introduce key words and are an
indispensable part of most pre-school courses. Here
are some teachings tips as to how to use the flashcards
in your lessons.
• Remember that when trying to convey the meaning
of a new word to children, the word should be
shown first, so use the flashcards at the beginning
of every lesson to introduce the new vocabulary.
• Make sure that children always hear the word a
number of times before you start to use it w ithin
the lesson. Children need to hear and really
understand the pronunciation and intonation of the
2 Egan. K. (1986). Teaching as Story Telling. Chicago. University of Chicago
Press. p. 2.
e Hooray! STARTER © Helbling Languages
word a number of times. Use the CD, your voice,
the songs and any other listening devices to really
anchor the word in the child's memory.
• Get active! Use the children's bodies, ears, and eyes
to reinforce the new words and language they are
learning. Pictures, pronunciation and motor-
processing techniques used together all help the
children retain the word and its meaning in an
active way.
• Repeat the new words using the flashcards. Keep
repeating until you feel the children have absorbed
the meaning and relevance of a word. You can use
different voices to keep their interest as we suggest
within the Teacher's Book notes.
Below are some games using flash cards we have
suggested based on the principles outlined above.
Vocabulary games using memory
Point to...
• Put the flashcards on the floor in front of the
children with the picture facing up.
• Point to each of the cards and elicit the correct
word for each picture.
• Say Point to... and name one of the flashcards.
Then encourage the children to point to the correct
flashcard .
• You could also say Touch the... and let the children
touch the flashcard you have named.
• If the children are likely to hit instead of gently
touch the cards, roll some sheets of paper into
batons and let the children touch the flashcards
with the paper batons. You could also give the
paper batons to half the children, and after they
have touched a flashcard, all children pass their
baton to a child without a baton so everyone gets a
turn.
Where's the...?
• Show the children each of the flashcards and elicit
the correct word as you place each card face down
on the floor.
• Mix up the cards by sliding them around the floor.
• Make Peter ask the children for one of the
flashcards.
• Allow the children to take it in turns to try turning
over a card to find the flashcard Peter wants.
Yes or no game
• Show the children the flashcards and elicit the
words. Then show the children that you are mixing
the cards in your hands so neither you nor the
children know the order of the cards.
• Take one of the flashcards and hold it above your
head so that the children can see which flashcard
you are holding but you can't.

• With your free hand, point to the flashcard and
name one of the possible flashcard items.
Encourage the children to say Yes. if you guessed
correctly and No, sorry. if not.
• If the answer was No, sorry., keep guessing until
the children say Yes.
• Repeat this with some of the other flashcards.
Hold it up
• Give the flashcards out to some of the children.
• Say Hold up (green). and encourage the child
holding the appropriate flashcard to hold it in the
air.
• Repeat a couple of times using different words and
then change the children holding the flashcards so
different children get a chance to play.
Vocabulary games for speaking
Uncover the card
• Cover a flashcard with a piece of card (or another
flashcard).
• Gradually move the piece of card up/down or
across the flashcard to show some of the picture on
the card.
• Encourage the children to guess which flashcard is
hidden as it is being revealed.
Flash the flashcard
• Show the children the flashcards and elicit the
correct words.
• Show the children that you are mixing the
flashcards in your hands so neither you nor the
children know the order of the cards.
• Hold the flash cards so you can see the first card but
the children can't. Quickly rotate or fan the cards so
the children get a quick look at the first flashcard
and say What is it?
• Encourage the children to name the flashcard they
think they can see.
• Gradually reduce the speed that you rotate or fan
the flashcard until the children can correctly name
the card.
What's missing?
• Elicit the vocabulary for the flashcards you are using
and then put all the cards on the floor face down
so the picture can't be seen.
• Mix the cards up and then turn them over one at a
time. Elicit the name of the picture on the card until
only one card remains face down.
• Encourage the children to name the card which is
missing (and is face down). Ask What's missing?,
then turn the card over to check if the children
were correct.
• If the children are interested, play the game again
and leave a different card face down.
Find the flashcard
• Choose a confident child from the class and ask
him or her to choose a flashcard then stand near
you. Ask this child to close his or her eyes and give
him or her Peter to hold.
• Tell the other children to be quiet and show them
that you are hiding the flashcard, for example
under a cushion, in a toy box, on the bookcase, etc.
• Ask the child who is holding Peter to open his or
her eyes and ask the child where he or she thinks
the flashcard is.
• Make it clear to the other children that they are not
to say where the flashcard is hidden.
• Encourage the child holding Peter to walk around
the classroom to find the hidden flashcard. Keep
saying the name of the picture on the flashcard as
the child moves around.
• As the child gets closer to the flashcard, say the
word from the flashcard more loudly and show that
they are correct (for example, nod your head). As
the child gets further away, say it more quietly and
show that they are wrong (for example, shake your
head).
• Once the child has found the card, the child should
return to the circle with Peter and the flashcard and
another child can hold Peter.
Flashcard list
Hello My body
1 Peter the panda 22 hands
2 Rosie the rabbit 23 teeth
3 red 24 eyes
4 blue 25 nose
5 one 26 mouth
6 two 27 robot
7 three
8 butterfly My clothes
28 T-shirt
My toys 29 trousers/pants (AmE)
9 teddy/teddy bear 30 shoes
(AmE) 31 skirt
10 doll
11 plane Food
12 train 32 pizza
13 yellow 33 salad
14 old toys 34 soup
15 new toys 35 milk
36 spaghetti
Animals
16 dog Christmas
17 cat 37 Christmas tree
18 cow 38 present
19 spider
20 green Extra Unit Easter
21 four 39 Easter bunny
40 Easter eggs
Hooray! STARTER © Helbling Languages Cl»

Working with the mini flashcards
Note:
To make the mini flashcards last longer, you could print
them onto card or thick paper before the children colour
them, or you could laminate the cards after the children
have coloured them ,
On the Teacher's DVD-ROM there are sets of mini
flashcards for each main unit of Hooray! Starter, If you
have extra time available, the children can colour and
make the mini flashcards during the lesson, or you can
colour and make them yourself. The mini flashcards
can be used to play some of the games in the lessons,
for example Bingo!, Snap! and Musical chairs, or, if
parents want to use them with their children, extra
copies could be made to take home.
Bingo!
• Put the teacher's flashcards face down on the floor
in front of Peter (everyone must be using the same
vocabulary set).
• Help the children to move so that they have a space
in front of them, Help them to choose some of
their mini flashcards and put them on the floor with
the picture facing up.
• Make Peter turn over one of the flashcards from his
set, and show and name the flashcard for the
children, Then encourage the children to turn over
the mini flashcard with the same picture so the
picture can't be seen.
• Repeat this until some of the children have turned
over all of their mini flashcards and encourage
them to shout Bingo! Peter can then kiss, hug or
high-five with the children who have 'Bingo',
• If the children are still interested, then turn all the
cards back over and repeat the activity, this time
calling the names of the flashcards a little quicker,
Snap!
• Help the children to move so that they have a space
in front of them, Help them to choose some of
their mini flashcards and put them on the floor with
the picture facing up.
• Hold the teacher's flashcards in a fan. Make Peter
select one of the cards and hold it so the children
can't see which card has been chosen.
• Encourage the children to choose one of their mini
flashcards and hold it up in the air so you can see
which card they have selected,
• Make Peter show the card which he selected and
name the card for the children.
• Make Peter hug, kiss or high-five the children who
are holding up the same card and say Snap!
• Put all the cards back to the starting position and
repeat the activity with Peter and the children
selecting a different flashcard,
Musical chairs
• Put chairs, cushions or laminated mini flashcards in
a place where the children can easily walk around
(and sit on) them. If you are using chairs or
cushions, a mini flashcard should be clearly
attached to each chair or cushion,
• Play some music for the children to move around
to,
• Stop the music and say Sit down. and encourage
the children to sit down on the nearest seat that is
available.
• Randomly select one of the teacher's flashcards and
name the picture on the flashcard.
• All the children sitting on a chair with that mini
flashcard are 'out'. Ask these children to stand near
you for the next round and then allow them to join
back in the game the round after.
• Play the music again and allow the remaining
children to move around the chairs and repeat the
activity,
If you are keeping the children's mini flashcards in the
classroom, you could put them in envelopes or boxes
with the children's name so they are easy to find .
Working with the hand puppet
The Peter the panda hand puppet performs a variety of
functions in the classroom . It can be used to help
classroom management by:
• demonstrating activities to the children
• quietening the class down
• choosing children to take part in activities
• comforting children who are upset by giving them a
hug or a kiss
Peter can also help with using and practising English
by:
• making mistakes for the children to correct
• modelling language for the children to copy or
repeat
• getting embarrassed and asking the chi ldren to
help him with their English
• giving more opportunities for using English for
example saying Hello. and Bye-bye., waking Peter
up, or guessing flashcards that Peter is thinking of
The following methodology tips make the use of Peter
particularly effective in the lesson:
• Use a distinctive voice for Peter by changing your
voice slightly. You can also copy the voice of Peter
in the stories. This helps to give Peter his own
identity in the children's perception, i.e. it makes
him seem as real as possible.
• Only make Peter look like he is speaking when he is
speaking. When you are speaking as yourself Peter
should not move, This is an important aid to
comprehension for the children.

