Lesson 4 : Monkey, mouse, rabbit, bear, do you like...?

Monkey, monkey, monkey, monkey,

do you like bananas?

Mouse, mouse, mouse, mouse,

do you like cheese?

Rabbit, do you like carrots?

Bear, do you like fish?

Stage 1 – Brief Revision

Revise the previous lesson briefly following the procedure of Lesson 3 Stage 1 (here revise balloon, horse, ship, train, hen, red, white, yellow, blue, grey)

Stage 2 – Vocabulary focus i) ANIMALS: monkey, mouse, rabbit, bear ii) FOOD: banana, cheese, carrot, fish

Prepare flashcards and finger puppets at home that depict animals eating food monkey, mouse, rabbit, bear, banana, cheese, carrot, fish. Present the flashcards to Ss, use L1 and ask them: “What can you see in the pictures?”, “Have you ever seen any of these animals and if yes, when and where?”, “What are these animals doing?”, “What kind of food are they eating?”. Present and drill vocabulary items concerning animals and food in English by using the flashcards and / or rhythmical clapping [ mon-key, mo-use, ra-bbit, be-ar, ca-rrot (clap two quarter notes, ta ta), cheese, fish (clap one half note, ta-ah), ba-na-na (clap three quarter notes, ta ta ta) ]. Then, remove the above flashcards and present Ss with another set of flashcards this time depicting the words banana, cheese, carrot and fish. Divide Ss into 2 groups and ask them if they remember which animal eats bananas / fish etc. The group that answers most questions correctly is the winner. When a group gives a wrong answer, the opponent group gets one point (Ss should check the correctness of their answers by being presented with the flashcards depicting animals eating food). Next, tell Ss that they will learn a song in which they will ask animals if they like the food they eat. Play the song on the piano. Ask Ss to i) stand up and move to the rhythm of the music as if they were monkeys, mice, rabbits, bears ii) raise the correct flashcard or finger puppet of the animal which is heard in the song iii) sing the song focusing on the words monkey, mouse, rabbit, bear, bananas, cheese, carrots, fish. In other words, you can pause before some words and wait for the Ss to say the word missing e.g. You play “Monkey, monkey, monkey, monkey, do you like?”, you pause and once Ss have shouted “bananas”, you continue with the following sentence of the song in the same way iv) clap their hands (4 quarter notes per measure, ta ta ta ta)

Stage 3 – Incorporating percussion instruments into our activities & practising rhythmical patterns

Divide the class into groups and give them the percussion instruments they are going to use in this song (Always give instructions by following the procedure of Lesson 1 Stage 3). Group A beats 2 half notes per measure using their maracas (ta-ah ta-ah), Group B beats 4 quarter notes per measure using their tambourines (ta ta ta ta) and Group C beats 8 eighth notes per measure using their sticks (ti-ti ti-ti ti-ti ti-ti). Practise separately and then altogether as a band. In the end, ask Ss to play and sing the song as much as they can.

Stage 4 – Follow-up activities

Ask Ss to dramatise the song and vote for the best dramatisation. Or, make a survey as to the most popular food (among bananas, cheese, carrots and fish) in the classroom. Ask Ss: “How many of you do you like bananas / cheese / carrots / fish?”. Ss raise hands, you count, write down and announce the results. During these activities, Ss could be listening to music (e.g. Aram Kaciaturian “Sabre Dance”). In the end, ask Ss to sing goodbye to Mrs Mary (see Lesson 1 Follow-up).