English Stories & Activities (Medium)

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TEACHER’S NOTES
Selections: Little Milly-Molly
by Tony Retallack
younglearnerstEACHER’SNOTES
© Macmillan Publishers Ltd 2009
YOUNG LEARNERS / Selections / Little Milly-Molly
Activity 1 (10 minutes)
1. Hand out the worksheet to the children and ask
them to match the words to the pictures.
2. Monitor and help if necessary, but don’t give away
too many answers.
3. Put the children in pairs and have them compare
their answers together.
4. Monitor.
5. Check the answers as a class (you could use a
projector for this).
Activity 2 (10-15 minutes)
1. Explain to the children that they are going to
listen to a poem about a little girl called Milly-Molly.
In the poem she talks about what she likes and what
she doesn’t like. Point out the boxes next to each
picture. The children should listen and check or cross
the boxes according to what Milly-Molly likes and
doesn’t like.
2. Check the children know what they have to do.
3. Play the recording once (stopping after each verse
if necessary).
4. Put the children in pairs and have them check
5. Monitor and help where necessary.
6. Play the recording again, if necessary.
7. Check the answers as a class.
Answer key:
Note: The poem is a lovely one for children to repeat
as it has a regular pattern in the verses.
1. Explain to the children that they are going to
listen to the poem again. Ask them to put down
their pens and just listen. Play the recording straight
through once.
2. Explain that you will play it again, pausing after
each line, so that the children can repeat the line.
3. Play the recording, pausing after each line.
Encourage the children to repeat the line more or
less together.
4. Finally, play the recording through again and
have the children say it at the same time.
1. Now ask the children to decide which things they
like and which things they don’t like. Show them how
to draw a happy or sad face next to each picture from
Activity 1.
2. Model the question, Do you like ….? and the
answer, Yes, I like … or No, I don’t like …
3. Put the children in pairs and ask them to take
turns asking and answering the question Do you
like …? about the things in Activity 1.
5. Ask a few children what they like and don’t like.
1. Ask the children to think of some other things
they like and don’t like and to draw pictures of the
things or cut them out of magazines.
2. Monitor and, if they don’t know the words
in English, help them by giving them the words
they want.
3. Stop after about six or seven minutes.
4. Put the children in pairs and ask them to swap
their pictures.
Activities author: Adrian Tennant
Level: Starters +
Recommended age: Level 1, primary (6+)
Time needed: Indicated for each activity
Type of English: American
Note: The activities are suitable for reading or
listening. It’s up to you to decide whether to
give the children the transcript or not.
candy snakes
ham ghosts
bedtime sunshine
bananas fish
toast soccer
ü
û
ü
ü
ü
ü
û
û
û
û

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Title
Author
TG or WORKSHEET
5. Ask them to take turns asking and answering
the question, Do you like …? about their
partner’s pictures.
7. Finally, ask a few children to tell the class what
their partner likes or doesn’t like.
Note: Having the children draw or cut out pictures
of the things will help them remember any new
vocabulary.
1. Ask the children to write a class poem about what
they like and don’t like.
2. Each child contributes one I like … line and one
I don’t like … line. Include their pictures.
3. Finally, display the finished poem on the
classroom wall.
TEACHER’S NOTES
by Tony Retallack

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TRANSCRIPT
by Tony Retallack
younglearnerstranscript
Little Milly-Molly
Written by Tony Retallack Illustrated by Christine Davenier
Published by arrangement with Macmillan Publishers S.A. de C.V.
Little Milly-Molly comes home and
she says:
I like this … but I don’t like that!
I like playing,
and I like my toys,
but I don’t like soccer
and I don’t like boys!
Little Milly-Molly walks to school
and she says:
I like bananas,
and I like toast,
but I don’t like snakes
and I don’t like ghosts!
Little Milly-Molly plays games and
she says:
I like sunshine,
and I like my mom,
but I don’t like fish
and I don’t like Tom!
Little Milly-Molly wakes up and
she says:
I like candy,
and I like ham,
but I don’t like bedtime
and I don’t like Sam!