• When children speak to Peter in their first language
(L1) he repeats the request in English or doesn't
understand them. Peter should never be used in an
L1 lesson because he serves as an important
psychological anchor for foreign language use.
Working with the Student's Book
The Student's Book is used during the Pencil and
Paper section. In order for you to use the worksheets
in the Student's Book effectively we suggest the
following:
• If possible, keep the Student's Books in the
classroom, or in the kindergarten. This prevents the
children from colouring them at home and ensures
that you always have the sheets you need for the
lesson.
• Only hand out the Student's Book when it is
needed during the Pencil and Paper section of the
lesson. Alternatively, you can tear out the
appropriate page and give this to the children.
• At the end of the Pencil and Paper section, all
worksheets should be collected. These can then be
stored in a folder for the children or displayed on
the walls in the classroom.
• Parents can be invited to look at their child's book
or folder at the end of the lessons, or you can send
the worksheets for a unit home at the end of the
unit
Working with the Story cards
The Story cards are used to tell the story with the
audio CD. While showing the children the Story cards
you can either play the story from the audio CD or you
can read the script for the story from the back of each
card. In order for you to use the Story cards effectively
we suggest the following:
• Check the order of the Story cards before the
lesson, to make sure they are in the correct order.
• Only show the children one Story card at a time
while you are telling the story and point to
characters and items in the picture while the
children listen to the story.
• You might find it easiest to have the cards in a pile
with the pictures face down and the first card on
the top of the pile. In this way, you can pick up the
top card from the pile to show the children and you
can see the script on the back of the card.
• If you are reading the script on the back of the
Story cards, try to use a different voice for each
character so the children know which character is
talking.
On the Teacher's DVD-ROM there are
character cut-outs that can be used to play
the characters or act out parts of the stories
(Worksheet 6a+b).
Working with the
mini storybooks
On the Teacher's DVD-ROM, there are worksheets for
mini storybooks for each story presented in Hooray!
Starter. If there is time, children get to choose and
colour one picture from the story during the Pencil and
Paper section of Lesson 5. The children can then take
their storybook home and look at the story with their
parents, or even describe the events from the story
using their first language.
How to make the mini storybook
1) Print the two worksheets onto
one A4 page (front and back).
Or print the two sheets
separately and stick them
together.
2) Cut around the story on the
worksheets.
3) Fold the sheet in
half horizontally.
4) Fold the sheet in half
vertically.
5) Staple or use sticky tape
tv ®
along the fold on the left hand
side of the book to fix it
6) Cut along the fold
at the top.
Hooray! STARTER © Helbling Languages _

HOW YOUNG LEARNERS LEARN
Methodology
Children of this age are already in the process of
learning their first language (L1) so they are already
equipped with basic skills to learn a second language.
Second language learning allows them to use these
skills as well as developing others.
Understanding without words
Before young learners start to use words, they decode
meaning from intonation, mime, gesture and overall
context. This is of great value when learning a foreign
language as these skills can be applied to the new
language and children can begin to understand using
a process they are already familiar with. This develops
confidence and a sense of achievement.
Using limited words
Young learners are encouraged to express themselves
as much as they can within their second language,
however, as their grasp of the language is limited, they
will often resort to playing and/or creating new words
within it, or transferring what they have learnt from
other contexts. They may, for example, use words from
their native language but say them with an English
accent. These sorts of strategies give the teacher an
important insight into how the child is progressing
with second language acquisition.
Learning indirectly
At this age, grammar, punctuation or other structural
aspects of language are not key to the learning
process. Children of this age love stories, the sound of
new words and songs that they can sing along to and
do the actions to. They like games where they are
challenged to think and guess and, in so doing, use
structures they have learnt. They also enjoy copying
movements from a story or imitating the voices of the
characters. The way they pronounce a word is often
almost identical to the model they have heard on the
CD. By doing this, children are learning new skills and
experiencing language as a means of communicating.
Interacting and speaking
Most young learners have a natural need to
communicate. Using this as a starting point, both
teachers and parents can help, improve and stimulate
their child in the second language by interacting as
much as possible in it and helping them to read, listen
and talk when appropriate. Sometimes you may just
want them to listen rather than communicate so the
teacher needs to establish a good balance of speaking
and listening within the classroom .
Holistic language learning
We use language to understand others and to make
ourselves understood. Most adult learners want to
understand how a second language works and what
rules it follows, for example, how verbs are formed
and used. They use this cognitive knowledge to learn
systematically.
Children, however, learn in a much more holistic way.
Listening comprehension is a fundamental part of
this process. Learners speculate about what they hear
and are helped in their comprehension by mime,
gesture and visual prompts like photos and pictures.
Likewise, young learners will gradually start to
understand the instruction 'Stand up!' because the
teacher actually stands up each time the phrase is
used. By doing this, the children interpret the meaning
visually, they imitate and so learn its meaning and
sound through action and repetition . This repetition
allows the children to fix both meaning and sound into
their long-term memory.
For successful learning to take place, children also
need to feel relaxed and at ease within the classroom.
Positive feedback and praise are fundamental in
encouraging them to experiment and push back the
boundaries of the language in so far as they feel able.
Patience is also necessary for when they have
misunderstood or need more time to understand and
absorb relevant language or words.
Content is also of crucial importance and needs to be
meaningful and interesting. Songs and stories
encourage children to connect with the second
language at a basic sensory level via movement and
sound. Their ability to understand, for example, a
story in the second language, is a good way to
increase self-esteem and confidence in the second
language and heightens their motivation to learn.
Speaking skills are also important to develop.
Songs allow children to practise pronunciation and
intonation and repeat important words and
expressions in fun ways that fix them in their
memories. Stories help children memorise important
expressions and improve their understanding of
connections. Eventually, they are confident enough to
act out simple utterances in communicative contexts.

