MEFAC Workbook Teache1.PDF

MEFAC Workbook Teacher’s Instructions

General Points:

1) At the end of every lesson there should be approximately 15

minutes to use the workbook together.

2) Every exercise corresponds with something from the Activity

books. Therefore it is very important to teach it first before
reaching it in the workbook.

3) When you finish each Activity book ALL the exercises for that

book should have been completed as well.

4) Point out that there are two different ways to write the small

letter
‘a’ . ‘a’. One they see in the instructions to each exercise - a . a.
The other is the one is in the exercises themselves - a.

The same thing goes for: t- t / I- I / g- g.

5) None of the grammar should be formally taught. Therefore,

don’t go into any further explanations of the grammar. Only use
what’s on each page. You can do ball games and card games to
help them. For now, they’re still learning grammar naturally and
that IS enough.

6) Stress the importance of CAPITAL letters at the beginning of

sentences and names.

7) Stress the importance of CAPITAL punctuation when they’re

writing their own sentences. The use of Capitals?

8) When copying words from a word bank, advise them to cross out

the words they’ve used in each exercise. It will help them know
which words are left.

9) Sing the song immediately before doing the exercise for it.

That will help them complete the exercise more successfully.

10) Make sure you have coloured pencils/ crayons with at least 12

different colours for the rhyming exercises.

Extra suggestions for class activities:

1) Prepare global reading flash cards for all the major words from

the Activity books.

2) All of your memory games should be picture-word memory

games.

3) Use card game ideas from Paul Ward and Botty.
4) Turn the exercises into card games.

e.g. Unit 1 ex. 10: Photocopy the pictures of the three categories,
enlarging them to A3 size. Then photocopy the words to fit the lines.
Cut them out, put Velcro on the back and stick them to the board.
They can be used for non-competitive games where you take them all
off and mix them around. Then each student takes a turn choosing
one, reading it and putting it where it belongs.
Or you can have 2 copies of the categories and 2 teams, the
team that places them all correctly first wins.

5)  Another idea is a multi-purpose snakes and ladders board.
Preparation: A board with snakes and ladders, empty squares,
smiley faces and sad faces.
Colour in the snakes grey, black and white.
Colour the ladders brown.
Colour the happy faces yellow.
Colour in the sad faces blue.
Colour in the squares purple, orange, green, pink. Every time
repeating that order.
You need blue, yellow, purple, orange, green and pink cardboard.
The yellow are ‘the move forward cards’ ;cards’; each one says how
many spaces to move forward, 1-6 or to the nearest pink, purple…..
The blue are ‘the move back cards’ ;cards’; each one says how many
spaces to move back, 1-6 or to the nearest pink, purple…..
On the four different colours you can put any four categories
you’ve taught them.
The game is played with a dice and mov ers just like any board
game.
When they land on the faces they do what it says (YOU READ IT
FOR THE YOUNGER GROUPS.)
When they land on the snakes, they go down.

When they land on the ladders, they go up.

When they land on each of the four colours, they do or say what
you’ve decided that category is going to be.
There’sThere are a lot of different things you can do. Some of the
things I’ve done are:
MEFAC:
Before you’ve finished Book 1:
Purple: Pictures of the vegetables; they must say them.
Orange: The names of the vegetables missing the vowels; they;
they must fill in the missing vowels.
Pink: The names of the pets scrambled up; they must unscramble
them.
Green: The pictures of the pets; they must say them.
When you’re doneyou've finished book 1:
You can use any of the previous cards but exchange some with
these.
*Cards like the above examples but with any of the vocabulary in
book 1.
*A sentence from any of the songs missing a word ;word; they must
fill in the missing word.
*Any of the words they’ve learnt written; they must put them in
sentences.
THESE SAME CARDS CAN BE MADE FOR EACH OF THE BOOKS.

***Write the alphabet on one colour (one letter on each card
leaving out X and Z).
For book ONE, they must say ONE word that starts with that
letter. For book TWO they must say TWO words that start with
that letter…….
This group of cards can be used with Botty, MEFAC and Paul Ward.

I’ve been using this game for a year with most of my groups, they
love it!
This is how:

BOTTY: The same categories as MEFAC but with the vocabulary of
Botty.

