OVERVIEW

This Teachers Manual should be used in close conjunction with the Teachers Guide. The Teachers Guide contains vital information on the nature, objectives and structure of Pingus English in addition to providing suggestions for the use of the materials, conduct of the classroom and tips for helping children achieve their full potential. This Teachers Manual contains stage-by-stage unit notes and lessons plans for each class type for every unit of Pingus English. The Pingus English system offers flexibility in the numbers and types of classes taught. However, we recommend the following structure to begin with. The session length can be tailored to the requirements of your school and learners, but it should be remembered that the attention span of very young children is not great. In our recommended system each session lasts one hour. Each unit of Pingus English is split into 4 distinct class types: CLA SS TYPE 1 : IN TRO DUC TIO N CLA SS TYPE 2: EXPA NS IO N CLA SS TYPE 3: CON SO LIDA TIO N (up to 3 classes) CLA SS TYPE 4: RE VIE W A N D A SS ES S MEN T We recommend that at least one session of each class type is given for each unit. There is enough material for up to 3 Consolidation Classes per unit, making a total of 6 hours (6 classes) per unit, which we would suggest are spread over 2 weeks, so one level of 12 units lasts 24 weeks. Six hours per unit gives a total teaching time of 72 hours per level. You may however find that some children will need more introduction or expansion, in which case you should use these lesson plans as a guide and split them up according to the way your children work best. The different class types provide many different kinds of practice and repetition of the new language for each unit and also allow for children who have missed a class to catch up on the new language. The different activities and exercises within each class draw on a range of learning styles because children learn in different ways. Please refer to the Teachers Guide for more information about the way we make the most of different learning styles.

CLASS TYPE 1: INTRODUCTION

In this class, the children work with the Study DVD and Lesson 1 in their Study Book. The DVD and Study Book introduce children to the new language of the unit, and provide various exercises for initial practice of that language. The role of the teacher in this class is to introduce the children to the tasks they are about to undertake and ensure they have enough time and encouragement to complete them comfortably. The running time of each unit on the DVD is around 30 minutes but extra time should be allowed to get the children settled at the beginning of the lesson, for pausing the DVD, if necessary, to allow time for all pupils to repeat the words and phrases, and to sing the song at the end of the lesson. The DVD is designed to run in real time so that you should not need to pause it. When children need to respond or carry out tasks (for example in Study Time), appropriate time is given for them to do so. However, depending on your class size, or on the confidence or enthusiasm of your pupils, you may find you need to pause the DVD to give them all the chance to interact or complete the activities. When the DVD work is finished, if any time remains in the session, children can sing the song again or practice pencil control activities, or you can replay the story on the DVD. We do not recommend that you start Lesson 2 in the same session. This is taught in the Expansion Class.

Teachers Manual Overview

September 2008

OVERVIEW
BASIC STRUCTURE OF CLASS TYPE 1: INTRODUCTION
The children will need their Study Books and pencils or felt tips. You will need to show the DVD to the whole class, so you will need access to a player and screen, or a computer that plays DVDs and a projector. Each Introduction Class lesson plan will contain the following elements:

- Warm up
Every lesson plan will provide you with simple warm up and introductory suggestions to get the children settled and ready to watch the DVD. The following sections for each unit are in distinct chapters on the DVD for ease of navigation:

- Pingu Episode

The first part of the DVD is the original Pingu television episode without narration. As an introduction to each unit, children watch the episode, without looking at their books, to get an idea of the context and to get used to the characters and the story.

- Language Presentation

The key language for the unit is then presented using on-screen flashcards. The children should not be looking at the Study Time tasks in the Study Book until prompted to do so by the DVD. Use the "Pause" button () to stop the DVD if you need to deal with any queries or problems. The whole episode then plays again with American English narration using the key language.

- Song Time 1
Song Time 1 introduces the children to a simple song in English that relates to the Pingu episode they have seen and the language they have met. They will usually hear just the first two verses and the refrain. You should encourage children to sing along if they can. See the Teachers Guide for more advice on the introduction and use of songs.

- Study Time
This section of the DVD contains various listening and speaking exercises. The teaching material is presented on the DVD and used alongside the numbered exercises in Lesson 1 in the Study Book. Each exercise in the book has its own chapter on the DVD and there may be between 3 and 6 exercises in the book for each unit. The English narration on the DVD will guide the children through the tasks. Many of the tasks involve responding to some spoken English on the DVD. Encourage the children to join in when prompted by the DVD to speak (they will probably feel happier doing this as a group rather than as individuals at first). The children will need their Study Books open at the relevant page, and you will need your copy to hold up to show them what they should be doing. The Lesson Plans in this Manual give instructions for each exercise to show you how to guide the children through them, and what tasks you should try to get the children to perform. The narration script for each exercise is printed in the DVD script boxes for your reference. If your children need more time to complete any of the tasks you can use the "Pause" button () on the DVD remote. You can also replay the material if they need to hear it again.

- Writing Time
After the Study Time exercises in the Study Book, the DVD presents some letter and number formation tasks. At first, these are simple lines and curves, but they are steadily developed through the units and levels until all the numbers and letters are learned. There will be a related activity in the Study Book for the children to practice themselves. Children watch the DVD and then trace, and later draw the lines and letters and numbers. Additional writing practice is often built into the Expansion and Consolidation Classes. Make sure that the children are holding their pencils correctly. Many young children may need individual attention to get the pencil grip right. Make sure they are tracing from left to right. Please see the section in the Teachers Guide for further advice on writing skills and for extra help for left-handed children.

Teachers Manual Overview

September 2008

OVERVIEW
- Language Review

The Language Review section on the DVD practices all the new and reviewed language. This is a good time for teachers to see which children may need some additional help or encouragement. Dont expect too much from the children at first, Pingus English recycles language throughout the units so there are plenty of opportunities to pick things up later on. The most important thing is that the children are enjoying the course and start to join in.