THE SMILE APPROACH®
While researching and writing for young learners, we
have formalised a set of principles with a handy
acronym to help ourselves and teachers appreciate the
key basic principles for teaching in a systematic and
clear way. Our approach is called The SMILE Approach®
and you can find a breakdown of its main points
below with how they affect and inform our writing
and your teaching.
S M L E
Skill-oriented learning
The development of second language skills does not
take place independently of general cognitive
development. When children try to understand the
meaning of a sentence, they draw on skills that they
also use for solving problems, establishing relationships,
drawing conclusions etc. Because of this, it makes
sense to integrate second language learning into the
curriculum as early as possible. As we have said,
children of this age learn holistically so integrating
second language learning into the curriculum
encourages the development not only of the child's
general intellectual skills but also of his or her linguistic
ones.
S M I L E
4Multi-sensory learner motivation
You need only watch children playing to understand
how important learning through the senses is at this
age. Hooray! Let's play! aims to involve as many senses
as possible during the language-learning process. This
is based on the following principles:
• When pupils learn, they do so through their senses:
they learn what they see, hear and do.
• Our 'hearing' sense is located on the so-called left
side of the brain. Processing information
kinaesthetically - by concrete activity - is closely
connected to the right side of the brain. The visual
reception of information can be controlled by either
the left or the right side of the brain.
• The better the senses are integrated at the
presentation of information stage, the better
children will receive the information (multisensory
reception).
• Receiving and processing information activates the
visual, auditory and kinaesthetic neurological
systems. During the processes of thinking and
remembering, the brain's multisensory activation
heightens students' ability to pay attention,
concentrate and store linguistic information in their
long-term memory.
• The fact that most children have different learning
styles and a preference for one sensory channel
over another (and therefore weaknesses in one or
two of the other sensory channels) underlines the
importance of a teaching methodology that takes
into account the differing needs of different
learners and one which strikes a balance between
visual, auditory and kinaesthetic presentation,
processing and practice.
• Children love stories. When presented in an
appropriate multi-sensory way, these stories remain
in the memory. Words, parts of sentences and
sentences can thus be fixed in the long-term
memory.
S M L E
4Intelligence-building activities
'Intelligence' is a term that covers a range of different
human abilities all independent of one another.
Researchers into intelligence speak of a multiplicity of
'intelligences' . Howard Gardner claims that there are
seven different areas of intelligence, i.e. 'multiple
intelligences' 3 Modern research into intelligence
indicates that intelligence is not totally dependent on
what we are born with . Intelligence is also quite clearly
influenced by how we learn. Simply put, intelligence
can be learned. Learning a second language early on
develops and stimulates a child's intelligence in a
number of ways. All the intelligences outlined by
Howard Gardner are brought into play and used by the
SMILE approach:
Area of Activation in Hooray! Let's
intelligence play! by:
Linguistic Promoting the enjoyment of
intelligence playing with language.
Offering materials for learning
vocabulary and phrases.
Musical Developing the skill of
intelligence differentiating tunes and
rhythm through songs.
Interpersonal Developing basic social skills as
intelligence an intrinsic principle: learning
to listen to each other,
tolerance of language errors,
patience, etc.
3 Gardner, H. (1983), Frames of Mind' The Theory of Multiple Intelligences.
Basic Books.

Introduction
Area of Activation in Hooray! Let's
intelligence play! by:
Kinaesthetic Using the body when doing
intelligence action stories, songs and action
games.
Developing fine motor skills
through various types of
activities: stickers, drawing,
colouring and craftwork.
Visuospatial Improving visuospatial
intelligence perception through picture
searches (discovery pictures).
Developing the visual memory
through picture puzzles.
Mathematical- Improving mathematical-logical
logical
intelligence
Intrapersonal
intelligence
5 M
intelligence through exercises
where students sort and match.
Encouraging logical perception
through sequences and
activities requiring putting
things in order.
Developing the ability to reflect
as a basis for one's own
speaking.
L E
4Long-term memory storage
through music, movement,
rhythm and rhyme
Many adults can remember and retell the rhymes and
songs they learned in childhood easily and
rhythmically. Often the reason is because they have
been learnt using actions and movement. The ability to
grasp and retell a story using the rhythmic structuring
of the words is an indication of the level of language
development of a child. The main function of this
rhythmic differentiation ability is that it combines
perception and understanding and so is important for
remembering words, writing and recognising sentence
patterns.
5 M L E
4Exciting stories and games
When children identify with what has been learned,
they remember it. They remember phrases, parts of
sentences and often whole sentences (so-called chunks
of language). Good foreign-language learners can
repeatedly transfer such chunks of language to other
contexts and so practise and consolidate the foreign
language through play.
HOW TO MANAGE YOUR CLASS
Children of this age group have naturally got a short
attention span, are restless and get excited very easily.
We believe that it is better to try and divert their
energy towards activities rather than try to control it or
ask them to be silent or still.
What does the teacher do?
The English teacher has a number of different tasks:
• managing and focusing the attention of the
learners
• giving linguistic input with the aid of interactive
materials and checking this has been understood
• establishing a routine in the classroom
• encouraging the children to speak in the foreign
language
• using the first language in small amounts
• managing the seating in the classroom to suit the
activity.
Managing and focusing attention
Some tools you can use to manage their attention and
focus their attention during the lesson are:
• Get the children used to hearing you speaking in
English.
• Follow a similar pattern of activities each lesson and
mark changes in the lesson using the routines.
• Use the Calm down song when the children are
becoming too energetic as a signal that everyone
needs to calm down (See p. 17).
• Plan for quiet periods in your lessons, for example
Pencil and Paper time, to give the children the
chance to work independently and for you to give
attention to individuals.
• Alternate between activities with lots of movement
and very little movement. Movement and making
noise tends to excite children of this age. If you
allow too much movement and noise, a class of
kindergarten children can quickly get overexcited
and difficult to control. By following a loud or
energetic activity with a quieter activity, you can
calm the children down a little and stop them from
becoming too excited.
• Be flexible, occasionally it is better to go with
distractions and interruptions and try to use them in
the lesson rather than trying to make the children
ignore them.
-

Checking understanding
We can't understand everything that we hear in a
foreign language. We often work out the meaning
from the context. A good teacher will try to help
children understand as much as possible by using the
children's sensory channels (auditory, visual and
motor).
In order to check comprehension, many teachers use
the following methods which are slightly counter-
productive:
• Repeatedly translating individual words. This makes
children feel that they can only understand when
they know every single word. This is not necessary
as when you teach action stories, you teach the
whole phrase rather than individual words.
Translating each word hinders comprehenshion .
There are some circumstances where the teacher
may need to use the child's L1 to explain a phrase.
If, for example, a child displays aggressive or
frustrated behaviour because they can't
understand, it would benefit the child to give the
L1 equivalent as well as showing the required
action again.
• Asking the question Do you understand? is often
not helpful. Children will say Yes. rather than
explaining. It is better to watch how the children
behave. This will enable you to determine if you
need to help them with their comprehension or
not.
• Teachers often give an instruction in English then
translate it straight into the students' native
language. This may make children lazy as they
realise that each instruction is also given in their
first language so they stop listening. It is better for
the teacher to speak in short sentences, give the
children time to think, then repeat the instructions
slowly using mimes, gestures, pictures or
demonstrations if necessary.
Teacher talk and classroom
language
Teaching in kindergarten is mainly about commu-
nication. It is required, therefore, that the children
understand their teacher when performing activities in
English . That is why vocabulary is acquired in a playful
way at the beginning of every unit and should be
reinforced with facial expressions, gesture, intonation
and visual aids such as the Story cards and flashcards.
The children can thus tryout important strategies for
successful contact with the foreign language.
It is important to expose the children to as much
English as possible during their English lessons.
Research indicates that children of this age can acquire
a foreign language and good levels of pronunciation
by a natural exposure to the foreign language.
However, for this to be successful the children need as
much exposure to the foreign language as possible.
Therefore, we recommend that you try to speak as
much English as possible during the lesson, and try to
conduct the lesson as much as possible in only English.
It is especially important that classroom language, the
everyday instructions and directions that you use to
keep the children on task and focused is in English as
this w ill give the children the most natural exposure to
English.
The teacher can assume that the children are able to
decode new language when it is presented with
gestures and visual clues. Therefore, from a very early
stage of the foreign language lesson, simple
instructions such as Sit down. and Colour the plane
blue. can be given only in English. Using L1 might be
helpful when something needs to be explained quickly
in order to not disturb the continuity of an activity or
when you want to give some pre-information for the
activities. However, avoid using translations unless they
are necessary.
Essential classroom language is clearly indicated in the
lesson notes throughout the course and some useful
examples of classroom language are listed below.
Questions
Where's the.. .?
What's this?
What are these?
Who's this?
How many .. ?
What c%ur?
Praise
Well done!
Very good!
Great!
Excellent!
Yes, that's right!
Activity instructions
Point to...
Show me...
Look!
Listen.
Touch.
Let's sing.
Pencil and Paper instructions
C%ur ..
Draw ..
Find. ..
How many ..?
Count. ..
Stick in.. .
Cut out.. .

