Final Cheeky


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Final Cheeky

  1. 1. Gemma España Verónica Castro Cristina Garcia Eva Borràs Adelaida Marco 2nd Exposition
  2. 2. Title: Hello cheeky Editor: Macmillan Year and place of edition: First published at 2008 in Oxford Level: Three years old. 1. IDENTIFICATION
  3. 3. Components Pupil’s Book: there are 48 pages in colour, divided in four worksheets of activities for the units 2 to 6 and three worksheets for the unit 1.
  4. 4. The first worksheet illustrates the story and incorporates activities with adhesives; others contain activities to paint, to plan lines, to join points and to relate, in addition to the cognitive activities.
  5. 5. At the back of every worksheet there is a follow-up of the task and the song’s transcript lyrics in case the teacher can not read the didactic notes once the class has started.
  6. 6. Coined drawings: at the lesson 5 of every unit the method employed is a coined drawing placed at the end of the pupil's book. They are finger puppets, accessories and activities to turn and show, etc. Children will use them to represent the story.
  7. 7. There are also coined drawings of Halloween and Christmas, which teachers can use to revise the active language during the games and the songs.
  8. 8. Adhesives: There are two pages of adhesives at the end of the Pupil's Book. Teachers use them with the worksheets of the story to reinforce the vocabulary.
  9. 9. There are also rewarding adhesives that can be used whenever the children end the last worksheet of the unit. It is a way of congratulating them for having used the worksheet of the unit and having done the exercises correctly .
  10. 10. Class audio CDs : the CD has to be used in class and contains all the songs and the Hello Cheeky's stories.
  11. 11. It also contains routine songs and the selection "Teacher talk", to help the teachers with the use of English in class. Moreover, there are karaoke versions of the principal songs.
  12. 12. Songs’ CD: this CD contains all the songs and its karaoke versions. Children can listen to it at home with their parents.
  13. 13. Cheeky Monkey's puppet: the puppet with Cheeky's glove’s shape can be used for greeting the children and to make them feel comfortable in class, as well as to present and to revise the language through games and activities.
  14. 14. Flashcards: there are thirty-one flashcards in colour, numbered and codified with a different colour to identify them easily. It is used to present the vocabulary, to practice and to do the games and activities suggested in the didactic notes.
  15. 15. Story cards: they are used to explain stories and can be used as visual help for other activities.
  16. 16. There is one for every cartoon and they all have a transcription behind .
  17. 17. Teacher’s notes: the didactic notes include a panoramic vision of the unit and the lesson. It is followed by a few well-known didactic notes for all phases of every lesson, which include instructions of how to teach every phase, how to do the activities and an orientation about the most appropriate language. Moreover, it includes the transcriptions of all the songs and stories
  18. 18. Additional material They are for fast-finishers and they can give more flexibility to the teacher who has more sessions per week, more time to work a certain topic deeply or that wants to do another thing different from the material given. There are three extra activities at the end of each lesson. These materials are divided in two categories: Extra-activities : games, flashcards activities, ideas about the use of the songs’ karaoke versions, and sometimes workcrafts.
  19. 19. Photocopiable worksheets: There are three additional activities in each unit. These contain tracing activities to join dots, painting and matching.
  20. 20. Methodology When presenting a new language to very young children, it is important to ensure that they are not being pressured. As in learning L1, they must experience the new language receptively before asking them to produce words or phrases. The production stage of language changes in all the children, as well as the amount produced.
  21. 21. In Cheeky Monkey, children receive input in the form of stories, songs and chants and they have many productive opportunities, for example, when they feel ready they can participate in songs and chants. In Cheeky Monkey 1 and 2, the students are more often encouraged to produce language, for example saying the active vocabulary; despite this, only when they feel ready have they to repeat the words.
  22. 22. 2. TASK ANALYSIS Unit: Unit 2: “It’s Bathtime” SEQUENCE OF THE UNIT: “Do cheeky’s jungle gym (CD1 track 18) Put mummy, daddy and baby’s flashcards in different walls of the class.
  23. 23. Next, put the CD, and represent the action and encourage the children to participate. When the song arrives to the line of “sit down” encourage the children to do a circle before they sit. Stand up. Turn around. Clap your hands. Point to Mummy. Point Daddy. Point to Baby. Clap your hands. Sit down. Sleep. If the children get so excited you can us“calm down chant” to get their attention back.
  24. 24. <ul><li>Type of exercise: A song that uses the TPR (total physical respond) </li></ul><ul><li>Aim of the exercise: </li></ul><ul><li>To consolidate the song and the unit’s language and learn some vocabulary: </li></ul><ul><li>1. Active language: mummy, daddy, baby. </li></ul><ul><li>2. Class language: Look, listen, point to, stand up, sit down, clap your hands, turn around, very good, well done, and excellent! </li></ul><ul><li>-Get used to the sounds and the rhythm of the language through the song. </li></ul>
  25. 25. -To learn and respond at English class using routines, participation and making funny activities. -Skills: In this level it’s more important to receive language than to produce it. The teacher has to encourage the children to listen the language and respond to activities, but it’s not necessary to talk if they don’t feel confident.