- Song Time 2
The children will already be familiar with the song from Song Time 1 but this is the first time they hear it in full. You should teach all the words with the actions as shown in the Lesson Plans and make this a fun and lively activity for the whole group. Many children enjoy learning songs and often pick them up quickly. Many children feel very proud that they are able to sing songs in English and you will be impressed too! Encourage them with lots of praise whenever you hear them singing their new English songs. The words for each unit song are available as subtitles in karaoke style on the DVD and are also printed in each of the unit Lesson Plans, as well as in the Song Book. If you want to utilize the song in other classes, you can use the DVD or the Song CD, which also features a music only version to enable you to vary your use of the songs. Each Introduction Class lesson plan will also contain the following elements:

- Bringing the class to a close

Always formally bring the class to an end and praise the children for their efforts. Suggestions will often be given on how to encourage use of the key language, or how the children can use or practice the language at home between classes.

- Extension and practice at home

This provides a suggestion of some sort of practice that your pupils could do at home to keep what they have learned in their Pingus English class alive for them.

CLASS TYPE 2: EXPANSION

This class is expansion on the language presented in Lesson 1 on the DVD and worked on in the Study Book. The children work through Lesson 2 in their Study Book. The DVD is not essential but you may find it useful to watch the story again if there has been a long gap, for example, a week, between Class 1 and 2. Teachers will also need the Teachers Flashcards and other materials for this unit details are given in each lesson plan. The teachers will re-present the language to the children, and will get the children to model the language in lots of different scenarios using a wide variety of extension and personalization techniques (highlighted in pink and orange blocks in the lesson plans).

BASIC STRUCTURE OF CLASS TYPE 2: EXPANSION

For this session the children will need the relevant Study Book and felt tips or pencils. They may also want to use the Pinguland Mat and Figurines details are given in each lesson plan. You will need the Teachers Flashcards for the key language for the unit, plus possibly extra flashcards for review purposes. You may want to show the DVD to the whole class, so you will need access to a player and screen, or a computer that plays DVDs, and a projector. Each Expansion Class will contain the following elements:

- Warm up
Every lesson plan will provide you with simple a warm up and introductory suggestions to get the children settled and ready to practice the language they met in Class 1: Introduction. Flashcard language warm up/Review You may want to use the flashcards to warm up and to review key words and phrases. Some children respond well to flashcard activities but others will lose concentration quite quickly so stop when the children lose focus and move onto the Activity areas. Each lesson plan will give you specific suggestions on how to elicit the unit language using the flashcards.

Teachers Manual Overview

September 2008

OVERVIEW
- Lesson 2 Time

There will be four or five exercises in Lesson 2 in the Study Book for each unit. The children will need their Study Books open to the relevant page, and you will need your copy to hold up to show them what they should be doing. The Lesson Plans in this Manual give you instructions for each exercise to show you how to guide the children through them, and what tasks you should try to get the children to perform. Some of the exercises may include suggestions for extension and personalization: Extension Suggestions for other ways to stimulate childrens production and practice of the key language from the exercise. Personalization Suggestions for ways to stimulate childrens transference of the key language from talking about the Pingu episode to talking about themselves and their lives.

- Play in Pinguland
Games are a good way to include all children and to practice some of the language from the lessons at the same time as providing fun. The Pinguland Mat provides a context for the children to use the language from the unit, and having figurines that they can actually hold involves them physically in the language. Suggestions are given in the lesson plans for appropriate games, which will practice the key language from the unit. You may not always need the Pinguland Mat for this, but it helps to give context. If you dont have time to do this Activity in the Expansion Class there will be the opportunity to repeat it in the Consolidation Class (Pinguland Mat and Figurines).

- Sing a song
It will usually be suggested that you sing the song again at the end of class using the DVD or the Song CD. This brings the children together at the end of the class.

- Bringing a class to a close

Always formally bring the class to an end and praise the children for their efforts. Suggestions will often be given in the lesson plans for how to encourage use of the key language, or for how the children can use or practice the language at home between lessons.

- Extension and practice at home

All Expansion Class Lesson Plans end with a suggestion of some sort of practice that your pupils could do at home.

CLASS TYPE 3: CONSOLIDATION

The Consolidation Classes follow a less structured pattern than the Introduction and Expansion Classes and teachers will need some time before each class to organize the room and to prepare the children to work in a gradually less linear way. The aim of the Consolidation Classes is for the children to work at their own pace and for the teachers to choose, from a menu of options, those activities which they judge to be the most appropriate for their childrens needs. Pupils do a range of activities based on different learning styles using all the materials in Pingus English. Activities will be chosen by the teachers from menus given in the lesson plans and completed by the children in any order. Having smaller groups of children working on a number of different tasks at the same time allows time for the teacher to assess individual pupils progress and diagnose weaknesses and then to provide additional materials to help them. These classes can use all the materials from Pingus English so that pupils can practice the language of the unit while developing different skills and learning styles. Therefore the classroom will need to be able to accommodate all the materials as well as provide computer access for one or more children who may want to use the online interactive resources. In the first five units of Level 1 pupils are learning to hold a pencil correctly as pre-letter preparation. We therefore recommend that pupils do not use the Letters and Numbers Book until Unit 6 of Level 1.

Teachers Manual Overview

September 2008

OVERVIEW
Organization of Work Stations
For each Consolidation (and Review and Assessment) Class you will have to prepare the classroom in advance, giving thought to the particular activities that will be going on in each session. There should be no more than four childrens tables ready for specific work station activities in addition to the Pinguland Mat and Figurines, which should be on the floor, and the computer area which is available for children to do Computer Time. The activities you choose for each session will depend on the number of children in the group, the resources in your classroom and the members of staff you have available to supervise. Children must be able to move freely from one work station to another, and should be encouraged to do so. You should refer to the work stations menu at the start of each lesson plan to decide which skills you want your children to practice and therefore which work stations you want to set up. As children move to different work stations, make a note of where each child goes so that by the end of the unit all children have visited each work station at least once.