Using English names within the
classroom
Many teachers give their students English names when
working in the classroom. Two reasons given for this
are:
• children like to assume the identity of someone else
• when the teacher says, for example, Greta, sit
down please. most of the sentence is in English,
the child's name isn't, so it makes sense to change
it too.
We think it is better to retain the child's own name in
the classroom for the following reasons:
• The children - and sometimes the teacher - keep
forgetting the English names of their classmates.
This leads to confusion about who is meant to be
following the instructions that are given.
• If children are communicating in the foreign
language, this means that they are stating their
own feelings, state of health, preferences, etc.
If they are using a different name, they are using
this as their identity. For example, if the teacher
asks Ben (who is actually called Martin) to name his
favourite colour, Ben talks about Ben. Martin's
identity is not present.
• If Martin meets another child in the holidays and
this child can only communicate in English, if he is
asked his name, he will answer Ben and not Martin.
How to arrange seating in the
classroom
Although it is unrealistic to expect the tables in the
classroom to be moved for short periods of teaching,
the following points should be considered:
• It is easiest to focus and keep children's attention
when they can see you clearly and you can see each
of them. For this reason, most games and activities
should be played with the children sat on chairs or
on the floor in a circle or semi-circle.
• When doing Pencil and Paper activities, the children
should be sat on chairs at a table, but the chairs
and tables should be arranged in such a way that
the children have enough room in their places to be
able to move.
• All children should have a clear view of you and any
materials you are showing or demonstrating at any
stage of the lesson.
Tips for teaching very
young learners
This most important tip we can give for teaching very
young learners is be flexible and enjoy it!
The lesson plans provided in the Teacher's Book are
guidelines only. You know your class and can make the
best decisions about what will work for you and your
class in your English classroom area. Don't be afraid to
try new games and activities in your classroom, but
constantly listen, watch and react to the children in
your class during everything you do.
Some suggestions to help you teach your young
learners successfully:
• Encourage the children to join in with the actions
for the stories and songs. Children will learn the
actions quickly and this can give them the
confidence to join in with the English lessons even
though they might not feel confident enough to
speak. Actions can also prompt the children and
help them remember words and phrases they have
produced in previous lessons.
• Plan for all activities to be short but allow activities
and games to be repeated as long as the children
are happy to continue doing them.
• Remember to reuse games and activities the
children particularly enjoyed in later lessons.
• If the children don't react well to an activity, just
stop and move on to something new. Try it again
later in another lesson perhaps with different
vocabulary or a different topic.
• Be aware of the children's energy levels depending
on the time of the day/the day of the week/the
weather. Try to structure your lesson to allow for
this. If they arrive at the lesson excited, you can
start with a quiet activity to calm them down, or if
they have low energy you can do something
energetic to wake them up.
• Don't think that you have to do all the activities in
the Teacher's Book. Choose the activities that you
think your children will react best to.
• Experiment with the materials and let the children
guide you in adapting the games and activities.
• Listen to the children and make them feel that you
value their opinions.
• Allow the children to produce English words or
phrases at their own speed. Some children take
longer than others but most will want to produce
when they are having fun and feel confident
enough.
• Encourage the children's natural enjoyment of
songs, stories and characters and build on this
enjoyment in your lessons.
• Have fun and enjoy the lessons yourself. Children
can tell when you are having fun and will want to
have fun with you .

OVERVIEW OF ROUTINES
Children of this age group work better w ithin a clear
structure where they know what to expect and what is
expected of them . Therefore, it is important to set up
clear routines and indicators at the start of the course
for the children to follow through all of their English
lessons.
In Hooray! Starter each stage of the lesson can be
introduced using a song which is on the audio CD. The
children are not expected to learn these songs
themselves, but you might find that they join in singing
them as the course progresses.
Hello routine
This marks the start of each lesson for the children.
Use the Peter the panda hand puppet to greet the
children and encourage them to wave and say hello
back.
Hello song
Hello, hello,
It's nice to see you.
Hello, hello,
Bye-bye routine
This marks the end of each lesson for the children. The
Peter hand puppet should say bye-bye to each child as
they leave the English lesson.
Bye-bye song
Bye-bye, bye-bye,
It's time to go.
Bye-bye, bye-bye,
It's time to go.
Bye-bye!
Transition routines
These are to help the transition from one area of the
classroom to another in a calm and organised manner.
Encourage the children to join hands during the song
and then lead them in a snake to the new area of the
classroom.
Circle song
Come with me,
Come with me,
Make a circle.
Come with me,
Come with me,
One, two, three.
Table song
Come with me,
Come with me,
Sit at a table,
One, two, three.
Story routine
This tells the children that the next activity is listening
to a story. As you sing the song, make appropriate
actions and encourage the children to sit down quietly
ready to listen.
Story song
It's time for a story <mime opening a book>
Listen and look. <hold hand to ear and point to
your eye>
It's time for a story <mime opening a book>
Listen and look. <hold hand to ear and point to
your eye>
Tidying up routine/Cleaning up routine (AmE)
This marks the end of a Pencil and Paper activity and
can be used to encourage the children to help you tidy
up before you move on to the next activity. Sing the
Tidy up song / Clean up song (AmEJ and start to tidy
up while encouraging the children to help you.
Tidy up song / Clean up song (AmE)
Let's help each other
And tidy up / clean up (AmEJ.
Calm down routine
This can be used any time the children get overexcited
and need to be calmed down. As you sing the song
get quieter, put your fingers on your lips and
encourage the children to sit down quietly with you.
You might need to sing the song more than once to
get the class to calm down completely.
Calm down song
Let's be quiet,
Let's calm down.
Let's be quiet,
Let's calm down.
HOW PARENTS CAN HELP
Parents of young children generally have a positive
attitude towards learning a foreign language and will
want to actively support their children's development.
You should encourage this involvement by keeping the
parents fully informed about what is happening in the
language lessons. If appropriate, you could also invite
parents to visit their child's lesson to watch them
perform the action stories. If parents have time and are
willing to try and speak in English, they could even
help out with some of the art and craft activities.
The Teacher's DVD-ROM includes letters that you can
edit and send home to the parents at the beginning or
at the end of each unit. These not only inform the
parents about the topic and materials their children
will be covering or have covered in class, but also
include the lyrics for the songs in each unit and some
information about how children learn a foreign
language.
Hoorayl STARTER © Helbling Languages e

If parents want to speak to you about their child's
learning, it is recommended that the following points
are made:
• You want the child's early experiences of learning a
foreign language to be positive ones so they gain
confidence and lose their shyness about expressing
themselves in a foreign language.
• Parents should not expect their children to speak at
the beginning. Children need to learn to understand
first and then respond using simple language.
• Using Hoorayl Starter will develop a variety of the
children's skills - intellectual, social, emotional and
motor.
• Learning a foreign language at an early age
encourages an open-minded attitude towards other
cultures.
• It is very important to praise children for their
progress in learning.
• If children want to show you what they can do,
show interest. Errors are a sign of progress in
learning.
• Parents should encourage their children to learn the
foreign language holistically and not translate it.
They may be able to understand the meaning of
the sentences and phrases but not understand
them in their first language. This is okay. It is better
not to translate.
• Parents should not be disappointed if their child
cannot say something that they have learned.
• Parents can help their children to learn English with
Hooray! Starter in the following ways:
- Songs can be listened to and revised using the
Songs Audio CD in the Student's Book.
- Parents can play 'at school' with their children
taking the role of the pupil. Children take great
pleasure in teaching their parents a foreign
language.
- Parents can look at the worksheets and art and
craft objects with the children and talk to them in
their first language about what they did.

