PRETTY RITTY

PRETTY RITTY

4 years old

This Story was played by my group at El Armelar school, so here I leave you the script with our dialogues and the activities to do with.

PRE-TELLING

In the first activity we’ll play some different sounds of animals with the computer. The sounds will be about story’s animals. The students will have to guess which animals they have listened and be familiar to the animals that we want to work about.

Sounds of:

Donkey

Cat

Dog

Frog

Elephant

Cow

Tiger

Bear

Monkey

TELLING

Animals’ acting order: 1^st Dog, 2^nd Donkey, 3^rd Frog, 4^th Elephant, 5^th Cow, 6^th Tiger, 7^th Bear, 8^th Monkey, 9^th Cat.

Black: Belén

Blue: María

Red: Iván

Oh! It’s a coin!

What could I buy with this money? A big house!

No, it’s not enough…

Candies! No… My teeth would fall down.

I know what. I will buy a pink ribbon. Let’s go!

Ohhhh look children. It’s a beautiful ribbon.

Pretty ritty! Can you come out please?

Yes, I’m coming!

Pretty Ritty, would you marry me?

Well, well. Let me see.

Can you sing a song for me?

Yes. Listen. Woof! Woof! Woof! Woof!

Oh, no! I don’t like your voice!

Poor Mr Dog. Off he goes.

Pretty ritty! Can you come out please?

Yes, I’m coming!

Pretty Ritty, would you marry me?

Well, well. Let me see.

Can you sing a song for me?

Yes. Listen. Hee haw! Hee haw!

Oh, no! I don’t like your voice!

Poor Mr Donkey. Off he goes.

Pretty ritty! Can you come out please?

Yes, I’m coming!

Pretty Ritty, would you marry me?

Well, well. Let me see.

Can you sing a song for me?

Yes. Listen. Croack! Croack! Croack! Croack!

Oh, no! I don’t like your voice!

Poor Mr Frog. Off he goes.

Pretty ritty! Can you come out please?

Yes, I’m coming!

Pretty Ritty, would you marry me?

Well, well. Let me see.

Can you sing a song for me?

Yes. Listen. Frrrrrrrrr!

Oh, no! I don’t like your voice!

Poor Mr Elephant. Off he goes.

Pretty ritty! Can you come out please?

Yes, I’m coming!

Pretty Ritty, would you marry me?

Well, well. Let me see.

Can you sing a song for me?

Yes. Listen. Muuuuuuu! Muuuuuuu!

Oh, no! I don’t like your voice!

Poor Ms Cow. Off she goes.

Pretty ritty! Can you come out please?

Yes, I’m coming!

Pretty Ritty, would you marry me?

Well, well. Let me see.

Can you sing a song for me?

Yes. Listen. Grrrrr!! Grrrrr!!

Oh, no! I don’t like your voice!

Poor Mr Tiger. Off he goes.

Pretty ritty! Can you come out please?

Yes, I’m coming!

Pretty Ritty, would you marry me?

Well, well. Let me see.

Can you sing a song for me?

Yes. Listen. Ourgf! Ourgf! Ourgf!

Oh, no! I don’t like your voice! You scare me!

Poor Mr Bear. Off he goes.

Pretty ritty! Can you come out please?

Yes, I’m coming!

Pretty Ritty, would you marry me?

Well, well. Let me see.

Can you sing a song for me?

Yes. Listen. O oh oh on o oh ohn!

Oh, no! I don’t like your voice!

Poor Mr Monkey. Off he goes.

Pretty ritty! Can you come out please?

Yes, I’m coming!

Pretty Ritty, would you marry me?

Well, well. Let me see.

Can you sing a song for me?

Yes. Listen. Meow! Meow! Meow!

I like your voice. Yes. I’ll marry you!

Note: During the play, Pretty Ritty must ask the children what animal is appearing in each scene.

At the beginning

POST-TELLING

After the story, we all dance and sing a song together about the animals called “Let’s go to the zoo” in which activity we’ll work some animal’s actions as stomp like elephants, jump like kangaroos, etc.

Let’s go to the zoo

After this, we will play the song again but, when the music stops they have to find the animal we say around the classroom glued on the walls.

PINOCCIO

PINOCCIO

4 years old

We can teach with this story vocabulary like long, short, good, bad, happy, sad... throughout the telling of the story.

PRE-TELLING

The first activity that we are going to do is to show to the children the different flashcards made by us, showing the differences between these adjectives. In these cards will appear characters of the story like Pinoccio, Gepetto, Jiminy Cricket, Figaro... in order to make the children link the words with the characters and the story.

TELLING

During the story, the children will have to represent with gestures the vocabulary worked and repeat the word. So, when they hear during the story the word “happy”, for example, they will have to say “happy” and smile.

POST-TELLING

To finish the tale, using the same flashcards that we used before, they will play a challenge game. The children will group up into two groups. The group with the flashcards will have to act and the other group will have to guess what they are trying to act. If the children answer in their own language we’ll repeat the same but in English, they will know that they are right and also know or remind how to say it in English.

FINDING NEMO

FINDING NEMO

3 years old

Learning the family members (dad, mum, brother, sister, baby), adding the words of “teacher” and “friends”.

PRE-TELLING: Firstly, we will introduce them the members of the family towards the song “The finger family”. Once they have learnt it, we will teach them the words “friend” and “teacher”, using personal examples with ourselves and making the children participate. This could be an example: “I’m the teacher because I’m teaching you”, “Mery and Marta are friends, who are your friends?”.

TELLING: Before telling the story, we will give the children a few little cards with the main characters of the story. So, while they be appearing in the telling, the children will have to raise the card of the character that is appearing in that moment. To help them, we will ask the character that the children in their card have. With this activity we can know who is listening the story and if they know the name of the character.

POST-TELLING: To finish, we will paste in the wall pictures of the members of the story and, in other column, we will paste disordered the name of the characters. What they have to do is to paste under the picture the correct name of the person in order to emphasize this learning.

Materials: The finger family’s song, cards with the main characters of the story and pictures of the members of the story and with the name of each one.

WHAT'S IN THE BOX

WHAT'S IN THE BOX??

AUTHOR: BILL GILMAN

ILLUSTRATED BY SUSSIE JENKIN- PEARCE

4 years old

-        Pre- telling: During this activity, the teacher have to teach the vocabulary shown in the book in order to make pupils understand the story. These are the words that appears on the book: mouse, cheese, cat and dog. For them, the teacher will use an animal mask and the pupils will have to say and repeat the animal's name which appears.

After that, the teacher will share out the masks to some pupils and they have try on them. Afterwards, teacher says an animal and the student who wears that animal mask has to stand up.

Materials: Animal masks (mouse, cat and dog).

-        Telling: During the story, the teacher has to say a question and children will repeat it: "what’s in the box?". And then, answer with teacher's help. Another interesting idea is that the teacher says a wrong answer on purpose and then, the children will realise he/she is wrong and will answer answer the correct one.

-        Post-telling: In this activity we want to introduce the structure of the question: "what’s in the box?". Because this book it’s composed of questions and answers. The teacher will take a box and pupils will introduce some objects in the box. Pupils have to introduce the objects that they choose, for example: crayons, rubbers, pencil case… and the teacher say all the time the same question "What's in the box?" So that, pupils will learn the structure and the meaning of the question.

Materials: A box (blue preferably, like in the book) and a course material (pencils, scissors, glue, felt-tip pen…).