Number Magic

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Number Magic. Rebecca Brooke. Illustrated by Ian Cunliffe. DESCRIPTION. Monty Magic can do a magic show with his hat. He takes rabbits, mice and birds out ...
Oxford Dolphin Readers Level One

Number Magic Rebecca Brooke Illustrated by Ian Cunliffe

DESCRIPTION Monty Magic can do a magic show with his hat. He takes rabbits, mice and birds out of his hat. There are more and more animals in the show. At the end, the rabbits hop away, the mice run away and the birds fly away. CROSS CURRICULAR Maths: counting and adding numbers. VALUES Helping others, being responsible for your own safety and the safety of other people. Children see that they can also be heroes by keeping their friends and family safe.

1

Level One

LANGUAGE Vocabulary: bird, black, clue, door, ears, fly, hat, hop, magic, mice, mouse, numbers one to twelve, rabbit, red, run, shirt, shoe, take, time, window, wing. Structures: can, has got, use of and at the end of a list, adjective-noun placement. Expressions: Thank you, That’s cool!

Lesson Plan

BEFORE 1 Review animal names and actions with the song below. Use flashcards or drawings to reinforce the vocabulary. 2 Make a magician’s hat out of card. Enlarge the pictures from pages 16 and 17 and cut out the animals, or draw rabbits, mice and birds on cards (or use toy animals if you have them). Say to the children ‘I am a magician. I can do magic. What do you think I can pull out of my hat?‘ Ask the children ‘What do magicians say when they want to do magic?‘ Elicit ‘Abracadabra‘ or other magic words. Get the children to say the magic words, then pull the cards out of your hat. Children can read the words on the cards. 3 Tell the children they are going to read about a boy who can do magic with his magic hat. Tell them they will see some of these animals in the story.

DURING 1 Show the cover and read the title. Ask the children to repeat the title as you point to the words. Say ‘This boy’s name is Monty. He can do magic.‘ ‘What do you see on the cover of this book?‘ ‘How many rabbits/ mice/ birds do you think he can take out of his hat?‘ 2 Page 1: Give out the books and review the vocabulary. Say the words as children point to them and say the words with you. 3 Look through the book, talking about the pictures and the words. 4 Read the story, modelling clear pronunciation and expression, as the students follow along with their fingers in their books. To make it more exciting, you can get the children to say ‘Abracadabra!‘ As they turn the pages. Stop and ask questions such as ‘How many rabbits/ mice/ birds do you see now?‘ 5 Second reading: Write the words ‘rabbits‘, ‘mice‘ and ‘birds‘ on the board. Keep a tally of how many animals come out of the hat on each page. Count up the total number for each animal at the end. Challenge! How many animals are there all together? Students can add the numbers, count up the tally, or count the animals on page 5.

AFTER 1 Use of ‘and‘ in a list. See pages 3 to 5. Read the text, exaggerating the word ‘and‘. Put the pictures of the animals on the board in different order. Get the children to say, ‘mice‘, ‘birds‘ AND ‘rabbits‘, etc. Choose three children to come to the front of the class. Say their names: ‘Clara, Miguel AND Jorge are helping me.‘ Call one more child up and say ‘Clara, Miguel, Jorge AND Rafa are helping me.‘ Ask groups of three or four children to practice saying their names in this way and doing an action. Listen to the children say their lists of names and what they are doing. 2 Sound: /sh/ Do rhyme below. Say ‘SH!‘ at the end. Write ‘SH‘ on the board. Say ‘In English, when you see these two letters together they say /sh/.‘ Ask the children if they know any English words that start with ‘sh‘. Write the children’s examples around SH. Look at page 1. Find the words that start with ‘sh‘ (shirt, shoe). Look for more words in the book. Write the ‘sh‘ words from the story on the board with the children’s examples. Students can draw a shoe in the middle of a piece of paper in their notebooks and write ‘SH‘ on it. They can write the words from the board around the shoe and draw pictures to illustrate the words.

3 Pages 9 and 10: Circle or underline the ‘SH‘ in words that start with ‘sh-‘. 4 Pages 13 and 14: Read the words with the students before they do the pages. 5 Pages 11 and 12: Read the instructions and do number 1 on each page with the students. They can work alone or in pairs to complete the sentences. 6 Page 15: Remind students to use the picture dictionary to help them spell the words. This can also be done in pairs, with students helping each other. Students who have visual discrimination problems may find this difficult, so they might skip this page, or you can give them the first letter of each word or let them have another book with the Picture Dictionary open to make it easier.

EXTRA PROJECT IDEA Have the students draw a picture of a magician pulling three or more things out of a hat. The children can write the words under the picture as a list, using AND before the last word (a fish, two frogs AND a cat). Rhyme: Hop Like A Rabbit Hop like a rabbit. Run like a dog.

(hop with feet together) (walk on hands and knees)

Walk like an elephant.

(hold one arm in front like a trunk, and sway back and forth)

Jump like a frog.

(squat down with hands on floor and hop)

Swim like a goldfish. Fly like a bird.

(hold palms together and move hands in swimming motion) (flap arms up and down)

Then sit right down And don't say a word.

(sit down on floor or chair, with your finger over your lips)

Adapted from: http://w3.gorge.net/cannon/songs33.html Song: Abracadabra http://learnenglishkids.britishcouncil.org/en/songs/abracadabra