LANGUAGE OVERVIEW • UNIT 1
Key Words
Peter
Rosie
red
blue
one
two
three
butterfly
Receptive language
It's nice to see you .
Look, it's Peter/Rosie.
Is it Peter or Rosie?
Where are you, Peter?
It's time to go.
How are you?
I'm fine.
Sit in a circle.
Clap your hands.
Hello, Peter/Rosie.
Look. It's red and blue.
Wonderful.
One, two, three.
Dear Rosie, it's for you .
Thank you.
Bye-bye, Peter/Rosie.
Red or blue?
WhatlWho is it?
What colour is it?
Classroom language
Hello! / Bye-bye!
Look.
Freeze!
Close/Open your eyes.
Point to (Peter).
Colour them blue.
Listen.
Hold up (two).
Stand up / Sit down, everyone.
Where's (one)?
Look, it's a butterfly.
Trace/Draw the line.
Stick in the butterfly.
Cut out (Peter).
What's missing?
Objectives
Children learn:
• to identify the two characters from Hooray!
Starter
• to count to three in English
• to recognise and name the colours red and blue in
English
• to say hello and bye-bye in English
• to follow some simple instructions and lesson
routines in English
Competences
Children can:
• recognise the characters from Hooray! Starter
• act out a three part action story
• join in with a song
• show interest in a story read by the teacher or
played on a CD
• show their understanding using gestures and
mimes, as well as through participation in the
games and activities
Values
• to develop appreciation for the value of friendship
Thinking Skills
• focusing on details and matching a coloured
picture to the appropriate silhouette
Hooray! STARTER© Helbling Languages e

Unit 1
LESSON 1 • NEW CHARACTERS
Main Objective
To introduce the characters from Hooray! Starter
Key Words
Peter, Rosie
Receptive language
Is it Peter or Rosie?
Where are you, Peter?
It's time to go.
Classroom language
Hello ! I Bye-bye!
Look.
Freeze!
Activities
Introduce Peter and Rosie.
Play Peter or Rosie? and Where are you, Peter?
Materials Checklist
o Peter hand puppet
o CD 2, 8 (routine songs)
o flashcards 1-2 (Peter, Rosie)
o If there is time: character mini flashcards
(Worksheet 1) (optional)
Notes
Warm-up
1. Welcome the children and make a circle.
• Hold the Peter puppet on your hand and, as the
children enter the classroom, say Hello! and make
Peter say Hello! to each child.
• Encourage the children to sit in a circle or a semi-
circle with you.
• When all the children are sitting, make Peter say
Hello, I'm Peter.
• Then make Peter say Hello! to each child again
using their name.
• Allow each child to stroke, shake hands with
or pat Peter. More confident children should be
encouraged to say Hello! back.
2. Sing the Hello song. @: G",
• Play the song and make Peter look like he is singing
too.
Hello song
Hello, hello,
Hello, hello,
Carpet Time
3. Introduce Peter and Rosie.
• Show the children the flashcard for Peter the panda
and say Look, it's Peter.
• Stand up and pretend to walk around in a small
circle like a bear (big heavy steps) and encourage
the children to join in and copy your movements.
• When you want the children to stop moving say
Freeze! and encourage the children to freeze with
you .
• Hold up the flashcard for Rosie the rabbit so all the
children can see and say Look, it's Rosie.
• Hop around in a small circle like a bunny rabbit and
encourage the children to join in and copy your
movements.
• Repeat the activity until the children seem confident
with copying your movements.
4. Play Peter or Rosie?
• Take one of the flashcards (either Peter or Rosie)
and, without showing the children the card, mime
the action for the character.
• Say Is it Peter or Rosie? and mime the action
again.
• Encourage the children to tell you which character
you are miming .
• You can ask more confident children to mime the
character for the other children to guess.

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5. Play Where are you, Peter?
• Hold the Peter puppet on your hand and put it
behind your back.
• Look around the group of children, as if you are
looking for Peter and say Where are you, Peter?
• Pretend to search around the group a little, perhaps
even look under children's legs.
• Make Peter jump out from behind your back and
make him say Here' am! Hello, everyone!
• Repeat the activity and encourage the children to
join in asking Where are you, Peter?and saying
Hello, Peter. when they find him.
Rounding Off
6. Say bye-bye to the children.
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! to each child
using their name.
encouraged to say Bye-bye! back to Peter.
7. Sing the Bye-bye song. ~ ij,,:,
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song:
Bye-bye song
Bye-bye, bye-bye,
It's time to go.
Bye-bye, bye-bye,
It's time to go.
Bye-bye!
If there is time...
Play the Peter and Rosie treasure hunt.
9m~$"
Before the lesson, prepare several
Preparation Tip!
copies of the Peter and Rosie flashcards or mini
flashcards and hide them around the classroom. If
you have extra time available, the children can colour
and make the mini flashcards during a lesson, or you
can colour and make them yourself.
Make sure it is possible for the children to find and
reach the cards. If it is nice weather and you have a
safe area to use outside, you might want to hide the
flashcards outside for the children to find.
• Tell the children which character they are looking for,
for example say Can you find Rosie?
• Encourage the children to search the classroom or
the outside area and bring you any pictures of Rosie
which they find.
• When the children have found all the copies of Rosie,
then ask them to look for Peter and bring you these
pictures.
• If there is time, you can encourage the children to
close their eyes and hide the pictures for the children
to find again.
Hooray! STARTER © Helbling Languages _

Unit 1
LESSON 2 • SONG
mmD Hello
Main Objective
To sing a song asking 'How are you?'
Key Words
Peter, Rosie
red, blue
Receptive Language
How are you?
I'm fine.
It's time to go.
Classroom Language
Hello! / Bye-bye!
Look.
Freeze!
Point to Peter/Rosie.
Colour them blue.
Activities
Play Move like Peter and Rosie and Red or blue?
Sing the How are you? song.
Colour Peter's trousers/pants (AmE).
Materials Checklist
o Peter hand puppet
o CD 2- 5, 8 (routine songs), CD 9
o flashcards 1-4 (Peter, Rosie, red, blue)
o Student's Book, p. 3
o coloured pencils or crayons
Notes
fa Hooray! STARTER © Helbling Languages
Warm-up
• Hold Peter on your hand and, as the children enter
the classroom, say Hello! and make Peter say
Hello! to each child.
• Encourage the children to sit in a circle or a semi-
circle with you.
• When all the children are sitting, make Peter say
Hello, I'm Peter.
• Then make Peter say Hello! to each child again
using their name.
encouraged to say Hello! back to Peter.
2. Sing the Hello song. @: G,'I
• Sing or play the Hello song and make Peter look
like he is singing too.
Hello song
Hello, hello,
Hello, hello,
Carpet Time
3. Play Move like Peter and Rosie.
• Show the children the flashcard for Peter and say
Look, it's Peter.
• Stand up and pretend to walk around in a small
circle like a bear (big heavy steps) and encourage
the children to join in and copy your movements.
• When you want the children to stop moving say
Freeze! and encourage them to freeze with you.
• Hold up the flashcard for Rosie so all the children
can see and say Look, it's Rosie.
• Hop around in a small circle like a bunny rabbit and
encourage the children to join in.
• Repeat the activity until the children seem confident
with moving like Peter and Rosie.
4. Play Red or blue?
• Show the children the red flashcard and say Red.
Then show the children the blue flashcard and say
Blue. Repeat the words several times.
• Say Close your eyes. and demonstrate by holding
your hands over your eyes, then peek to check the
children have copied you.
• Once all the children have covered their eyes, put
either the red or blue flashcard on the board or in
the centre of the circle.
• Say Open your eyes. and encourage the children
to open their eyes.
• Say Red or blue? and point to the flashcard on the
board or in the centre of the circle. Encourage the
children to name the card you are pointing to.
• Repeat this a few times changing the flashcard
until the children seem confident with naming the
colours.