BASIC STRUCTURE OF CLASS TYPE 3: CONSOLIDATION

Each Consolidation Class will contain the following elements:

- Warm up

Every lesson plan will provide you with simple warm up and introductory suggestions to get the children settled and ready to practice the language they met in Class 1: Introduction. Flashcard language warm up/Review You may want to use the flashcards to warm up and to review key words and phrases. Some children respond well to flashcard activities but others will lose concentration quite quickly so stop when the children lose focus and move onto the Activity areas. The lesson plans will give you specific suggestions on how to elicit the unit language using the flashcards.

- Work Station Time

Explain to children that they can now work at different places on different activities and you will come round and help them. Now ask them to go to one of the work stations you set up. Monitor where they are going and how they are progressing on individual record sheets. Say Hello to each child and encourage them to say Hello back to you as you move around the stations. When each child has finished say Bye-bye and encourage them to say it back to you.

- Bringing a class to a close

Always formally bring the class to an end and praise the children for their efforts. Suggestions will often be given in the lesson plans on how to encourage use of the key language, or how the children can use or practice the language at home between lessons.

- Extension and practice at home

From Level 1 Unit 6 onwards, each Consolidation Class Lesson Plan will end with a suggestion of some sort of practice that your pupils could do at home using the Letters and Numbers DVD.

CLASS TYPE 4: REVIEW AND ASSESSMENT

At the end of their work on most units children are offered a range of activities, in a similar format to the Consolidation Classes, and they are given the opportunity to watch the DVD story again so that the teacher has an opportunity to assess each individual child and provide extra support if necessary. The aim of the Review and Assessment Class is for the teachers to make sure that all the children have understood the new language of the unit and are beginning to feel confident enough to use it and are starting to feel comfortable holding a pencil. If any children have issues with vocabulary production in the early stages, this is not a problem: many children go through an extended period of silence when first tackling a new language. They may also have problems with mother tongue development so this is worth checking with their parents/carers. Also check for deafness.
Teachers Manual Overview 5 September 2008

OVERVIEW
BASIC STRUCTURE OF CLASS TYPE 4: REVIEW AND ASSESSMENT
Each Review and Assessment Class will contain the following elements: - Warm up Every lesson plan will provide you with simple warm up and introductory suggestions to get the children settled and ready to practice the language they met in Class 1: Introduction. - Language Review You may want to use the flashcards to warm up and to review key words and phrases. Some children respond well to flashcard activities but others will lose concentration quite quickly so stop when the children lose focus and move onto the Activity areas. The lesson plans will give you specific suggestions for how to elicit the unit language using the flashcards. - Assessment Work Stations Now ask children to go to one of the work stations you have set up. Monitor where they are going and how they are progressing on individual record sheets. Say Hello to each child and encourage them to say Hello back to you as you move around the stations. When each child has finished say Bye-bye and encourage them to say it back to you. - Bringing a class to a close Always formally bring the class to an end and praise the children for their efforts. Suggestions will often be given in the lesson plans for how to encourage use of the key language, or for how the children can use or practice the language at home between lessons.

ONLINE TESTING
In the Review and Assessment Class pupils should take the online test after every third unit. - Administering the test The tests are designed to help teachers diagnose any problems early on so that additional practice and support can be given. They are available online and are taken in class. The tests are computer-based in order to develop the childrens computer skills and for ease of administration. Computers will need to be available in the classroom for children to access the test. Check that the computer(s) are working and the test is accessible online. The tests should be regarded as a progress assessment and not as a pass or fail exercise. Look at the test yourself first so that you can deal with any queries the children may have. There will need to be at least one teacher or assistant working with the children in the classroom and another teacher or assistant helping the children taking the test. Have ready a list of the childrens names so you can tick them off as they go to the computer(s). They will each have their own individual login for computer tracking purposes, and you should make sure they are logged in before they start the test. You will be able to check their results later. The overall time needed to administer the test depends on the number of computers available at the same time, and the number of children in your class. However, each test itself takes approximately eight to ten minutes per child. While one or more children are taking the online test on computers, the others will be working at work stations similar to those they had in the Consolidation Classes - suggestions are provided in the unit lesson plans. Children do not need to know that they are taking a test, although some children respond very positively to the idea! It may be more productive for more nervous children if they see the activities as an extension of Computer Time. When a child completes a test you can fill in an individual record sheet so that you can provide extra help where it is needed. You will be able to print out a certificate of achievement, which can be taken home, and the child will then be able to put the appropriate sticker on their Height and Progress Chart. If you (or a teaching colleague) need to speak to a parent about a childs test results, make sure you arrange something with them as soon as possible.

Teachers Manual Overview

September 2008

Pingus English Level 1 Vocabulary

UNIT TOPIC 1 GREETINGS CORE LANGUAGE Pingu Pinga Hello Mommy Daddy Grandpa 3 TOYS a ball a boat a truck a train 4 FOOD eggs milk a bowl 5 AT HOME a bed a pillow a chair a trampoline 6 NUMBERS dishes a cookie: one cookie two cookies three cookies 7 ACTION WORDS Robby cry play walk 8 COLORS a hat yellow black purple a girl 9 THE BODY a monster a face a nose eyes a mouth hands 10 ANIMALS a shadow a penguin a seal a fish a duck an octopus 11 ACTION WORDS a block a towel green the line fall down blow 12 AT SCHOOL school a book a snowball friends fly
today everywhere catch roof hang then run back sit down read going off calls out time (for) Pingi Pingg Pingo pleased

OTHER LANGUAGE Hi Where is? Bye-bye look a box Here is a rocket wants says no a pancake hungry make a rabbit bounce
Anna Max my name is its in is all please toys I (Im) round and round put now some stop like up down you in too for on home the dishes up and down 2 (two) 3 (three) 4 (four) 5 (five) fly now with doing lets here are more and Thank you good who is? this

FAMILY

four cookies five cookies tummyache has throw come home

yum yum gets number 1 (one) blue take letter go get / got

a boy red blue pink one foot two feet toes hide run away go with a bear a dog a robot sleepy night-night

color many

Im run friend body our they zoo animal go to bed me

be come can head her/his

chase wind: its a windy day (right) away fine round and round happy put children some newspaper the teacher the children laugh
name time to before tells

