It's got such character, the book, the image of it, the fruit, the way it's drawn,

the caterpillar - it's very distinctive. Five oranges.

We talked a lot about what the caterpillar ate before,

and we talk about the days of the week as part of the routine every day, so it was putting it all together.

Jade. What day comes next? Well done! Everybody? Friday!

I like to keep a balance in my classes between using the IWB and more hands-on activities

because obviously different kinds of activities appeal to different types of learner.

It was a very hands-on, tactile activity. It appeals to kinaesthetic learners. It's

still very visual, there's an auditory element to it as well because we're constantly saying

the language and listening to our peers and our teacher saying the language. And it gives

the students ownership over it too. In the first part of the activity, they're picking

up the flashcard and giving it to me which acts as an incentive as well for them to raise

their hands. It's one of the big reasons you see hands

shooting up because they know they're going to get their hands on something and get to

do something. One lollipop...

One piece of...cherry pie Oh lovely over here!

There he is! Monday he ate one...

We do the days of the week then we move the fruit to under the days of the week. Then

we move that onto the caterpillar. So that was another repetition and review of the language,

another practice of the language, which, if you did all that on a whiteboard, you'd be

repeating exactly the same thing again, whereas that added another dimension to it.

Those flashcards I can do things like getting students up and giving them the days of the

week, getting them to sort themselves into the right order and then giving other students

fruit and they've got to find the person who's got the day of the week that goes with their

fruit. The caterpillar will be left on the wall and

used in further lessons to review the language at the beginning, and also as an independent

activity for students who finish their work quickly, or who I feel could do with a little

more practice with me. I can let them do that independently and they can take the flashcards

off and stick them all back on again. Those flashcards are shaped like the fruit

but if you had left them as a rectangle, you could do Pelmanism, matching the different cards. Retelling the story as well,

working with a small group of students or with the whole class.

♫ We're going to the zoo To see a kangaroo

We're going to the zoo To see a kangaroo and a lion too

We're going to the zoo. The monkey's swing and climb

They know it's feeding time The polar bear and seals Enjoy their fishy meal

We're going to the zoo To see a kangaroo

We're going to the zoo To see a kangaroo

And a lion too We're going to the zoo.