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5. Sing the How are you? song. @Ii-l.
• Attach the flashcards of Peter and Rosie to the
board or put them in the centre of the circle where
all the children can see them.
• Play the How are you? song and encourage the
children to wave or point to the correct character
(the one that is being sung about) on the
flashcards.
How are you?
Hello, Rosie.
Hello, Rosie.
Hello, how are you?
Hello, how are you?
I'm fine, I'm fine.
I'm fine, I'm fine.
Hello, Peter.
Hello, Peter.
Hello, how are you?
Hello, how are you?
I'm fine, I'm fine.
I'm fine, I'm fine.
Pencil and Paper
6. Sing the Table song. @G.,i
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play:
Table song
Come with me,
Come with me.
Sit at a table,
One, two, three.
(Repeat)
7. Colour Peter's trousers/pants (AmE).
@D]@mI
• Hold up the page so the children can see. Play the
How are you? song again and point to Rosie and
Peter on the page as you sing about them.
• Give the children their Student's Books open to the
correct page and hold up a copy so all the children
can see clearly.
• Point to Peter and say Look, it's Peter. , then point
to Rosie and say Look, it's Rosie.
• Say Point to Peter. and encourage the children
to point to Peter. Then say Point to Rosie. and
encourage the children to point to Rosie.
• Point to Rosie's T-shirt and say It's red.
• Point to Peter's trousers and say Colour them blue.
and show the children a blue pencil or crayon.
• If the children need help, show them the flashcard
for Peter or the hand puppet and name the colour
Blue.
• Say Colour them blue. again and demonstrate by
starting to colour Peter's trousers/pants (AmE) blue.
• While the children are colouring, monitor the class
and praise the children for neat colouring. You can
also point to each of the characters on the page
and ask the children Is it (Peter)?
8. Sing the Tidy up song / Clean up song
(AmE). @G'li
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the Student's Books and crayons and
encourage the children to help you.
• While you are picking things up, sing or play:
And tidy up / clean up (AmE).
And tidy up / clean up (AmE).
Rounding Off
9. Sing the Bye-bye song. @1i.1:.
• While the children are still at the table, look at Peter
and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
English lesson by singing or playing:
Bye-bye song
Bye-bye, bye-bye,
It's time to go.
Bye-bye, bye-bye,
It's time to go.
Bye-bye!
If there is time...
Play Musical statues.
• Show the children the flashcards for Peter and Rosie.
• Ask the children to stand in the centre of the
classroom or an area that the children can move
around in.
• Play some English music for the children to listen and
dance to.
• After a short time, stop the music and say Freeze. It's
Peter. Hold up the flashcard for Peter and encourage
the children to stop dancing and show you the action
for Peter.
• Play the music again and encourage the children to
dance.
• When you stop the music the second time, say
Freeze. It's Rosie. and encourage the children to
stop dancing and show you the action for Rosie.
• While the children are interested, continue to play the
music and when you stop the music, ask the children
to freeze and do the action for the character on the
flashcard.

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5. Sing the How are you?song. @G,,'• Attach the flashcards of Peter and Rosie to the
board or put them in the centre of the circle where
all the children can see them.
• Play the How are you? song and encourage the
children to wave or point to the correct character
(the one that is being sung about) on the
flashcards.
How are you?
Hello, Rosie.
Hello, Rosie.
Hello, how are you '?
Hello, how are you?
I'm fine, I'm fine.
I'm fine, I'm fine.
Hello, Peter.
Hello, Peter.
Hello, how are you '?
Hello, how are you?
I'm fine, I'm fine.
I'm fine, I'm fine.
Pencil and Paper
6. Sing the Table song. @G'"
down at the tables.
play:
Table song
Come with me,
Come with me.
Sit at a table,
One, two, three.
(Repeat)
7. Colour Peter's trousers/pants (AmE).
@DJ @ti'"
• Hold up the page so the children can see. Play the
How are you'? song again and point to Rosie and
Peter on the page as you sing about them .
correct page and hold up a copy so all the children
can see clearly.
• Point to Peter and say Look, it's Peter., then point
to Rosie and say Look, it's Rosie.
• Say Point to Peter. and encourage the children
to point to Peter. Then say Point to Rosie. and
encourage the children to point to Rosie.
• Point to Rosie's T-shirt and say It's red.
• Point to Peter's trousers and say Colour them blue.
and show the children a blue pencil or crayon .
• If the children need help, show them the flashcard
for Peter or the hand puppet and name the colour
Blue.
• Say Colour them blue. again and demonstrate by
starting to colour Peter's trousers/pants (AmE) blue.
and praise the children for neat colouring. You can
also point to each of the characters on the page
and ask the children Is it (Peter)?
(AmE). @G'ii
• Start to collect the Student's Books and crayons and
encourage the children to help you.
Rounding Off
9. Sing the Bye-bye song. @ti,):,
• While the children are still at the table, look at Peter
and say It's time to go, Peter.
Peter.
Bye-bye song
Bye-bye, bye-bye,
It's time to go.
Bye-bye, bye-bye,
It's time to go.
Bye-bye!
If there is time...
Play Musical statues.
• Show the children the flashcards for Peter and Rosie.
• Ask the children to stand in the centre of the
classroom or an area that the children can move
around in.
• Play some English music for the children to listen and
dance to.
• After a short time, stop the music and say Freeze. It's
Peter. Hold up the flashcard for Peter and encourage
the children to stop dancing and show you the action
for Peter.
• Play the music again and encourage the children to
dance.
• When you stop the music the second time, say
Freeze. It's Rosie. and encourage the children to
stop dancing and show you the action for Rosie.
• While the children are interested, continue to play the
music and when you stop the music, ask the children
to freeze and do the action for the character on the
flashcard.

Unit 1
LESSON 3 • NUMBERS 1 TO 3
Main Objective
To count to three.
Key Words
one, two, three
Receptive Language
Sit in a circle.
How are you?
I'm fine.
It's time to go.
Classroom Language
Listen.
Point to (one).
Hold up (two).
Activities
Sing the How are you? song.
Introduce the numbers one to three.
Introduce the number flashcards.
Play Point to... and Hold it up.
Materials Checklist
o Peter hand puppet
o CD 3, 8 (routine songs), CD 9-10
o flashcards 5-7 (one, two, three)
o If there is time: number mini flashcards
(Worksheet 2) (optional)
Notes
Warm-up
~G,U
the classroom, say Hello! and make Peter say
Hello! to each child. Encourage the more confident
children to say Hello! back to Peter.
• Ask the children to sit in a circle or semi-circle. Say
Sit in a circle. and, while you move the children to
the circle, encourage them to sit down as you sing
or play:
Circle song
Come with me,
Come with me,
Make a circle.
Come with me,
Come with me,
One, two, three.
2. Sing the How are you? song. ~ ti,,",'• Sing or play the How are you? song and encourage
the children to join in waving to say hello as well as
clapping.
How are you?
Hello, Rosie.
Hello, Rosie.
Hello, how are you?
Hello, how are you?
I'm fine, I'm fine.
I'm fine, I'm fine.
Hello, Peter ...
• If there is time, repeat the song using the karaoke
track or without music and say hello to each of the
children in class, for example:
How are you?
Teacher: Hello, (Sophie).
Children: Hello, (Sophie).
Teacher: Hello, how are you?
Children: Hello, how are you?
All children and teacher:
I'm fine, I'm fine. ...
• You will probably need to sing the children's line as
well. Encourage them to join in with you as much
as possible.
Carpet Time
3. Introduce the numbers one to three.
• Hold up one finger, wiggle the finger in the air and
say One.
• Hold up two fingers so the children can see them,
wiggle both fingers in the air and say Two.
• Hold up three fingers so the children can see them,
wiggle all three fingers and say Three.
• Repeat counting to three and holding up the
fingers in order, but this time encourage the
children to join in and hold up the same number of
fingers as you and wiggle them.
• Repeat this and count a little quicker each time you
do it.
4. Introduce the number flashcards.
• Show the children the flashcard for number one,
point to the spot on the dice and count One. You
can also hold one finger in the air and wiggle it.
• Show the children the flashcard for number two,
count the spots by pointing at each spot in turn
and saying One, two.
• Repeat the same thing when you show the children
the flashcard for number three. Point to the spots
on the dice and count the spots for the children
One, two, three.