Pingus English Skills Chart

LEARNS BEST BY:
* touching * moving * interacting with space * processing knowledge through bodily sensations * reading and seeing words * writing * listening * discussing and debating * remembering names * thinking in words * learning languages * spelling * dancing * acting * crafts * using tools

TYPE OF LEARNER: KINESTHETIC (movement)

ENJOYS:

EXCELS IN:

MATERIALS SUPPLIED:

* moving around * touching and talking * using body language

LINGUISTIC (words)

* reading * writing * listening * telling stories

LOGICAL/ MATHEMATICAL (numbers)

* analysing patterns and relations * experimenting * solving problems

INTERPERSONAL (socialiser)

* doing experiments * figuring things out * asking questions * working with numbers * making friends * talking to people * joining groups * sharing * relating to others * working in teams * interviewing * working alone * reflecting * introspecting

INTRAPERSONAL (individual)

* working alone * pursuing own interests * self-imagery

ACTIVITY BOOK COMPUTER TIME SONG BOOK AND SONG CD PINGULAND MAT AND FIGURINES TEACHERS FLASHCARDS PORTFOLIO BOXES ACTIVITY BOOK SONG BOOK AND SONG CD STORY BOOK AND STORY CD TEACHERS FLASHCARDS STUDENTS FLASHCARDS LETTERS AND NUMBERS BOOK ACTIVITY BOOK TEACHERS FLASHCARDS STUDENTS FLASHCARDS PORTFOLIO BOXES PINGULAND MAT AND FIGURINES TEACHERS FLASHCARDS STUDENTS FLASHCARDS PORTFOLIO BOXES COMPUTER TIME LETTERS AND NUMBERS BOOK PORTFOLIO BOXES

MUSICAL (songs/rhythms)

* following rhythm * singing * listening to music and melodies * visualising * using the mind's eye * working with pictures and colours * sorting and classifying content in relation to the natural world * interacting with nature

SONG BOOK AND SONG CD

SPATIAL (visual)

STORY BOOK AND STORY CD LETTERS AND NUMBERS BOOK PORTFOLIO BOXES STORY BOOK AND STORY CD

NATURALIST (sensitive)

* singing/humming/whistling * listening to music * responding to music * playing an instrument * drawing * building * designing and creating things * looking at pictures * going to zoos, farms and forests * observing natural phenomena * learning about planets, stars & space * camping and hiking

* reasoning * recognising patterns * using abstract symbols * problem solving * understanding people * leading others * organising * communicating * understanding self * focusing inwards on * following instincts * setting/pursuing interests and goals * being original * singing * picking out sounds * remembering melodies, pitches and rhythms * thinking in images and pictures * remembering visual details * solving jigsaw puzzles * reading maps and charts * discriminating flora and fauna * understanding natural phenomena

LEVEL 1 NARR ATION S CRIPT S

UNIT 2 FAMILY Pinga. Look. A box. Pinga is in the box. Look, Pingu. Here is Pinga. Here is Mommy. Mommy. Look, Mommy. Hi, Mommy! Here is Pinga. Here is Grandpa. Grandpa. Look Grandpa! Pinga! Bye-bye Grandpa. Where is Daddy? Look. Here is Daddy. Where is Pinga? Here is Pinga. Where is Pinga? Where is Daddy? Where is the box? Where is Pinga? Here is Pinga! Look Pingu, Pinga is here! UNIT 3 T O YS Look. Pingu and Mommy. Oh Pingu. Look, Pingu! A boat. A boat. Look. A ball. A ball. A ball. No ball, Pingu. Mommy says no. A truck. A truck. A truck. Mommy says no. A boat. A train. Mommy says no. A rocket! Uh oh. Ohh noooo Pingu! Good, Pingu. Uh oh. Here is the rocket. Oh no! The boat! Good, Pingu. Look, Pingu, the rocket. Good, Pingu!

UNIT 1 G R E E TI N GS Pinga. Pingu. Hi Pingu. Where is Pingu? Where is Pingu? Bye-bye Pingu. Hello Pingu. Where is Pingu? Bye-bye Pingu. Where is Pingu? Bye-bye. Where is Pingu? Pingu. Hello Pingu.

LEVEL 1 NARR ATION S CRIPT S

UNIT 5 A T H OM E Pingu is bouncing. Pingu bounces on the bed. Uh oh. The dishes! Stop Pingu. Mommy says stop. Pingu stops. On the chair, Pingu. Pingu bounces on the chair. Stop Pingu. Mommy says no. Pingu bounces on the pillow. Pingu bounces on the rabbit. Here's Daddy. Daddy says bye-bye. Daddy says good. Daddy says no. Good, Pingu. Ahhh... Pingu and Daddy are making a trampoline. A trampoline. Look! Daddy is bouncing! Pingu bounces. Pingu bounces more. Pingu bounces more. Uh oh. Here's Mommy. Mommy says stop. Pingu stops. Pingu's on the chair. Pingu? Ah. The trampoline here. Mommy says Good. Bounce Pingu! Bounce Daddy! Bounce! UNIT 6 NUMB E RS Here's Mommy. Mommy has cookies. Cookies. Pingu likes cookies. Here are the dishes for the cookies Pingu wants more cookies. Mommy says no. Pinga, Pingu wants more cookies. No, Pingu. Pingu has the box of cookies. Stop, Pingu! Ah, Pingu wants more cookies. No more cookies. Here's Grandpa. Look, Pingu. One cookie. Pingu wants more cookies. Oh, Pingu likes the cookies. Stop, Pingu! Oh no. Pingu has a tummyache. Pingu is in bed. Pingu has a tummyache. Oh! Pingu has a tummyache. Look. Three cookies are good. More cookies? Tummyache. Pinga has the cookies. One cookie. Two cookies. Three cookies. Four cookies. Five cookies. One. Two. Three. Four. Five. Oh, Pingu! One more cookie, Pingu?

