Where's Elephant (LPJ7)
Remember to consult our level guideline regularly to ensure the best progression for your groups.
Click here for the level guidelines
Carnet de Voyage
The parents have access to the Carnet de Voyage from the beginning of term so that they can accompany their children to progress and enjoy English. Teachers are advised to check the Carnet de Voyage each time to ensure the content reflects the session content you are planning to use.
1. Hello Song / 5 minutes (recommended for younger groups)
2. Recap last session's target language / 5 minutes
Take out the flashcards from the last session and see who remembers the words or phrases
3. Story: Have you seen Elephant? / 15 minutes
You will need: Book
Read through the book, concentrate on encouraging repetition of your target words and or phrases. Give time for the children to see all of the details in the pictures.
For younger children (3-5), you may want to read only some of the text and concentrate more on key words. Ensure repetition of those key words. Make use of the detailed scenes to practise simple questions and answer forms (Where is..? This is.. There are...)
For the extra traction levels, encourage them to repeat full sentences based on your teacher target above.
For extra preps, encourage to children to take turns trying to read pages to the group and to decipher the meaning of the story at the end.
4. Game / 20 minutes
You will need: House room flashcards, house item flashcards, elephant flashcard.
Having read through the story, introduce the house room flashcards.
Play at placing the elephant in different rooms. Ask where is the elephant? The children have to answer with the preposition "in". "The elephant is in the kitchen!"
Now give the elephant to one of the children and say "Put the elephant in the kitchen", then the child has to find the correct room for the elephant to go in.
Teacher tip: If you have a large group (over 8 children) of younger (4 years old and under), avoid activities where they have to take turns. They don't yet have the discipline to wait their turn or to understand that, in a big group, not everyone can have a turn. If everyone does have a turn, the activity will go on for too long and you will start to lose the group concentration.
Adapt activities like the second part of the one above. For example, the teacher says "The elephant is in the kitchen" but puts the elephant in the bedroom. Encourage the group to say "No!!" when you put it in the wrong room.This type of adaptation keeps it interactive without going into a "turns" scenario which can be damaging for the flow of the session.
5. Song / 10 minutes (recommended for younger groups)
This is a simple hide and seek song that you can turn into a game with the flashcards. Sing the first part of the song and as they are counting 1 to 10, hide the elephant behind one of the room flashcards. When they open their eyes they play at guessing where he is using the target language.
Individual activity/ 10 - 20 minutes
You will need: handout and markers and/or pencils
The aim of this section in the session is to spend time with each child individually. Encourage each child to either repeat vocabulary and sentences or to produce them independently, depending on their level.
For initiation level children, simply use the firts page of the handout.
For children at the "Extra Traction" level, use the second page too but cross through or cut off the "Extra Prep" section.
For children at the "Extra Prep" level, use all pages.
7. Recap / 5 minutes
You will need: Flashcards for your target language.
8. Goodbye Song / 5 minutes (rcomended for younger groups)