5. Play Point to...
• Put the number flashcards on the floor in the centre
of the circle and name each flashcard.
• Say Point to one. and encourage the children to
point to the flashcard for number one.
• Praise the children who pointed at the correct
flashcard and point to the flashcard for number one
yourself.
• Repeat saying a different number each time.
6. Play Hold it up.
• Give the number flashcards out to three of the
children.
• Say Hold up one. and encourage the child holding
the flashcard for number one to hold their flashcard
in the air.
• Repeat a couple of times using different numbers
and then change the children holding the flashcards
so different children get a chance to play.
Rounding Off
7. Say bye-bye to the children.
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! to each child
using their name.
• Allow each child to stroke, shake hands with or pat
Peter and the more confident children should be
encouraged to say Bye-bye! back to Peter.
8. Sing the Bye-bye song. ~ ti.I:1
Bye-bye song
Bye-bye, bye-bye,
It's time to go.
Bye-bye, bye-bye,
It's time to go.
Bye-bye!
If there is time...
Play the Number treasure hunt. ~*fJ
Before the lesson, prepare several
Preparation Tip!
copies of the number flashcards or number mini
flashcards and hide them around the classroom. If
you have extra time available, the children can colour
and make the mini flashcards during a lesson, or you
can colour and make them yourself.
When the worksheet is used for the first time, only
use the mini flashcards for the numbers the children
have learnt so far. Make sure it is possible for the
children to find and reach the cards. If it is nice
weather and you have a safe area to use outside,
you might want to hide the flashcards outside for the
children to find.
• Tell the children which number they are looking for,
for example say Can you find one? and show the
children the flashcard for number one.
• Encourage the children to search the classroom or the
outside area and bring you any cards with one that
they find.
• When the children have found all the copies of one,
then ask them to look for two and bring you these
cards.
• Then the children can look for the cards with three,
and bring these to you.
• If there is time and the children are still interested,
you can encourage them to close their eyes and hide
the cards for the children to find again.
Hooray! STARTER © Helbling Languages fa

Unit 1
LESSON 4 • ACTION STORY
000
o
Main Objective
To listen to and join in w ith a simple action story.
Key Words
one, two, three
Receptive Language
Clap your hands.
Classroom Language
Listen.
Stand up / Sit down, everyone.
Where's (one)?
Activities
Introduce and mime the Hello action story.
Play Where's one?
Order the action story.
Materials Checklist
o Peter hand puppet
o CD 2-5, 8 (routine songs), CD 11
o flashcards 5-7 (one, two, three)
o action story cut-outs (Worksheet 3) (optional)
o scissors, glue and spare paper (optional)
o If there is time: colour mini flashcards
(Worksheet 4)
Warm-up
@lm
the classroom, make Peter say Hello! to each child.
Encourage the children to say Hello! back.
• Ask the children to sit in a circle or semi-circle. Say
Sit in a circle. and, while the children are moving
and sitting down, you can sing or play:
Circle song
Come with me,
Come with me,
Make a circle.
Come with me,
Come with me,
One, two, three.
2. Sing the Hello song. @liiii
like he is singing too.
Hello song
Hello, hello,
Hello, hello,
Carpet Time
3. Introduce the Hello action story.
• Say Listen. and then stand where all the children
can clearly see you.
• Say the lines from the action story and show the
correct action as you say the line.
Hello action story
Hello! (wave or salute to say hello)
Clap your hands! (clap your hands)
Bye-bye! (wave goodbye and turn
around as if walking away)
• If you still have the children's attention, repeat the
story so they watch you do it twice.
4. Mime the action story.
• Ask the children to stand up. Say Stand up,
everyone. and encourage the children to stand up
in the circle.
• Repeat the action story and encourage the children
to join in and copy your actions as you say each
line.
• If the children are interested, do this a couple of
times, telling the action story in the correct order.
• If the children seem confident with the action story,
you can mix up the order of the lines and check the
children still do the correct actions.
5. Play Where's one?
• Ask the children to sit down in the circle. Say Sit
down, everyone.
• Show the children the number flashcards in the
correct order and elicit the number on each of the
cards by counting the spots on the dice.
• Mix up the flashcards and put them on the floor
in the centre of the circle with the picture facing
down.
• Say Where's one? and hold up one finger.
• Encourage the children to point to the flashcard
they think is number one, then select a child to turn
the card over.
• If it is the correct card, praise the children and
repeat the activity asking the children to find
another number.

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• If it is not the flashcard for number one, say No,
sorry. Put the flashcard back on the floor face
down and encourage the children to guess again
where number one is.
Pencil and Paper
6. Sing the Table song. @: G'"
down at the tables.
play:
Table song
Come with me,
Come with me.
Sit at a table,
One, two, three.
(Repeat)
7. Order the action story.
§:}] @: G·li. m.,.l,jj
If you think the children w ill find it difficult
to order the pictures in the Student's Book, you can use
the action story cut-outs (Worksheet 3) instead . You can I
cut out the pictures on the worksheet before the lesso~n JI
or help the children with cutting if they are not able to
use scissors yet.
• Hold up your copy of the Student's Book open to
the correct page and show the children the pictures
from the action story.
• Point to each of the pictures and say the actions.
You can also encourage the children to do the
actions at the table.
correct page. Say the actions from the action story
again and encourage the children to point to the
correct picture.
• Say Listen. and play the action story on the CD.
Encourage the children to point to the correct
picture of each action again.
• Help the children to draw one spot in the square
for the first picture in the story, two spots for the
second picture and three for the third .
• If you are using the action story cut-outs
(Worksheet 3), give each child a copy of the
worksheet.
• The children can then move the pictures around
and put them in the correct order on the table in
front of them . You can also repeat the actions from
the action story and ask the children to hold up the
correct picture for each action.
• Once the children have ordered the cut up pictures,
they can use these to help them number the
pictures in the Student's Book.
• If there is time, the children could stick the cut up
pictures in the correct order on a clean sheet of
paper. This can be taken home to show the parents.
(AmE). @l&i
• Start to collect the materials and encourage the
children to help you.
And tidy up I clean up (AmEJ.
And tidy up I clean up (AmEJ.
Rounding Off
9. Sing the Bye-bye song. @: 'i.):'
• While at the table, look at Peter and say It's time
to go, Peter.
Peter.
Bye-bye song
Bye-bye, bye-bye,
It's time to go.
Bye-bye, bye-bye,
It's time to go.
Bye-bye!
If there is time...
Play Stand on red. 1ImII
Before the lesson, colour and
Preparation Tip!
laminate copies of the red and blue mini flashcards
(Worksheet 4) so there are enough for each child to
have one of each colour.
• Spread the laminated copies of the mini flashcards
around the room.
• Play some music (either songs from Hooray! Starter
or other English songs) and encourage the children to
dance to the music.
• Stop the music and say, for example, Stand on red.
and encourage all the chi ldren to find a red mini
flashcard to stand on .
• Play the music again, and when the music stops, tell
the children which colour to stand on.
• Continue playing, changing which colour the children
should stand on each time.
Hooray! STARTER © Helbling Languages fa