UNIT 4 FOOD Pingu and Pinga. Mommy. Eggs. The eggs. The milk. Pingu and Pinga are hungry. Mommy is making pancakes. Look Pinga. Here is the bowl. Pingu wants the bowl. Pingu wants the bowl. Look Pingu. Here is the bowl. More milk. Oh! Oh no, no, Pingu! Mommy says no! Look. Mommy is making pancakes. Pinga is making pancakes. Pingu is making pancakes. Where is the pancake? Uh oh. Mommy is making more. More pancakes! Oh Pingu! Mommy is making more. Here is Daddy. Look, Pingu. Here is the pancake. Good job, Pingu! Mommy is hungry. Mommy wants a pancake. Pinga is hungry. Pinga wants a pancake. Daddy is hungry. Daddy wants a pancake. Pingu is hungry. Where is the pancake? Here is the pancake!

LEVEL 1 NARR ATION S CRIPT S

UNIT 8 COLORS Daddy and Mommy. Pingu and Pinga. Look. Hats. Mommy wants a hat. Look. More hats. A black hat. Mommy likes the pink hat. The pink and yellow and blue and red hat! The black hat. A blue hat. The pink hat. And here's a pink hat. Pingu! Pinga! The hats! Blue and black and pink and purple hats. Daddy says stop. Oh no! The pink and yellow and blue and red hat! Oh, Mommy. The pink hat is good. The hat is in the box. Look. Pingu in the pink hat. Pinga! Pingu! Stop! Stop! Oh no! Pingu makes a pink and yellow hat. The hat is in the box. Mommy looks in the box. The hat! The pink hat! The pink and yellow and blue and red hat! Daddy likes it. Mommy likes it. Good girl, Pinga! Good boy, Pingu! UNIT 9 T H E B ODY Pingu. A monster. Pingu says, I'm the monster. Here comes the monster, Pinga! Run away, Pinga! Uh oh. Pingu has feet. Pingu wants monster feet. Pingu is making monster feet. Pingu is making monster toes. Look. Pingu has monster feet. Here is Pinga. Where is Pingu, Pinga? Pingu is playing monster. Pingu is a good monster. Pingu hides. Pinga runs away. Pingu and Pinga play monster. Pingu makes a good monster foot. No, Pingu. Look. Pingu runs away. Pinga hides her eyes. Go with Pinga, Monster. Pingu is hiding. Look Pingu. It's a monster! Pingu and Pinga like the monster. The monster likes Pingu and Pinga. Here is Daddy. Where's the monster? The monster is hiding. Yay!

UNIT 7 ACTION WO RDS Pinga is playing. Pinga is playing with the rabbit. Pinga likes the rabbit. Pingu. Pingu! Pinga wants the rabbit. Get the rabbit, Pinga! Uh oh. Pingu throws the rabbit. Pinga is crying. Here comes Mommy. Here comes Daddy. Go get the rabbit, Pingu. Oh! Where's the rabbit? Go get the rabbit, Pingu! Pingu gets the rabbit. Pingu throws the rabbit. Now where's the rabbit? Pingu walks and walks and walks and walks. Robby! Robby is bouncing the rabbit. Robby likes the rabbit. Now Pingu wants the rabbit. Robby throws the rabbit. Oh no! Now where's the rabbit? Go get the rabbit, Pingu! Good, Pingu, good. You got the rabbit, Pingu! Pingu is coming home. Here's Pingu and the rabbit! Pinga is playing. Bye-bye rabbit.

LEVEL 1 NARR ATION S CRIPT S

UNIT 11 ACTION W O R DS Look. The blocks. Pingu plays with the blocks. The towels. Pinga plays with the towels. Bye-bye, Pinga. Pingu and Pinga go round and round. Pinga is chasing Pingu. Run, Pingu, run! Hello, Pinga. Uh oh. Pingu and Pinga want to play. Mommy says Put the towels on the line. Mommy and Daddy say Bye-bye. The blocks all fall down. The green towel. Good. Pingu is putting the blue towel on the line. Good. Uh oh. The towels! The towels are flying! Go Pingu! Go Pinga! Here's the blue towel. The green towel is flying. Stop, towel! Good, Pinga! Look. Pinga is flying! Fly, Pinga, fly. Stop towel! Where is the purple towel going? Ah, here are all the towels. Pingu and Pinga play with the blocks. Oh no! Stop! Good, Pingu. Daddy wants to play. Bye-bye Daddy. The blocks all fall down! UNIT 12 AT SCHOOL Look. Here are Pingu and his friends. The friends throw snowballs. Pingu makes snowballs. Here comes the teacher. It's time for school. Pingu, it's time for school. No, Pingu! Pingu says, I'm sorry. Her name is Pingi. Pingi is here. His name is Pingg. Pingg is here. His name is Pingo. Pingo is here. His name is Pingu. Pingu is here. Look. The teacher gets some newspaper. He makes a fish. The children like the fish. Pingu wants to make the fish. The teacher says no. Oh! Where is the book going? Go get the book, teacher! The children laugh. Pingu gets the fish. Oh no. The children laugh. Run, teacher, run! Pingu is making a fish. The children laugh. Pingu laughs. Oh no! Stop, children, stop! Here's the book. Uh oh. The teacher falls down. Where is Pingu? Oh! Here's the teacher. Here's Pingu. The children make a penguin. Time to go!

UNIT 10 ANIMALS Mommy and Daddy. Daddy is sleepy. Pingu and Pinga are playing. Oh! A monster! Pingu and Pinga go to bed. Night-night. Oh! A monster! A monster! Look Pinga. No monster. Ohhh. It's a shadow. Pingu makes a shadow. Pingu makes a duck. A fish. A duck. A dog. An octopus. A bear. A robot. Make Robby, Pingu. Make a seal. Pingu makes Robby. Pinga makes Robby. Pingu makes a boat. Pinga makes a boat. Look. A penguin. Pingu makes Daddy. Here is Daddy. Daddy has a shadow. Oh, Daddy is here. Daddy is sleepy. Pinga is sleepy. Pingu is sleepy. Night-night, Pingu. Night-night, Pinga. Night-night, Daddy. Here is Mommy. Where's Pinga? Night-night.

