What's the Time, Mr Wolf?

What's the Time, Mr Wolf? by Child's Play

In these lessons, pupils can practice telling time and writing the time in English. The lessons create opportunities to talk about several everyday activities.  Pronunciation activities focus on the 'w', 'v' and 'wh' sounds.

Competence Aims in LK06

Language learning

  • Bruke digitale ressurser i opplevelse av språket

Oral Communication

  • Lytte til og forstå enkle instruksjoner på engelsk

Written Communication

  • Eksperimentere med å lese og skrive engelske ord, uttrykk og enkle setninger knyttet til nære omgivelser og egne interesser

Culture, society and literature

  • Samtale om sider ved barns dagligliv i engelskspråklige land

Teaching Objectives

The pupil should

  • use English word knowledge to talk about the time of day
  • recognize differences in W and V sounds
  • show numeracy knowledge by telling time in English 

Debriefing and Assessment

Evaluation can take place on several levels.

  • Assessment of written texts
  • Assessment of oral skills

A sample self-evaluation form is provided in Appendix 3. This should be modified to include the competencies that were focused upon in this project.

Resources

Pronunciation 
(some words on these sites will be too advanced for this level and may be omitted)

Preparations

  • Select the activities to be included.
  • Check the website for pronunciation of W-V.
  • Prepare the materials for the crafts.
  • Make picture cards by photocopying the little wolf section of each picture onto thick paper.

Plan of lessons

Pre-reading

  • Activity 1: Finger puppet. Show the pupils the finger puppet that peeks out of the book. Ask if they know what the name of this animal is in English and if they know a fairy tale that has a wolf in it.
  • Activity 2: Time + description. Read them the title and ask if anyone knows the word "time". If they don’t, mime the question, pointing at a clock/watch or drawing one on the board. Talk about the fact that this is a question, and how we know this. Have the pupils describe what the wolf is doing in the picture on the cover and try to guess what time it is.
  • Activity 3:  Teach the phrases "in the morning", "in the afternoon", "in the evening" to help the pupils refer to the correct time of day.  Picture cards are included in the resources to depict these concepts.  

Reading 

Read the book aloud stopping at each time to ask various questions.  

  • Seven o’clock: (in the morning) Look at the picture together. Ask the pupils if they can see what time it is on the clocks. Read the text and ask what they think is happening. Repeat the key words: "get up" and "hungry" to check that they know the meaning.
  • Eight o’clock: Look at the picture and ask the pupils what the wolf is doing. Check that they know the word "breakfast", and ask if they can tell you what the wolf is eating. Read the text.
  • Nine o’clock: Ask what they see in the picture and which room the wolf is in. Read the text and compare the vocabulary in English "brush my teeth" and Norwegian "pusse tennene". Point out the irregular plural (tooth-teeth), and mention that wolf also has an irregular plural: wolves. Compare the usage of the English and Norwegian words: "brush" - "kost"; "pusse" - "polish".
  • Ten o’clock: Read the text. Ask if the pupils can name some of the clothes in the picture. Compare the vocabulary, noting that there is no pronoun (seg) in the English expression: " dressed" - "kle på seg".
  • Eleven o’clock: Read the text and ask if they know what playschool is. 
    (korttid barnehage) 
  • Twelve o’clock: Where are the wolves and what are they doing? Write the words "picnic" and "lunch" on the board and ask if they can tell you what the Norwegian words are, and then talk about transparent words (words that are similar in the two languages). Read the text, and then make a list of what the wolves are having for lunch.
  • One o’clock: (in the afternoon) Ask what the wolves are doing. Explain the difference between "sleeping" and "napping". Ask what the wolves are dreaming about. Read the text.
  • Two o’clock: Read the text, and then tell them the name of the book the wolf is reading. Ask why the wolves would be reading a cookbook.
  • Three o’clock: Have the pupils look at the clocks and tell you the time. Ask them what the wolves are doing. Read the text and discuss the meaning of "dining room".
  • Four o’clock: Read the text and talk about the meaning of the key words: "fetch" and "table cloth".
  • Five o’clock: (in the evening) Read the text and talk about the expression "set the table". Ask the pupils what the wolves are going to put on the table.
  • Six o’clock: (in the evening) Read the text and have the pupils guess what the wolves are going to have for dinner.

Re-read the story without stopping. Have the pupils repeat the question, and then read the answers.

Post-reading

  • Activity 1: Reading + comprehension. Have the pupils do the matching task in Appendix 1.
  • Activity 2: Pronunciation. Show the class how to make the /w/ (as in wolf) and /hw/ (as in what) sounds (refer to websites under resources for explanation). Have them practice this on other words with these sounds. Then have them practice the English /v/ sound (as in very). Compare the /w/ and /v/ sounds. See Appendix 2 for examples.
  • Activity 3: Oral instructions. Make a paper-bag puppet of a wolf. 
  • Activity 4: Asking questions. Use the puppets and have the pupils ask one another "What time is it, Mr. Wolf?" and answer. This activity can be extended to ask other questions such as: "What time do you eat breakfast, Mr. Wolf?"
  • Activity 5: Action game. This is an outdoor/gym game that involves asking and answering questions. The pupils form a circle with the ‘wolf’ in the middle. The children ask the wolf the question: "What are you doing, Mr. Wolf?" The wolf answers using one of the expressions learned - or s/he may reply "CHASING YOU" - and then chase the others. This is a version of tag, and the person caught is the next 'wolf'.
  • Activity 6: Word bingo. Use the given BINGO cards (Appendix 3 or Appendix 4 – simple).  Ask students to either write the words or draw a picture using suggested vocabulary for this book (Appendix 5) or create a classroom word list. Have the pupils write the key words in the boxes on a bingo card, then see whose card is full first.
  • Activity 7: Vocabulary – foods. You may use the suggested vocabulary list for words found in the book. You may use pictures for the vocabulary words to help the pupils (Appendix 6).  Have the pupils ask two or three others: "What did you eat for breakfast / lunch / dinner?" If they are good at writing, they could make a list of what was eaten. They could then tell the class this, and they could see how many others ate the same things. These 'statistics' could be used in maths.
  • Activity 8: Telling the time. Draw a large clock on the board, or use a real clock that you can move the hands on – or use a digital clock. Set different times and ask the class to say what time it is: "It’s ... o'clock". They could then do this in groups as an oral activity, if they have clocks. Alternatively, the teacher could show them the time and have them write it down. An online clock activity is available on the internet. Or use the analog on-line clock listed as a resource.  
  • Activity 9: Sing. "Whose Afraid of the Big Bad Wolf."

Follow- up

On the topic of wolves, the pupils could move on to reading Little Red Riding Hood or The Three Little Pigs. Alternatively, they could discuss the relationship between wolves and people today.

Pupils can be reminded of this story when they come across contractions in other texts, or when they need to talk about time.

Comments

These activities incorporate all of the basic skills.  When communicating in these activities, the pupils will also be practicing the social skills of listening. 

Developed by

Barbara Joan Blair, Bergen University College
Revised and updated by Gini Lockhart-Pedersen 
 

Publisert 19. mai 2021 14:22 - Sist endret 19. mai 2021 14:22
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