subjecttitle
Title
Author
TG or WORKSHEETWORKSHEET
by Tony Retallack
younglearnersWORKSHEET
Before listening / reading
Activity 1
Match the words to the pictures.
banana bedtime candy fish ghost
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ham snake soccer sunshine toast

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Title
Author
by Tony Retallack
younglearnersworksheet
Listen and read
Activity 2
Now listen to the poem. Put a check next to what Milly-Molly likes and a cross next to
what she doesn’t like.
ûü
After you listen or read
Activity 4
What about you? Draw a happy face next to the things you like. Draw a sad face
next to the things you don’t like.
J L
Activity 5
Are there any other things you like or don’t like? Draw some pictures here.
!

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TEACHER’S NOTES
Selections: Monday
by Eileen Bourke
YOUNG LEARNERS / Selections / Monday
Level: Starters +
1. Hand out Activity 1 to the children and look at
the pictures together as a class. If possible, project the
pictures onto a whiteboard.
2. Ask the children questions about the pictures
to elicit some vocabulary: What do you see? What are
the children doing? Collect the children’s language on
the board.
3. Divide the class into five groups. Give each
group a verse of the poem from the cut-outs on
the transcript.
4. The children must decide which picture matches
their verse of the poem. Ask one child from each
group to come and stick their verse on the board, next
to the correct picture.
5. Monitor and help where necessary. Ask questions
like, What’s this? and What colour is this? to elicit more
vocabulary from the children.
Alternative procedure for steps 3-4: Each group
gets a full set of cut-out verses. The children
decide together in groups which picture goes with
each verse.
1. Tell the children you are going to play the
recording of the poem. They should put their pens
down and just listen.
2. Play the recording.
3. Play the recording again. This time, the children
listen to each verse and repeat as a class.
1. Tell the children the poem has words that ‘go’
together. Give an example: eat + breakfast.
2. Hand out Activity 3 to the children and have them
match the words (a-h) with the words (1-8) to make
pairs from the poem.
3. Monitor and help the children where necessary.
Note: It is fine if children put listen and music together
as these would fit, but then making doesn’t go with
bell. You might want to check the children understand
the difference between listen to music and making
music.
Answer key:
a. 2; b. 6; c. 3; d. 5; e. 7; f. 1; g. 3; h. 4
1. Now, tell the children that you are going to write a
class poem about Saturday.
2. Put the children in pairs and have them write a
few ideas for things they do on a Saturday.
4. Ask each child for one thing they do on a
Saturday. Write each child’s idea on the board to make
a class poem.
5. Have the children copy the poem into their
notebooks.
6. You could also ask the children to illustrate the poem.
Alternative procedure for Activity 4:
1. Tell the children that you want them to write their
own poem (or one verse) but with the title Saturday.
2. Before they begin writing the poem, have them
write down some ideas of things they do on a
Saturday.
4. You could also ask the children to illustrate their
own poems.
5. Finally, display the finished poems on the
classroom walls.

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Title
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TG or WORKSHEET
TRANSCRIPT
Selections: Monday
by Eileen Bourke
Written by Eileen Bourke Illustrated by Sarah Beise
Milk in a glass,
Apples on a plate,
Quick! Eat your breakfast!
We are late!
Jump on the bus,
See all your friends,
Drive to the school,
Now the journey ends.
Listen for the school bell,
Go into class,
Draw lots of pictures
Of sun and green grass.
Painting, making music,
Time goes so fast!
Hurry with your drawing
You are the last!
Run in the playground,
With a yellow ball,
Put on a Band-Aid
When you have a fall.
Monday
#

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Title
Author
Selections: Monday
by Eileen Bourke
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Activity 1
Match the verses to the pictures.