LEVEL 1 LANGUAGE REVIEW S CRIPTS

UNIT 2 FAMILY Lets look at the new words again. Mommy. Daddy. Grandpa. look. a box. Here is. Whos this? [pause] Its Mommy. Heres a [pause] Good! Heres a rocket. Heres a [pause] Thats right. Heres a boat. Heres a [pause] Yes. Heres a truck. Heres a [pause] Heres a ball. Heres a [pause] Heres a train. Pingu wants a ball. Mommy says no. Good job everybody! Now its song time. Whos this? [pause] Its Daddy. Whos this? [pause] Its Grandpa. Here is a box. Here is [pause] Here is a box. Good job everybody! Now its song time. Bye-bye. Lets look at the new words again. a ball. a boat. a truck. a train. a rocket. wants: Pingu wants a ball. says no: Mommy says no. UNIT 3 T O YS

UNIT 1 G R E E TI N GS

Lets look at the new words again. Pingu. Pinga. Hello. Where is? Hi. Bye-bye.

Who is this? [pause] Pingu.

Who is this? [pause] Pinga.

Good job! Bye-bye. Now its song time.

LEVEL 1 LANGUAGE REVIEW S CRIPTS

UNIT 5 A T H OM E Lets look at the new words again. a bed. a pillow. a chair. a trampoline. a rabbit. bounce. Whats this? [pause] Its a trampoline. Whats this? [pause] Three cookies. Whats this? [pause] One cookie. Whats this? [pause] Its a chair. Whats this? [pause] Its a rabbit. Pingas rabbit. Whats this? [pause] Its a pillow. Whats this? [pause] Its a chair. Whats Pingu doing? [pause] Pingu is bouncing on the trampoline. Good job everybody! Now its song time. Lets look at the new words. dishes. cookie. one cookie. two cookies. three cookies. four cookies. five cookies. pingu has a tummyache. UNIT 6 NUMB E RS

UNIT 4 FOOD

Lets look at the new words again. eggs. milk. a bowl. a pancake. hungry. make.

Whats this? [pause] Its a bowl.

Whats this? [pause] Its milk.

What are these? [pause] Eggs.

Pingu is ? [pause] Pingu is hungry.

Pingu wants more and more cookies and now Pingu has ? [pause] Pingu has a tummyache. The numbers 1, 2, 3, 4, 5. Lets say them 1 [pause] 2 [pause] 3 [pause] 4 [pause] 5 [pause] Good job everybody! Now its song time.

Daddy, Mommy, Pingu and Pinga are? [pause] Daddy, Mommy, Pingu and Pinga are making pancakes

Good job everybody! Now its song time.

LEVEL 1 LANGUAGE REVIEW S CRIPTS

UNIT 8 COLORS Lets look at the new words again. a hat. yellow. black. purple. a girl. a boy. red. blue. pink. Whats this? [pause] Its a girl. Whats this? [pause] Its a boy. Whats this? [pause] Its a hat. Whats this? [pause] Its red. Whats this? [pause] Its yellow. What is this? [pause] Its blue. Whats this? [pause] Its pink. Whats this? [pause] This is purple. Whats this? [pause] Its black. Good job everybody! Now its song time. Whats this? [pause] Its a foot. What are these? [pause] Two feet. What are these? [pause] Toes. Whats this? [pause] A face. What are these? [pause] They are hands. What is Pingu doing? [pause] Pingu is running away. Now what is Pingu doing? [pause] Pingu is hiding. Good job everybody! Now its song time. Who is this? [pause] Its a monster. Lets look at the new words again. a monster. a nose. one foot. two feet. toes. a face. a mouth. hands. run away. hide. go with. UNIT 9 T H E B ODY

UNIT 7 ACTION WO RDS

Lets look at the new words again. cry, play, walk, throw, come home, Robby.

What is Pinga doing? [pause] Pinga is playing.

What is Pinga doing? [pause] Pinga is crying.

What is Pingu doing? [pause] Pingu is throwing.

What is Pinga doing? [pause] Pinga is playing.

What is Pingu doing? [pause] Pingu is walking.

What is Pingu doing now? [pause] Pingu is coming home.

Good job everybody! Now its song time.

LEVEL 1 LANGUAGE REVIEW S CRIPTS

UNIT 11 ACTION W O R DS Lets look at the new words again. a block. a towel. green. the line. blow. fly. chase. wind: Its a windy day. round and round. put. fall down. Whats this? [pause] Its a block. Whats this? [pause] Its a towel. Whats this? [pause] Its green. Whats this? [pause] Wind: Its a windy day. What is Mommy doing?. [pause] Mommy is putting the towels on the line. Whats Pinga doing? [pause] Yay! Pinga is flying! What is Pingu doing? [pause] Pingu is chasing the towels. What are Pingu and Pinga doing? [pause] Pingu and Pinga are going round and round. What are the blocks doing? [pause] The blocks are falling down. Good job everybody! Now its song time. Whos this? [pause] Its the children. What is this? [pause] Its a book. What is Pingu doing? [pause] Pingu is laughing. What is this? [pause] Some newspaper. Whats this? [pause] Its a snowball. Good job everybody! Now its song time. Whos this? [pause] Its the teacher. Where is the teacher? [pause] Hes in school. Lets look at the new words again. a book. a snowball. some newspaper. the teacher. the children. laugh. friends. school. UNIT 12 AT SCHOOL

UNIT 10 ANIMALS

Lets look at the new words. a shadow. a penguin. a seal. a fish. a duck. an octopus. a bear. a dog. a robot. sleepy. night-night.

Whats this? [pause] Its an octopus.

Whats this? [pause] Its a dog.

Whats this? [pause] Its a duck.

Whats this? [pause] Its a robot.

Whats this? [pause] Its a seal.

Whats this? [pause] Its a penguin.

