Tm And Cm Activities

Material: - pedagogical apparatus - book ‘The Town Mouse and the Country Mouse’

1. T takes to class the pedagogical apparatus and asks Ss to comment on what they see. Ss talk about the exterior of the travelling case and try to guess what is inside it. 2. T opens the travelling case and takes from its inside the book. 3. Ss listen to the story. 4. T asks Ss’ opinion about the story and discusses its theme with them. 6. T presents Ss a small basket and shakes it, asking them what’s inside the basket. T opens the basket and asks one of the Ss to pick up something from it. A S takes one egg and opens it. Inside it there’s a small paper with the number of an activity. 7. Ss do the activity found in the egg. 8. After the activity is finished another S will pick up an egg from the basket. Note: The order of the activities depends on the eggs chosen. Not all the activities must be implemented. Each T chooses the activities he/ she prefers his/ her Ss to do.

Lesson 1 Pedagogical Apparatus

Material - sentence cards

- worksheet - coloured sheets of paper

- colour pencils - glue

- scissors - ruler - pen

- pencil - cardboard

Cross-curricular links - Music

- Arts and Craft

1. T counts the Ss one by one and by saying “one smart mouse, two smart mice, three smart mice…” After counting the last student T starts singing the song. The number of mice depends on the number of Ss that are in class.

2. T sticks on the board sentences cards of the song. They will be mixed. T explains/ shows Ss the meaning of some vocabulary they don’t know. Ss will listen to the song again and order the sentences.

Note: the sentences cards of the number of mice in class will have a blank space. It will be filled with a word card with the number of Ss that are in class.

3. Ss will be given a worksheet with the song. They will fill in the blank spaces with the number of Ss that are in class.

4. The class will be divided into two groups. One group will sing the first part of the song and the other the second part. T will sing with them.

5. The groups change roles and sing again. 6. The Ss will create drawings for the songs. One group will be responsible for the first part

of the song and other for the second part of the song. The Ss of each group will have to distribute tasks. They will have to copy their part of the song and create several drawing to represent it. They will have several type of material at their disposal.

7. Ss will create a poster with the work they did.

8. The poster will be displayed on the wall and the Ss will sing one more time.

Activity 1 Smart Mice Song

Material - body

Cross-curricular links - Drama/ Movement

1. Ss will imagine that they are a mouse and will perform some actions commanded by the teacher. They will: - wiggle a mouse’s nose. - twitch the whiskers. - move their tail when walking in a straight and wiggly line. - move around the room , looking for danger. - play the game mousey musical statues. They can only move when music is on, because the cat can’t hear them. 2. Ss are divided into pairs. One partner is Town Mouse and the other Country Mouse. Both will perform actions like walk, eat, relax, milk a cow and run away from a cat and see how their character affects their actions. 3. A S will perform an action and others have to guess whether he/ she is the Town Mouse or Country Mouse.

Activity 2 I’m a Mouse

Material - senses flashcards and word cards

- sentence cards - word cards of the organs

- worksheet - board - chalk

- some slices of cheese

Cross-curricular links - Science

1. T shows Ss some flashcards of the organs connected with the sentences and revises the body parts. T sticks the flashcards on the board. 2. T shows Ss word cards for the parts of the body presented before. Ss read the word card and one S will stick the word card under the right flashcard. 3. T shows Ss cards with sentences taken from the book. “It isn’t dark at night and there’s a lot to see.” “What a lot of noise!” “But Country mouse thinks the food is strange. He doesn’t like it very much. Ss have to match the flashcards with the sentences by identifying the organ used in the actions described in the sentences. 4. T presents the five senses using her/ his body parts. T tells Ss “We use the eyes to see.” “We use the ears to hear.” “We use the mouth to taste.” “We use the hands to touch.” “We use the nose to smell.” “These are the five senses.” 5. First T mimes some actions and Ss have to guess the sense. Then one S takes the teacher’s place and mimes some actions. 6. T shows Ss a box with some word cards inside. T asks one S to pick up a word card. T reads the word card and the S has to match it with the corresponding flashcard. 7. T gives Ss a worksheet where they have to match the words with the pictures. 8. Memory game. On the left side of the board T sticks the flashcards face down and numbers them from 1 to 5. On the right side of the board T sticks the word cards of the senses face down and numbers them with letters from a to e. The class will be divided into two groups. Each group asks a number and a letter. For each right pair the group receives a point. 9. T brings to class some slices of cheese and tells Ss that they are going to test their senses. They will smell, touch, taste and see their slice and talk about their impressions.