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WORKSHEET
Selections: Monday
by Eileen Bourke
younglearnersworksheet
Listen and read
Activity 3
Match the words (a-h) with the words (1-8).
Activity 4
Write a poem about Saturday.
!
a. apple
b. green
c. jump on
d. listen
e. making
f. milk
g. run in
h. see
1. glass
2. plate
3. bus
4. friends
5. bell
6. grass
7. music
8. playground
Saturday

Hand out the worksheet that contains Activity 1.1.
Tell the children there are seven animals hidden 2.
in the wordsearch – the word crocodile is
circled as an example. The children need to find
and circle the other six words.
Give the children about five minutes and then put 3.
them in pairs to check together.
Monitor and help if necessary.4.
Check as a class.5.
Key:
B C N I F G A Q R
Z R A B B I T K Z
S O V V T R I I N
I C G R R A G W T
P O X B K F E R J
W D K A Q F R L E
H I P P O E E I Z
M L Z U X U A O B
Y E L E P H A N T
Ask the children to look at the pictures of the 2.
seven animals and check they know what each
one is.
Explain that you will play the recording and 3.
they should write a number next to each animal
to show the order in which it appears in the story,
i.e. the crocodile is given number 1 because it is
the first animal they hear.
Play the recording.4.
Put the children in pairs and have them 5.
compare their answers.
Monitor so you can see how well the children 6.
have done with the activity.
Play the recording again, if necessary.7.
Check the answers together.8.
Key:
1. Crocodile; 2. Rabbit; 3. Elephant;
4. Giraffe; 5. Tiger; 6. Lion;
7. Hippo;
On the board write the word1. happy and ask the
children what kind of word it is. Elicit that it’s
an adjective.
Hand out the worksheet that contains Activity 32.
and ask the children to look at the four adjectives.
Ask the children if they can remember which3.
animal is described with which adjective and to
write the names of the animals in the
correct blanks.
Put the children in pairs and have them compare5.
their answers.
Monitor so you can see how well they have done6.
with the activity.
Key:
beautiful – Mr Tiger (his stripes)
fat – Mr Elephant
sad – Mr Crocodile (because he’s lost his toothbrush)
tall – Mrs Giraffe
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TEACHER’S NOTES
Selections: Mr Crocodile’s toothbrush
by Bridgid Slater
YOUNG LEARNERS / Selections / Mr Crocodile’s toothbrush
Level: Grade 1, primary
Recommended age: 6+

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by Bridgid Slater
TEACHER’S NOTES
Tell the children you’ll play the recording2.
again but first they should read the questions and
the choices.
Give them a few minutes to read through3.
the questions.
Put the children in pairs and have them compare 5.
their answers.
Monitor and help where necessary.6.
Key:
a. green; d. Mrs Lion;
b. red; e. Mr Hippo;
c. Mr Rabbit;
Play the recording through from1. Is Mr Crocodile’s
toothbrush under Mr Elephant? … No, it isn’t! to
the end.
Tell the children you’ll play it again but you’ll 2.
stop it after the question and you want them
to reply with No, it isn’t!
Play the recording stopping at the3.
appropriate places.
Encourage the children to say the 4.
response with the correct intonation and stress.
Note: The main focus here is on the intonation and
stress of the response No, it isn’t!
Ask the children if they can find the missing 2.
toothbrush by looking at the final picture of
the story.
Key:
It’s behind the clothes basket.
1. Hand out the worksheet that contains Activity 7.
2. Point out the questions in the clouds.
3. Tell the children to spend a couple of minutes
thinking of their answers.
4. Put the children into small groups and ask them
to discuss their answers to the questions.
5. Encourage the children to ask each other more
questions about each other’s answers.
6. Monitor and listen to a few of the discussions.
7. Ask a few children to tell the class about their
group’s discussion.
s together.
4. Finally, check as a class.

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TRANSCRIPT
by Bridgid Slater
Mr Crocodile’s toothbrushMr Crocodile’s toothbrush
Written by Bridgid Slater Illustrated by Amiko Hirao
Meet Mr Crocodile. He’s
green. He has nice clothes.
He has big white teeth. He
brushes his teeth every day.
Every morning, Mr
Crocodile goes for a walk.
He sees his friends. ‘Hello,’
he says.‘Hello, Mr Crocodile,’
say his friends. Mr Crocodile is a
very happy crocodile. He smiles
and laughs.
But not today.
Today Mr Crocodile is sad.
Why is he sad? He’s sad
because he can’t find his
nice red toothbrush.
Mr Crocodile is looking for
his nice red toothbrush.
Where is it? Mr Rabbit
is helping Mr Crocodile.