Whats this? [pause] Its a shadow. Its Pingus shadow.

Daddy is ?[pause] Daddy is sleepy.

And what does Mommy say? [pause] Mommy says night-night.

Good job. Now its song time.

PINGU'S ENGLISH FLASHCARDS

ALP HABETICAL WO RD LIST (Levels 1, 2, 3)
airplane all over angry apple ball balloon banana bang bathroom be careful bear bed big bigger bird black blanket block blow blow up blue boat book bottom bounce bowl box boy bread break breakfast broken broom bubbles buy Bye-bye cake can can't carry catch cereal chair chase Level 3 Unit 3 Level 2 Unit 9 Level 2 Unit 2 Level 3 Unit 4 Level 1 Unit 3 Level 2 Unit 1 Level 2 Unit 4 Level 3 Unit 5 Level 2 Unit 12 Level 2 Unit 7 Level 1 Unit 10 Level 1 Unit 5 Level 2 Unit 6 Level 3 Unit 1 Level 2 Unit 7 Level 1 Unit 8 Level 2 Unit 10 Level 1 Unit 11 Level 1 Unit 11 Level 2 Unit 1 Level 1 Unit 8 Level 1 Unit 3 Level 1 Unit 12 Level 2 Unit 12 Level 1 Unit 5 Level 1 Unit 4 Level 1 Unit 2 Level 1 Unit 8 Level 2 Unit 4 Level 3 Unit 7 Level 3 Unit 2 Level 3 Unit 7 Level 2 Unit 4 Level 3 Unit 11 Level 3 Unit 3 Level 1 Unit 1 Level 3 Unit 3 Level 2 Unit 7 Level 2 Unit 7 Level 2 Unit 12 Level 2 Unit 6 Level 3 Unit 2 Level 1 Unit 5 Level 1 Unit 11 cheese cherry children circle clap clean up climb cold come home Come on! cookie cough cry cup Daddy dance dishes dive does not like dog don't touch door doorbell down draw drop duck eat eggs eight (8) eighteen (18) eleven (11) excited Excuse me! explore eyes face fall down faster feet (two) fifteen (15) find firetruck fish Level 2 Unit 4 Level 3 Unit 4 Level 1 Unit 12 Level 2 Unit 8 Level 2 Unit 1 Level 2 Unit 3 Level 2 Unit 7 Level 3 Unit 1 Level 1 Unit 7 Level 2 Unit 12 Level 1 Unit 6 Level 2 Unit 9 Level 1 Unit 7 Level 3 Unit 2 Level 1 Unit 2 Level 2 Unit 2 Level 1 Unit 6 Level 2 Unit 11 Level 2 Unit 5 Level 1 Unit 10 Level 3 Unit 9 Level 2 Unit 9 Level 3 Unit 7 Level 2 Unit 7 Level 2 Unit 12 Level 2 Unit 7 Level 1 Unit 10 Level 2 Unit 4 Level 1 Unit 4 Level 2 Unit 6 Level 3 Unit 6 Level 3 Unit 6 Level 3 Unit 10 Level 3 Unit 1 Level 3 Unit 8 Level 1 Unit 9 Level 1 Unit 9 Level 1 Unit 11 Level 3 Unit 1 Level 1 Unit 9 Level 3 Unit 6 Level 3 Unit 11 Level 2 Unit 12 Level 1 Unit 10

PINGU'S ENGLISH FLASHCARDS

ALP HABETICAL WO RD LIST (Levels 1, 2, 3)
five (cookies) fix it flag flashlight floor flute fly foot (one) four (cookies) fourteen (14) Friday friends fruit fun game garage get get in girl gloves go away go in go with Grandpa grapes green hands happy has hat head headphones hear Hello helmet help her Here is Hi hide high hill his hit Level 1 Unit 6 Level 2 Unit 8 Level 3 Unit 8 Level 2 Unit 10 Level 2 Unit 3 Level 3 Unit 11 Level 1 Unit 11 Level 1 Unit 9 Level 1 Unit 6 Level 3 Unit 6 Level 3 Unit 10 Level 1 Unit 12 Level 3 Unit 4 Level 2 Unit 4 Level 2 Unit 12 Level 3 Unit 8 Level 3 Unit 3 Level 2 Unit 5 Level 1 Unit 8 Level 3 Unit 9 Level 2 Unit 2 Level 3 Unit 3 Level 1 Unit 9 Level 1 Unit 2 Level 3 Unit 4 Level 1 Unit 11 Level 1 Unit 9 Level 2 Unit 2 Level 1 Unit 6 Level 1 Unit 8 Level 2 Unit 4 Level 2 Unit 2 Level 2 Unit 2 Level 1 Unit 1 Level 3 Unit 8 Level 2 Unit 1 Level 2 Unit 3 Level 1 Unit 2 Level 1 Unit 1 Level 1 Unit 9 Level 2 Unit 11 Level 2 Unit 12 Level 2 Unit 3 Level 3 Unit 7 houses hungry hurt in trouble inside it's snowing job jump kiss knit lady laugh learn likes line line listen little lollipop long look look at Look out! loud lunch machine make man mess milk Mommy Monday money monster moon mouth music my new night-night nighttime nine (9) nineteen (19) noise Level 2 Unit 8 Level 1 Unit 4 Level 2 Unit 9 Level 3 Unit 9 Level 3 Unit 5 Level 2 Unit 8 Level 3 Unit 10 Level 2 Unit 7 Level 2 Unit 12 Level 3 Unit 9 Level 3 Unit 10 Level 1 Unit 12 Level 2 Unit 12 Level 2 Unit 5 Level 1 Unit 11 Level 2 Unit 8 Level 3 Unit 11 Level 2 Unit 11 Level 2 Unit 9 Level 3 Unit 9 Level 1 Unit 2 Level 3 Unit 8 Level 3 Unit 1 Level 3 Unit 7 Level 2 Unit 4 Level 3 Unit 9 Level 1 Unit 4 Level 3 Unit 11 Level 2 Unit 8 Level 1 Unit 4 Level 1 Unit 2 Level 3 Unit 10 Level 3 Unit 3 Level 1 Unit 9 Level 3 Unit 8 Level 1 Unit 9 Level 2 Unit 2 Level 3 Unit 2 Level 2 Unit 3 Level 1 Unit 10 Level 3 Unit 8 Level 2 Unit 6 Level 3 Unit 6 Level 2 Unit 10

