Disaster strikes! - you can’t catch me! - part 1  (Page 2/2)

Now Licky has to catch the children. He just wants to chase them when Terry calls, “Licky! Your tail!”

Everybody stops running and comes nearer. Licky’s tail is off! Where his beautiful long tail was, there is only a stump. Now where will Licky wear his bow? He always ties the ribbon on his tail at festivals and birthday parties.

Everybody looks on in silence. Nobody can think of anything to say. Nobody feels like going on with the game either. What are they going to do?

(To be continued)

• How well did you listen?

1. Where are the Wop children?

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2. What are they playing?

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3. Explain how one plays “Catch-Catch”.

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4. Why did the children scream and screech?

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5. What happened to Licky?

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6. Why will he miss his tail?

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7. How does everyone feel about Licky losing his tail?

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8. What do you think, where will they find a new tail for Licky?

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9. Have you ever lost anything precious?

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10. How did you feel? Tell the class about your feelings?

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11. Why is this module called “Disaster Strikes?”

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• Join the word to the right picture.
• Use a different colour pencil each time.

• Cut out the four pictures.
• Arrange the pictures in the right order from 1 to 4 according to the story of Licky.
• Cut out the four sentences.
• Pick a sentence and paste it next to the right picture.

• Read the story.
• Sentences to cut out.

• Arrange your pictures from 1 to 4.
• Paste them in the blocks.
• Match the sentences to the right picture.
• Read the story.

• When do you feel frightened? Cross? Excited? Sad? Discuss.
• Read the words around Licky.
• Choose one word to match each picture below.
• Write the word below the picture.

☻ A game to play.

☻ Take turns to throw the dice.

Zoop! Down we go!

Assessment

Learning Outcome 1: LISTENING: The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.3: We know this when the learner listens with enjoyment to short stories, rhymes, poems and songs from a variety of cultures, and shows understanding:

1.3.5 puts pictures in the right sequence and matches captions with pictures;

1.3.6 answers open questions about the story;

Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.1: We know this when the learner talks about personal experiences, feelings and news;

Learning Outcome 3: READING AND VIEWING : The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.1: We know this when the learner uses visual cues to make meaning;

Assessment Standard 3.4: We know this when the learner recognises letters and words and makes meaning of written text:

3.4.1 reads simple written materials (labels, stories, ect.) for different purposes;

Learning Outcome 5: THINKING AND REASONING : The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.2: We know this when the learner uses language to think and reason:

5.2.1 understands and uses language for logic and reasoning, such as cause and effect.