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TRANSCRIPT
by Bridgid Slater
First they meet Mr Elephant.
Mr Elephant is big
and fat. Is Mr Crocodile’s
toothbrush under
Mr Elephant? Let’s look.
No, it isn’t!
Next they meet Mrs Giraffe.
Mrs Giraffe is very tall.
Is Mr Crocodile’s toothbrush
on her head?
Let’s look. No, it isn’t!
Next they meet Mr Tiger.
Mr Tiger has beautiful
stripes. Is Mr Crocodile’s
toothbrush next to you,
Mr Tiger? Let’s look.
No, it isn’t!
Mrs Lion is sleeping under a
tree. She has a big mouth.
in Mrs Lion’s mouth? Let’s look.
No, it isn’t!
Where is Mr Crocodile’s nice
red toothbrush?

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TRANSCRIPT
by Bridgid Slater
This is Mr Hippo’s bed.
Mr Hippo is sleeping!
under Mr Hippo’s bed?
Let’s look. No, it isn’t!
‘Where is my toothbrush?
Oh, where is my nice red
toothbrush?’ says Mr Crocodile.
He is very sad.
Let’s try again.
under Mr Elephant? … No, it isn’t!
on Mrs Giraffe’s head? … No, it isn’t!
next to Mr Tiger? … No, it isn’t!
in Mrs Lion’s mouth? … No, it isn’t!
under Mr Hippo’s bed? … No, it isn’t!
Where is Mr Crocodile’s
nice red toothbrush?
It’s in the bathroom. But
where in the bathroom?
Can you see it?

Activity 1
Find the animals in the wordsearch.
subjecttitlesubjecttitle
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WORKSHEET
by Bridgid Slater
B C N I F G A Q R
Z R A B B I T K Z
S O V V T R I I N
I C G R R A G W T
P O X B K F E R J
W D K A Q F R L E
H I P P O E E I Z
M L Z U X U A O B
Y E L E P H A N T
rabbit hippo crocodile giraffe
lion elephant tiger

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subjecttitle
WORKSHEET
by Bridgid Slater
Listen or read
Activity 2
Put a number next to the animals in the order you hear them.
1

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subjecttitlesubjecttitle
WORKSHEET
by Bridgid Slater
Activity 3
Listen again. Which animal is described using these adjectives?
beautiful ________________________
fat ________________________
sad ________________________
tall ________________________
Activity 4
Listen and answer questions below. Draw a circle around the correct answer.
a. What color is Mr Crocodile? white / green / red
b. What color is his toothbrush? white / green / red
c. Who helps Mr Crocodile? Mr Rabbit / Mr Tiger / Mrs Lion
d. Who has a big mouth? Mr Elephant / Mrs Lion / Mr Hippo
e. Who is sleeping in a bed? Mr Elephant / Mrs Lion / Mr Hippo
Activity 6
Where is the toothbrush?
Activity 7
Answer the questions in the clouds.
What have you lost?
Did you find it?
Where did you find it?
?