EFAC:
Only pictures at the end of every book.
EXAMPLE for Book 1:
Purple: School Items
Pink: Numbers
Green: Animals
Orange: Colours
*You should make two of every picture so you can use all these as
memory games too!!

Paul Ward:
These are other ideas in addition to the categories used in Botty and
MEFAC.
*Choose the correct answer. E.g.: I (am/ is/ are) a boy.
*Put the verb in the correct tense. E.g.: She (like) dancing.
*Unscramble the words to for a sentence.
E.g.: football/ Paul/ playing/ likes They say: Paul likes playing football.
*Who am I? E.g.: I like eating pizza? They say: Steve Orsini.

If you come up with any more ideas let us know!!

Answers and details for each exercise:

UNIT 1:

Page 3 Exercise 1:

1) house

6) Kangi

2) front door

7) dog

3) flowers

8) Joey

4) path

9) cat

5) garden gate

10) Tommy

Page 4 Exercise 2: 1) a 2) h 3) e 4) d 5) b 6) c 7)g) g

Page 5 Exercise 3: 1) green pepper 2) tomato 3) cucumber

4) cabbage 5) potato 6) lettuce

Pages 6-7 Exercise 4: Pets
DO NOT teach or explain the verb ‘be’. You can play a ball game or a card
game using the vocabulary in the exercise. There’s no need to go into any
extra detail.

1) am/ am/ is/ is

9) is/ is

2) am/ are

10) is/ is

3) are/ are

11) are/ are

4) is/ is

12) is/ is

5) is/ is

13) is/ is

6) are/ are #

14) is/ is

7) are/ are

15) are

8) is/ is

*In #6 LOOK at the picture, bottom of Page 6! Tell them that the plural of
fish is fish!

Pages 8-9 Exercise 5: A Mouse Everywhere

1) window

10) book

2) door

11) chair

3) carpet

12) wall

4) floor

13) table

5) mouse

14) Where

6) window

15) In

7) door

16) Under

8) carpet

17) Up

9) floor

18) everywhere

Pages 10-11 Exercise 6:

1) spring

7) left

2) long

8) winter

3) ugly

9) slow

4) fast

10) summer

5) circle

11) beautiful

6) far

12) short

Pages 12-13 Exercise 7: The Hot Sun And The Cold Wind
wind/ sun/ stronger/ hot/ cold/ winner/ blew/ hugged/
coat/ came out/ man/ you/ strong/ stronger.

Page 14 Exercise 8:
Make sure they are spelt correctly. Note that in the 2005 edition, there is a
mistake here and the 'rose' isn't written. Either tell the children that one is
missing – see if they can find out which one! Or write it in the box with
mixed up letters yourself.

1) forget-me-not

5) lavender

2) rose

6) honeysuckle

3) daisy

7) pansy

4) jasmine

8) daffodil

Page 15 Exercise 9:
The students can write the short answer or the long answer as in the
example. Remind them to put a full stop at the end of their sentences.

1) The monkey is at the window.

At the window.

2) The bird is under the table.

Under the table.

3) The wolf is on the carpet.

On the carpet

4) The frog is on the book.

On the book.

5) The lion is at the door.

At the door.

6) The rooster is on the floor.

On the floor.

Pages 16-17 Exercise 10:
Back Garden

1) sandpit

5) slide

2) swing

6) daffodil

3) daisy

7) lavender

4) pansy

8) honeysuckle

Pets

1) goldfish

5) iguana

2) rabbit

6) canary

3) bulldog

7) guinea pig

4) cat

8) mouse

Vegetables

1) cucumber

5) celery

2) potato

6) green pepper

3) radish

7) cauliflower

4) lettuce

8) cabbage

Pages 18-19 Exercise 11:
Remind them to put capitals at the beginning of names.

1) Tommy

6) Joey/ Kangi

2) house

7) 1) goldfish 2) bulldog 3) iguana

3) school bag

8) Uncle Ted

4) hat/ coat

9) Yes

5) kiss

10) No

Page 20 Exercise 12:

give- live/ bird- word/ swing- sting/ moon- spoon/
chair- square/ queen- green/ Paul- wall/ you- blew/
hutch- much/ hole- bowl/ sour-flower

UNIT 2:
Page 21 Exercise 1: The Dishwashing Song
Remind them to put capitals at the beginning of the sentences.