Activity 3 Senses

Material - shapes made out of bread

- slices of bread - blackberry jam

- knife - napkins

- soap - towel - water

Cross-curricular links - Cookery

- Mathematics - Health and Care

1. T shows Ss a picture of country mouse harvesting blackberries and asks them to describe

what they can see in the picture. T asks Ss what country mouse could do with the blackberries after collecting them.

2. T. opens the material box and takes from its inside a blackberry jam, telling Ss that country mouse made jam with the blackberries.

3. T asks Ss where we can spread the jam. T takes out of the box slices of bread of different

shapes and presents Ss the shapes (circle, rectangle, square and triangle). Ss repeat the name of the shapes. Note: before taking the bread out of the box T will wash her hands and explain Ss that they should have clean hands before touching food.

4. T. makes a sandwich for herself, telling Ss the kind of sandwich she wants.

For example, T tells Ss she wants a triangle sandwich and spreads the jam on the slices of bread, cutting the slices in two triangles.

square triangle rectangle circle Note: the circle will be done using the cover the jar.

5. Each S will ask for the sandwich they want by the shape.

Activity 4 Mmmm! Delicious!

Material: - different kind of fruit

- bowl - knife

- plastic plates - spoons

Cross-curricular links - Cookery

- Health and Care

1. T shows Ss a picture where Country Mouse in harvesting some blackberries and asks SS

what Country Mouse is doing. 2. T asks Ss what other kind of fruit Country Mouse could harvest and shows them some

fruit saying that they were picked by Country Mouse.

3. Before cutting the fruit T. will wash her hands and explain Ss that they should have clean hands before touching food. T. cuts the fruit and makes a fruit salad calling Ss’ attention to the colours in it.

Note: While cutting the fruit T will talk to Ss about the benefits of eating fruit. Eating fruit provides health benefits — people who eat more fruits and vegetables are likely to have a reduced risk of some chronic diseases. Fruits provide nutrients vital for health and maintenance of your body. Eating fruit:

- may reduce risk for stroke and perhaps other cardiovascular diseases. - may reduce risk for type 2 diabetes. - may protect against certain cancers, such as mouth, stomach, and colon-rectum cancer. - may reduce the risk of coronary heart disease. - may reduce the risk of developing kidney stones and may help to decrease bone loss.

Most fruits are naturally low in fat, sodium, and calories. None have cholesterol. Fruits are important sources of many nutrients, including potassium, dietary fiber, vitamin C, and folate (folic acid). Diets rich in potassium, like bananas, prunes and peaches, may help to maintain healthy blood pressure. Dietary fiber from fruits helps reduce blood cholesterol levels and may lower risk of heart disease. Fiber is important for proper bowel function. It helps reduce constipation and diverticulosis. Vitamin C is important for growth and repair of all body tissues, helps heal cuts and wounds, and keeps teeth and gums healthy. Folate (folic acid) helps the body form red blood cells. Women of childbearing age who may become pregnant and those in the first trimester of pregnancy should consume adequate folate, including folic acid from fortified foods or supplements. This reduces the risk of neural tube defects, spina bifida, and anencephaly during fetal development.

4. Ss eat the fruit salad.

Activity 5 Healthy Fruit Salad

Material - pictures

- magazines - scissors

- glue - cardboard

Cross-curricular links - Geography

- Arts and Craft

1. T shows Ss two pictures from the story. In one of the pictures the mice will be in town and

in the other they will be in the country. Ss tell T what they can see in the picture and if the mice are in the country or in town.

2. T will take to class other pictures and sticks them around the classroom. T writes

“Country” on one side of the board and “Town” on the other. Ss stand up at a time and choose one picture. They will stick the pictures on the right place.

3. T divides the class in two groups and gives them some magazines. Group one will cut out

pictures that represent the town and group two will cut out pictures that represent the country. Both groups will build a poster with the pictures they cut.

4. T and Ss analyse both posters and establish the differences between the town and the

country.