1. Hand out the worksheet to the children and ask
them to look at the pictures.
2. Explain that there are eight jobs in the
wordsearch, one (artist) is already circled.
3. Ask the children to try and find the other seven,
using the pictures to help them think of the jobs.
4. Monitor, but don’t give too much help. You
might want to suggest they look diagonally as well as
horizontally and vertically.
5. Put children in pairs and have them help each other.
6. If any pair thinks they have all eight jobs, go over
and check.
7. Finally, check as a class
Activities 2 and 3 (15 minutes)
1. Tell the children they are going to listen to a poem
called Off to work, but before they do there are two
activities connected to the story.
2. Hand out the worksheet and ask the children to
match the people to the jobs – tell them to look at the
names as sometimes there’s a clue, i.e. Mr Green is the
farmer.
3. Tell the children not to worry if they don’t have
any ideas as they can do / check this the first time they
listen to the poem.
4. Next, ask the children to try to match the jobs to
the activities that go with each job.
5. Put the children in pairs and have them discuss
6. Don’t check at this stage as they will do this the
first time they listen.
1. Play the recording through once and get the
children to check their answers to Activities 2 and 3.
2. Put the children in pairs, or groups of three, and
have them check together.
4. Play the recording again, if necessary.
1. Put the children in pairs.
2. Play the recording up until the following line:
My mom is an artist. She paints … [pause]
3. Ask the children to turn to their partner and
whisper what they think the next word is. Encourage
them to whisper to each other and not to shout out.
4. Start the recording again and watch to see the
children’s reactions. If they were correct you’ll know
from their reaction.
5. Repeat the process pausing at key points. Here are
a few suggestions:
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TEACHER’S NOTES
Selections: Off to work
by Kathleen Rourke
YOUNG LEARNERS / Selections / Off to work
Level: Starters+
Note: These activities can be done one after
the other, or can be done separately, depending
on the length and focus of your lesson.
F P C J O W B X Q E R R
F I A F D E O W O U L T
G A R B A G E W O M A N
J R P E T Y A X U A N P
O T E C F U S E P J U O
O I N V A I D E I U R E
K S T B R I G Y L X S S
I T E N M O U H O C E S
S O R G E L H I T V N I
Y U X R R K D A E E T Q
P O L I C E M A N A R T

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by Kathleen Rourke
TEACHER’S NOTES
He grows … [vegetables]
He puts out … [fires] and saves people from … [danger]
She takes people for rides in her … [airplane]
He makes tables, beds and … [chairs]
She helps to keep the streets … [clean]
Mr Curtis is … [a nurse]. He works in a … [hospital]
Mr Smith is a … [policeman]. He keeps our town … [safe]
What a busy street I [live in]
Note: This activity helps the children to focus
on a variety of linguistic areas from syntax, and
grammatical rules collocations.
1. Put the children in pairs and ask them to try to
remember the eight jobs.
2. Make groups of four by putting two pairs together
and have them check together.
1. Next, ask the children to work in pairs and write
down the names of as many jobs that they can think
of in English.
2. Monitor and help where necessary, i.e. hinting
if they can’t remember a job in English, checking
spelling, etc.
3. Make groups of four by putting two pairs together
and get them to compare their lists together.
r1. Finally, ask the children to look at the question
and think for a minute.
2. Either put the children in groups and get them to
tell each other, or choose a few individuals to tell the
rest of the class.
heir list
s together.

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by Kathleen Rourke
TRANSCRIPT
The people in my street go to work every morning.
What do they do?
My mom is an artist.
She paints pictures for an art gallery.
Mr Green is a farmer.
He grows vegetables for us to eat.
My dad is a firefighter. He puts out
fires and saves people from danger.
Miss Swain is a pilot. She takes
people for rides in her airplane.
Off to work
Written by Kathleen Rourke Illustrated by Ilene Richard

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Title
Author
TG or WORKSHEET
TRANSCRIPT
by Kathleen Rourke
Mr Stack is a carpenter.
He makes tables, beds and chairs.
Miss Brown is a garbagewoman.
She helps to keep the streets clean.
Mr Curtis is a nurse. He works in a
hospital and helps people get well.
Mr Smith is a policeman.
He keeps our town safe.
What a busy street I live in! There’s an artist, a firefighter, a farmer, a pilot,
a carpenter, a nurse, a garbagewoman and a policeman!