1) dishes

9) washing

2) one

10) another

3) glasses

11) Plates

4) ton

12) there’s

5) forks

13) Knives

6) done

14) Have

7) soapy

15) Spoons

8) fun

16) Dishwashing

Page 22 Exercise 2:

1) cupboard

7) knife

2) plate

8) fork

3) mug

9) teaspoon

4) cup and saucer

10) soup spoon

5) glass

11) dessert spoon

6) kettle

12) bowl

Page 23 Exercise 3: The Grand Old Duke of York

1) not seven - ten

5) not up - down

2) not pill - hill

6) not we - they

3) not round - down

7) not marched - were

4) not down - up

Page 24 Exercise 4:

1) swimming

6) football

2) table tennis

7) basketball

3) kites

8) tennis

4) gymnastics

9) watching TV

5) running

*10) They can repeat any of these or
put in something else.

Help them to write it.

Page 25 Exercise 5: The Billy Goats Gruff – part 1

1) three

9) mean

2) family

10) goats

3) Gruff

11) First

4) wanted

12) jumped

5) grass

13) you

6) river

14) me

7) bridge

15) soon

8) troll

Pages 26-27 Exercise 6:

1) a piece of cake

6) a cup and saucer

2) a jar of honey

7) a jar of marmalade

3) a glass of milk

8) a bowl of cornflakes

4) a knife and fork

9) a jar of jam

5) a piece of bread

10) a bowl of salad

Pages 28-29 Exercise 7:

1) crow

5) cobra

2) chameleon

6) blackbird

3) sparrow

7) pigeon

4) grass snake

8) viper

*** hummingbird / swallow / eagle / nightingale
Any two of these are correct or any other bird they know.

Pages 30-31 Exercise 8: Pretty Witty Birds

1) long curved beak

5) yellow beak

2) long forked tail

6) very busy birds

3) walk on the ground

7) hovers overhead

4) hop and caw

8) sings a happy song

Pages 32-33 Exercise 9:
They must write it like this; however, they can change the order of the
weather words. E.g. 1) It’s cloudy and it’s hot.
Remind them again of capital letters and full stops.

1) It’s hot and it’s cloudy.

6) It’s raining and it’s stormy.

2) It’s warm and it’s sunny.

7) It’s cold and it’s cloudy.

3) It’s cool and it’s raining.

8) It’s cool and it’s cloudy.

4) It’s cold and it’s snowy.

9) It’s raining and it’s cloudy.

5) It’s cloudy and it’s windy.

10) It’s hot and it’s sunny.

Pages 34-35 Exercise 10: The Billy Goats Gruff – part 2

1) can

12) go

2) over

13) bridge

3) So

14) saw

4) looked

15) was

5) little

16) tried

6) Middle-sized

17) going

7) Up

18) tossed

8) want

19) water

9) don’t

20) crossed

10) He’s

21) happy

11) big

Page 36 Exercise 11:
vegetables/ ducks/ sheep/ deer/ carrots/
lettuce/ boots/ coats/ hats/ bus

Pages 37-38 Exercise 12: The Wheels of Thethe Bus
wheels/ round/ bus/ people/ stand up/
sit down/ engine/ town/ driver/ bus

Page 38 Exercise 13:
Review the means of transportation, from EFAC, in the lesson before
working in the workbook

1) lorry

4) boat

2) car

5) ship

3) motorcycle

6) traffic lights

UNIT 3:
Page 39 Exercise 1:

1) grass

5) flowerbed

2) hedge

6) playground

3) pond

7) rollerblades

4) deer

Page 40 Exercise 2: Mary Had a Little Lamb

Mary/ little/ white/ snow/ everywhere/ lamb/ go/
followed/ school/ rules/ children/ laugh/ play/ see

Page 41 Exercise 3: Pat-a-cake and A Sailor Went to Sea, Sea, Sea

Across

Down

1) bakers

1) sailor

2) cake

2) see

3) prick

3) all

4) oven

4) blue

Pages 42-43 Exercise 4:

Here’s my friend Sara. Sara, what shall we play?
Doctors
e.g. Ok. I’ve got a tummy ache.
Here, drink this herb tea.
I’ve got a headache.
Drink two glasses of water and take a pill.
I’ve got a cold.
Take two spoonfuls of this medicine every day.