Activity 6 Town vs Country

Material - sentence cards

- A3 sheets of paper - pencil - ruler

- colour pencils - stapler - cord

- hole puncher

Cross-curricular links - Arts and Craft

- English

1. T takes to class some sentence cards and sticks them on the board. - Town Mouse visits Country Mouse. - Country Mouse invites Town Mouse to eat. Town Mouse thinks the food is strange. - Town Mouse sleeps in Country Mouse’s bed, but he can’t sleep. It’s very dark and quiet. - The day after Country Mouse invites Town Mouse to get some food. They see a cow and

Town Mouse is afraid of it. - Country Mouse thinks that life is good in the country, but Town Mouse likes the town best. - Town Mouse and Country Mouse go to town. - Town Mouse invites Country Mouse to eat. Country Mouse thinks the food is strange. - Country Mouse sleeps in Town Mouse’s bed, but he can’t sleep. It isn’t dark and quiet. - The day after, Town Mouse invites Country Mouse to get some food. They see a cat and

Country Mouse is afraid of it. - Town Mouse thinks life is good in the town, but Country Mouse likes the country best. - Country Mouse goes home. 2. T asks Ss to order the sentences according to the story.

3. Ss will work in groups. Each group will make a drawing for a specific sentence. One of the

groups will make the cover for the book.

4. Ss will write their sentence on the drawing.

5. All the drawings will be assembled into a book.

Activity 7 Our Book

Material - board - chalk

- worksheet with a graphic - big graphic

Cross-curricular links - mathematics

1. T asks Ss if they like mice and tells them that she wants to know other people’s opinion

about mice. 2. Each S will have to ask 5 people their opinion about mice. For that, they will go to other

classrooms and ask other Ss’ opinion.

3. After collecting the information each S colours a graphic to represent the results of their survey.

4. Each S shares with their classmates the result of their survey. One of the Ss will take note

on the board of the number of people who like mice and the number of people who don’t like mice. The information will be gathered in a big graphic.

Activity 8 Mouse Survey

Material: - PowerPoint presentation

- sheets of paper - pencil

- colour pencil - ruler

Cross-curricular links - Information Technology

- English - Arts and Craft

1. T shows Ss a PowerPoint presentation with some of the most famous mice, like Mickey

Mouse, Stuart Little, Ratatouille, Minnie, Jerry, Pinky and the brain and Speedy Gonzales.

2. Ss will recognize the characters they saw and show their preferences.

3. As these are cartoon characters T will ask Ss to build a cartoon strip with their own story. They will only draw the pictures and use some simple words.

4. Ss will present their cartoons to their classmates.

5. The work will be displayed on the wall.

Activity 9 Cartoon Mice

Material - worksheet

- computer with internet - pencil

- ruler

Cross-curricular links - Information Technology

1. T tells Ss that many people have mice as pets, but there are many other pets. T asks Ss if

they have any pets. 2. T and Ss talk about the pets they know.

3. Ss will make a web research to find out other pets. T will give them a worksheet with tasks

they have to do. 4. Ss will share with their classmates the results of their research.

Activity 10 Pets on the Web

Material - flashcards of animals

- flashcards of animals’ homes - blue-tack - worksheet

Cross-curricular links - Science

1. T brings to class pictures of some animals and Ss identify them. T sticks the pictures on

the board.

2. T shows Ss pictures of the animals’ homes and tells them their names in English. Ss repeat the name. Animals: mouse, bird, fish, cow, horse, pig, dog, rabbit, bear

3. T asks Ss to match the home with the corresponding animal. Homes: mousehole, birdnest; fishwater; cow stable; horse stable; pig sty; dogdoghouse; rabbit hole; bearcave

4. T and Ss talk about the differences between the several homes. For instance, birds build their own home and dogs can’t build it.

5. T makes a series of statements which are true or false. Ss repeat the sentences which are

true and remain silent when they hear a false one. Birds live in nests. Cows live in stables. Fish live in tents.

6. T makes other statements. Instead of remaining silent Ss correct the teacher. Dogs live in a cave.

Fish live in the water. Pigs live in stables.

7. T presents the word cards for the animals and homes. T shows a word card, reads it and one S will stick it under the right picture.

8. Worksheets.

Activity 11 Animals’ Homes