PINGU'S ENGLISH FLASHCARDS

ALP HABETICAL WO RD LIST (Levels 1, 2, 3)
nose nurse octopus OK old orange (color) orange (fruit) outside paint pan pancake party pencil penguin phone picture pillow Pinga Pingg Pingi Pingo Pingu pink play playground pot present pull purple push put put on quiet rabbit radio ready red ride right Robby robot rocket roll round and round Level 1 Unit 9 Level 2 Unit 9 Level 1 Unit 10 Level 2 Unit 1 Level 2 Unit 10 Level 2 Unit 8 Level 3 Unit 4 Level 3 Unit 5 Level 2 Unit 3 Level 3 Unit 5 Level 1 Unit 4 Level 3 Unit 3 Level 2 Unit 12 Level 1 Unit 10 Level 2 Unit 2 Level 2 Unit 8 Level 1 Unit 5 Level 1 Unit 1 Level 1 Unit 12 Level 1 Unit 12 Level 1 Unit 12 Level 1 Unit 1 Level 1 Unit 8 Level 1 Unit 7 Level 3 Unit 2 Level 3 Unit 5 Level 3 Unit 3 Level 3 Unit 4 Level 1 Unit 8 Level 3 Unit 1 Level 1 Unit 11 Level 3 Unit 9 Level 2 Unit 10 Level 1 Unit 5 Level 2 Unit 2 Level 2 Unit 11 Level 1 Unit 8 Level 2 Unit 3 Level 3 Unit 10 Level 1 Unit 7 Level 1 Unit 10 Level 1 Unit 3 Level 3 Unit 1 Level 1 Unit 11 rubber band run away sad sandwich Saturday says no scared scarf scary school schoolbag scooter seal seesaw seven (7) seventeen (17) shadow shake share shoe sick sing sister sit six (6) sixteen (16) sky sled sleepy small snack snowball snowboard snowman soccer some newspaper sorry soup space spaceman spoon spots square stairs Level 2 Unit 12 Level 1 Unit 9 Level 2 Unit 3 Level 3 Unit 4 Level 3 Unit 10 Level 1 Unit 3 Level 2 Unit 7 Level 3 Unit 9 Level 2 Unit 10 Level 1 Unit 12 Level 2 Unit 5 Level 2 Unit 3 Level 1 Unit 10 Level 3 Unit 2 Level 2 Unit 6 Level 3 Unit 6 Level 1 Unit 10 Level 3 Unit 7 Level 3 Unit 2 Level 2 Unit 6 Level 2 Unit 9 Level 3 Unit 5 Level 3 Unit 3 Level 2 Unit 5 Level 2 Unit 6 Level 3 Unit 6 Level 3 Unit 8 Level 3 Unit 4 Level 1 Unit 10 Level 2 Unit 6 Level 2 Unit 10 Level 1 Unit 12 Level 2 Unit 12 Level 3 Unit 5 Level 3 Unit 7 Level 1 Unit 12 Level 2 Unit 1 Level 2 Unit 5 Level 3 Unit 8 Level 3 Unit 8 Level 3 Unit 5 Level 2 Unit 9 Level 2 Unit 8 Level 3 Unit 10

PINGU'S ENGLISH FLASHCARDS

ALP HABETICAL WO RD LIST (Levels 1, 2, 3)
star stars stickers stinky store stove strong student Sunday suspenders swim swimming pool swing table take a bath take off talk teach teacher ten (10) tent Thank you thermometer thirteen (13) three (cookies) throw throw away Thursday tickle today toes touch towel train trampoline trash trashcan triangle truck try tub Tuesday tummyache turn (around) Level 2 Unit 8 Level 3 Unit 8 Level 3 Unit 2 Level 2 Unit 5 Level 2 Unit 3 Level 3 Unit 5 Level 3 Unit 4 Level 2 Unit 12 Level 3 Unit 10 Level 3 Unit 4 Level 2 Unit 11 Level 2 Unit 11 Level 3 Unit 2 Level 2 Unit 8 Level 2 Unit 5 Level 3 Unit 9 Level 2 Unit 2 Level 2 Unit 12 Level 1 Unit 12 Level 2 Unit 6 Level 2 Unit 10 Level 2 Unit 1 Level 2 Unit 9 Level 3 Unit 6 Level 1 Unit 6 Level 1 Unit 7 Level 3 Unit 6 Level 3 Unit 10 Level 2 Unit 5 Level 2 Unit 12 Level 1 Unit 9 Level 3 Unit 9 Level 1 Unit 11 Level 1 Unit 3 Level 1 Unit 5 Level 2 Unit 5 Level 3 Unit 5 Level 2 Unit 8 Level 1 Unit 3 Level 2 Unit 12 Level 2 Unit 5 Level 3 Unit 10 Level 1 Unit 6 Level 2 Unit 12 turn away turn off turn on twelve (12) twenty (20) two (cookies) up wake up walk walk away wants warm watch water watermelon Wednesday wheels Where is? white wind work wrong yellow your Level 3 Unit 11 Level 2 Unit 10 Level 2 Unit 10 Level 3 Unit 6 Level 3 Unit 6 Level 1 Unit 6 Level 2 Unit 7 Level 2 Unit 9 Level 1 Unit 7 Level 3 Unit 3 Level 1 Unit 3 Level 3 Unit 1 Level 2 Unit 11 Level 2 Unit 6 Level 3 Unit 4 Level 3 Unit 10 Level 2 Unit 3 Level 1 Unit 1 Level 2 Unit 7 Level 1 Unit 11 Level 3 Unit 10 Level 3 Unit 10 Level 1 Unit 8 Level 3 Unit 2