Unit 1
LESSON 5 • STORY AND SONG
o
Main Objective
To listen to a story and a song about a butterfly.
Key Words
Peter, Rosie
red, blue
butterfly
Receptive Language
Hello, Peter/Rosie.
Look. It's red and blue.
Wonderful.
One, two, three.
Dear Rosie, it's for you.
Thank you.
Bye-bye, Peter/Rosie.
Classroom Language
Trace the line.
Colour the butterfly.
Value
To develop appreciation for the value of friendship.
Activities
Introduce butterfly.
Introduce The butterfly story.
Play Peter or Rosie?
Trace and colour the butterfly.
Materials Checklist
o Peter hand puppet
o CD 2-6, 8 (routine songs), CD 12
o flashcards 1-4, 8 (Peter, Rosie, red, blue,
butterfly)
o Story cards 1-6 (The butterfly)
o The butterfly mini storybook (Worksheet 5a+b)
(optional)
Warm-up
~Ii'ii
• Make Peter greet the children and say Hello!
Encourage the children to wave and say Hello!
back.
• When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
2. Sing the Hello song. @Jiiii
like he is singing too (See Introduction, p. 17).
Carpet Time
3. Introduce butterfly.
• Show the children the butterfly flashcard and say
• Make a butterfly shape with your hands by linking
your thumbs and moving your fingers up and down
together like butterfly wings.
• Point to the butterfly's wings on the flashcard and
say What colour is it? then elicit the colours red
and blue from the children.
• Say Can you make a butterfly? and help the
children to make butterflies with their hands. If
there is time, they can make their butterflies fly
around the classroom.
4. Introduce The butterfly story. ~ ",IMfJ
• If you want to use a transition marker to tell the
children that the next activity is a story, then sing or
play the Story song (CD 6):
Story song
It's time for a story
Listen and look.
(Repeat)
• Either read the story from the back of the Story
cards, or play the CD 12 and show the Story cards.
.----------------------------------------------------------,
, The butterfly
, Peter: Hello, Rosie.
, Rosie: Hello, Peter.
,
,
: Peter:
Look. A butterfly It's red and blue. Ahhh I
Wonderful.
Close your eyes, Rosie.
Rosie: OK.
Peter One, ... two, ... three.
(singing): It's red and blue.
It's red and blue.
It's red and blue.
Rosie: Thank you!
Bye-bye, Peter.
Peter: Bye-bye, Rosie.

• If there is time, allow the children to listen to the
story more than once.
5. Play Peter or Rosie?
• Say Close your eyes. and demonstrate by holding
your hands over your eyes, then peek to check the
children have copied you .
• Once all the children have covered their eyes, put
either the flashcard for Peter or the flashcard for
Rosie on the board or in the centre of the circle.
• Say Open your eyes. and encourage the children
to open their eyes.
• Say Peter or Rosie? and point to the flashcard on
the board or in the centre of the circle. Encourage
the children to name the card you are pointing to.
• Repeat this a few times changing the flashcard until
the children seem confident with naming the two
characters.
Pencil and Paper
6. Sing the Table song. ~ 1i,,1
down at the tables.
play the Table song (See Introduction, p. 17).
7. Trace and colour the butterfly. §1]
• Hold up your Student's Book open to the correct
page so the children can all see it clearly. Point
to the butterfly on the page and elicit the word
Butterfly. from the children.
• Say Trace the line. and demonstrate how to trace
the path from the butterfly to the window.
• Give the children their Student's Books open to
the correct page and allow them to trace the line.
Praise the children for following the line carefully.
• Then say Colour the butterfly red and blue. and
start to colour some of the butterfly using red or
blue.
• Encourage the children to use only red and blue to
colour the butterfly.
and ask the children about the colour they are
using or point to different parts of the butterfly and
elicit the colour the children have coloured it.
You can also print a copy of the mini
Preparation Tip!
storybook (Worksheet 5a+b) for each of the children to
take home at the end of the lesson . If there is time, the
children could colour one of the pages in the lesson, or
they can colour it at home with their parents. You will
need to cut and fold the mini storybooks for the children
before the lesson (See Introduction, p. 11 ).
(AmE). ~ ti'"
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).
Rounding Off
9. Sing the Bye-bye song. @: U,i:1
• While at the table, look at Peter and say It's time
to go, Peter.
the children to wave and say Bye-bye! back.
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time...
Play Musical flashcards.
• Put the butterfly, Peter and Rosie flashcards around
the classroom in a place where they can easily be
seen by the children and the children can safely move
between the cards (attached to a wall or something
that can't move is best).
• Point to each of the cards around the room and
elicit the name of the picture on the card from the
children .
• Play some music for the children to move around to.
You could use some of the songs that the children
have learnt so far.
• Stop the music and encourage the children to choose
a card to stand next to.
• Once all the children are by a flashcard, randomly
name one of the pictures. All the children standing by
that flashcard are 'out' . Ask these children to stand
near you for the next round and then allow them to
join back in the game the round after.
• Play the music again and allow the remaining children
to move around the room and repeat the activity.

Unit 1
LESSON 6 • THINKING SKILLS
Main Objective
To match the characters with their silhouettes.
Ke Words
Peter, Rosie
red, blue
one, two, three
butterfly
Rece tive Language
It's red and blue.
Classroom Language
Hold up (one).
Draw a line.
Stick in the butterfly.
Thinkin Skills
Focusing on details and matching a coloured
picture to the appropriate silhouette.
Activities
Play Say it louder!
Sing the It's red and blue song.
Play Hold it up.
Match the silhouettes and stick in the butterfly.
Materials Checklist
Cl Peter hand puppet
Cl CD 2-5, 8 (routine songs), CD 13-14
Cl flashcards 1-8 (Peter, Rosie, red, blue, one,
two, three, butterfly)
Cl Student's Book, p. 9
o
Cl sticker from the appendix of the Student's Book
(butterfly)
Cl coloured pencils or crayons
Cl If there is time: number mini flashcards
(Worksheet 2)
CD Hooray! STARTER © Helbling Languages
Warm-up
~ ti.'.
• Make Peter greet the children and say Hello!
Encourage the children to wave and say Hello!
back.
• When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
2. Sing the Hello song. ~ U."
like he is singing too (See Introduction, p. 17).
Carpet Time
3. Play Say it louder!
• Show the children the red flashcard and elicit the
colour from the children.
• Make Peter say Shh! and whisper Red. Encourage
the children to whisper it with Peter.
• Say Red. repeatedly, each time a little louder, and
have the children repeat until the last time you
shout it and then say Shh! and whisper Red. again.
• Repeat this with the blue flashcard or with some of
the other vocabulary from this unit.
• After some time you can try different voices, for
example, try singing the word, or saying it with a
high squeaky voice and then a deep low voice. Or
try saying the word while you are holding your nose
or wobbling your lips using your finger.
4. Sing the It's red and blue song.
~ti·I"d
• Hold up the flashcard for the butterfly and elicit the
word Butterfly. from the children.
• Play or sing the song from the story:
It's red and blue
It's red and blue.
It's red and blue.
It's red and blue.
Dear Rosie, it's for you I
Dear Rosie, it's for you!
(Repeat)
• On the last line of the song, make Peter give the
butterfly flashcard to the Rosie flashcard.
• Continue to sing the song. You can change Rosie's
name to one of the children's names and give the
butterfly flashcard to the child instead using the
karaoke track (CD 14).

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