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Title
Author
TG or WORKSHEET
Activity 1
Write the words under the pictures. Then circle the words in the wordsearch.
WORKSHEET
by Kathleen Rourke
_ _ _ _ _ _A _ _ _ _ _ _ _ _ _ _ _F _ _ _ _ _ _F
_ _ _ _ _P
_ _ _ _ _ _ _ _ _P_ _ _ _ _ _ _ _ _C
_ _ _ _ _N
F P C J O W B X Q E R R
F I A F D E O W O U L T
G A R B A G E W O M A N
J R P E T Y A X U A N P
O T E C F U S E P J U O
O I N V A I D E I U R E
K S T B R I G Y L X S S
I T E N M O U H O C E S
S O R G E L H I T V N I
Y U X R R K D A E E T Q
P O L I C E M A N A R T
_ _ _ _ _ _ _ _ _ _ _ _
G

subjecttitle
Title
Author
TG or WORKSHEET
Can you match the people to the jobs? The first one is done for you.
Activity 3
What does an artist do? paints pictures
Match the jobs to the things the people do. The first one is done for you.
After you listen / read
Activity 6
Can you remember the eight jobs? Write them here.
________________ ________________ ________________ ________________
________________ ________________ ________________ ________________
WORKSHEET
by Kathleen Rourke
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Here are the people
Mom
Dad
Mr Green
Miss Swain
Mr Stack
Mr Curtis
Mrs Brown
Mr Smith
Here are the jobs
Artist
Carpenter
Farmer
Firefighter
Garbagewoman
Nurse
Pilot
Policeman
Jobs
Artist
Carpenter
Farmer
Firefighter
Garbagewoman
Nurse
Pilot
Policeman
What they do
grows vegetables
helps people get well
keeps the streets clean
keeps the town safe
makes tables and chairs
paints pictures
puts out fires
takes people for rides
Activity 2
The people on my street go to work every morning.
What do they do?

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subjecttitle
Title
Author
TG or WORKSHEET
Activity 7
Can you think of any other jobs? Write as many as you can.
Activity 8
When you are older, what do you want to be?
I want to be … ___________________________________________________
WORKSHEET
by Kathleen Rourke

1. Put the children in pairs.
2. Hand out the worksheet with activity 1.
3. Ask the children to look at the pictures and
discuss the questions with their partner.
5. Finally, ask a few children to report back on their
discussion with their partner.
Note: See if the children can pick up the difference in
the boy’s expression between the four pictures with
catching, jumping, etc. and the one where the boy
is diving.
1. Ask the children to match the action words / verbs
on the left with the things / nouns on the right.
Answers: 1. d; 2. a; 3. c; 4. e; 5. b.
1. Ask the children to look at the pictures from
Activity 1 again.
2. Explain that you will play the recording (or
they will read the text) and they should number the
pictures in the order they hear / read them. There is a
box for the children to write the numbers underneath
each picture.
3. Play the recording of the poem or get the children
to read the text.
4. Get the children to number the pictures.
7. Play the recording or get the children to read the
text again if necessary.
Answers:
Note: If you are going to get the children to read the
poem, they will need to read the text used in Activity
4 with the gaps. Alternatively, you could do Activity 4
first, followed by Activity 3.
1. Hand out the worksheet with Activity 4 to the
children.
2. Explain that you will play the recording, or they
should read the text, and they will fill in the gaps with
the phrases in the box.
3. Put the children in pairs and get them to look at
the text and the phrases in the box and see if they can
complete the gaps while they listen or read.
4. If the students are listening, play the recording
and have them complete the poem. You can pause
after each verse to give them time to write.
5. If they are reading, remind them that poems often
have a pattern and use rhyme.
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TEACHER’S NOTES
Selections: I can’t catch that ball!
by Leo Kingsmill
YOUNG LEARNERS / Selections / I can’t catch that ball!
Level: Movers+
Note: These activities can be done one after
the other, or can be done separately, depending
on the length and focus of your lesson.
2. 3.
4. 5.
1.

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by Leo Kingsmill
TEACHER’S NOTES
Answers:
(1) I’m jumping up and down.
(2) I really can’t catch that ball!
(3) And shivers down my back.
(4) I think I’m going to fall!
(5) But I won’t fall off, I hope.
(6) I’m going to hit the wall!
(7) And my feet becoming flat.
(8) I’m really not that tall!
(9) I’m happy as can be.
Extra ideas:
1. Why not get your students to read out the poem
aloud? This can be fun either done chorally as a
whole class or with different children reading
different lines. Alternatively, play the recording,
stopping before each chorus, and get the children
to say the chorus together.
Note: This kind of activity can be a lot of fun and
really motivating for the children.
2. If you want, you could ask some comprehension
questions here – but ones that go a little bit deeper
than merely the contents of the poem. For example:
a. Why does the boy say he looks like a clown?
b. What happens when he runs?
c. Why does the boy have a big smile on his face?
1. Put the children in small groups of three or four.
2. Hand out the worksheet with Activity 5.
3. Ask the children to discuss the questions together.
5. Finally, ask a few children to report back on their
discussion with their group.
1. Tell the children they are going to write their own
poem about sports and hobbies. Ask the children to
use the outline of the poem to help them write their
own poem.
3. Once the children have completed their poems,
post them around the classroom on the walls.
4. Get the children to stand up and read each other’s
poems.
5. You could get the class to vote on which of the
poems is their favorite.
heir list
s together.

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by Leo Kingsmill
TRANSCRIPT
I’m trying to catch the baseball,
I’m jumping up and down.
I feel my legs start shaking.
I look just like a clown.
I’m swinging from a trapeze.
I’m climbing up a rope.
I feel my right hand slipping.
But I won’t fall off, I hope.
I wasn’t born to do this. It’s not my thing at all.
Please don’t make me do it! I really can’t catch that ball!
I’m sprinting down the field.
I’m running around the track.
I feel my muscles hurting,
And shivers down my back.
I can’t catch that ball!
Written by Leo Kingsmill Illustrated by Gene Barretta
Please don’t make me do it! I think I’m going to fall!
Please don’t make me do it! I’m going to hit the wall!

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Title
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TRANSCRIPT
by Leo Kingsmill
I’m jumping over fences.
I’m trying to use a bat.
I feel my knees get weaker
And my feet becoming flat.
Please don’t make me do it! I’m really not that tall!
I’m diving off the clifftop.
I’m as happy as can be.
My smile is ten times bigger.
This is the sport for me!

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Title
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Activity 1
Look at the pictures and answer the questions.
What can you see?
Does the boy look happy in each picture? Why? Why not?
What do you think he says about each sport?
Activity 2
Match the actions (verbs) in A with the things (nouns) in B.
WORKSHEET
by Leo Kingsmill
A B

1. catching a. rope
2. climbing b. track
3. diving c. clifftop
4. jumping d. baseball
5. running e. fence

subjecttitle
Title
Author
TG or WORKSHEET
I’m trying to catch the baseball,
(1) ____________________________
I feel my legs start shaking.
I look just like a clown.
I wasn’t born to do this.
It’s not my thing at all.
Please don’t make me do it!
(2) ____________________________
I’m sprinting down the field.
I’m running around the track.
I feel my muscles hurting,
(3) ____________________________
(4) ____________________________
I’m swinging from a trapeze.
I’m climbing up a rope.
I feel my right hand slipping,
(5) ____________________________
(6) ____________________________
I’m jumping over fences.
I’m trying to use a bat.
I feel my knees get weaker
(7) ____________________________
(8) ____________________________
I’m diving off the clifftop.
(9) ____________________________
WORKSHEET
by Leo Kingsmill
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Listen or read
Activity 4
Listen to / read the poem and complete the text with the phrases in the box.
And my feet becoming flat. And shivers down my back. But I won’t fall off, I hope.
I’m going to hit the wall! I’m happy as can be. I’m jumping up and down.
I’m really not that tall! I really can’t catch that ball! I think I’m going to fall!

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Title
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subjecttitle
Title
Author
TG or WORKSHEET
Activity 5
What about you? Answer the questions together.
1. What sports are you bad at?
2. What sports are you good at?
3. Do you enjoy sports?
4. How do you feel if you aren’t very good?
Activity 6
Now write your own poem about sports and hobbies.
I’m _____________________________________
________________________________________
I _______________________________________
________________________________________
Please don’t make me do it! _____________________________
I’m _____________________________________
________________________________________
I _______________________________________
________________________________________
Please don’t make me do it! _____________________________
________________________________________
________________________________________
WORKSHEET
by Leo Kingsmill

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