I’ve got the flu.
Go to bed and go to sleep.

Pages 44-45 Exercise 5: The Little Red Hen
They should open their Activity books to the page numbers written above
each two questions. This will help them answer the questions correctly. If
they don’t look at the correct page they might get the wrong answer.
They can answer like this or in full sentences.

1)  A dog, a cat, a pig, a cow and a goose.
2)  Some grains of wheat.
3)  Green.
4)  She cut it.
5)  To the mill.
6)  Flour.
7)  A dog, a cat, a pig, a cow and a goose.
8)  With the wheat flour.
9)  Yes.
10)  ….because she did everything else by herself.

***10) THEY SHOULD WRITE THEIR OWN OPINION.

MANY ANSWERS CAN BE CORRECT. JUST

HELP THEM WITH GRAMMAR AND SPELLING.
DON’T MAKE THEM COPY WHAT WE WROTE.

Pages 46-47 Exercise 6:

1) shampoo

9) toothpaste

2) sponge

10) dental floss

3) tap

11) sink

4) plug

12) towel

5) bathtub

13) toilet

6) soap

14) toilet paper

7) bath mat

***15) water

8) toothbrush

Page 48 Exercise 7:
Do not explain the Present Progressive. When they’re done, play a ball game
repeating the exact structure.

1) running

6) getting

2) climbing

7) drying

3) getting

8) putting

4) putting

9) scrubbing

5) washing

10) shampooing

Page 49 Exercise 8: Splish Splish Splash

1) splash

9) Splish

2) bath

10) In

3) nose

11) Water

4) toes

12) between

5) scrubbing

13) sponge

6) shampooing

14) shoulders

7) washing

15) having

8) have

16) one

Pages 50-51 Exercise 9:
Give them time for this activity. Start it in class, first colouring. Then,
make sure there are few mistakes while you’re walking around checking what
they’re writing. If they need more time let them complete it at home for the
following week. This is a creative writing activity and shouldn’t be rushed.
If it’s too difficult, give them beginnings of sentences to help them like:
In this picture there is/ are…..
I can see….
Tommy is…..

Pages 52-53 Exercise 10: Brush, Brush, Brush The Teeth
toothbrush/ wide/ teeth/ hide/ down/ around/ brush/ Above/
Up/ All/ teeth/ underneath/ rinse/ Now/ floss/ bright

Page 53 Exercise 11:
white- bright/ red- bed/ bake- make/ go- snow/ wide- hide/ out- spout/
one- fun/ fears- ears/ see- sea/ can- man/ day- play/ bread- said

UNIT 4:
Pages 54-55 Exercise 1:

1) wardrobe

9) pillow

2) bed

10) poster

3) bedside table

11) magazine

4) plant

12) shelf

5) lamp

13) desk

6) bookshelves

14) sheet

7) chest of drawers

15) blanket

8) curtains

16) drawers

Page 56 Exercise 2: Fido Is My Best Friend

have/ happy/ waiting/ school/ brown/ nose
has/ dog/ pants/ is/ He/ for

Page 57 Exercise 3: Body Rap
You should teach this song before the animals and before ‘I Want To Be a
Wallaby’ so that they can do this exercise first. Otherwise you’ll be doing
exercises 4 & 5 & 6 before 3! That won’t work!

1) not blow - show

5) not ships - hips

2) not crows - elbows

6) not sing - swing

3) not sheet - feet

7) not sting - swing

4) not plums - thumbs

Pages 58-59 Exercise 4: A day at the Zoo

1) c) lion

9) h) camel

2) k) opossum

10) d) tiger

3) o) polar bear

11) l) giraffe

4) j) koala

12) b) jaguar

5) i) elephant

13) g) kangaroo

6) n) wallaby

14) a) puma

7) f) wombat

15) e) leopard

8) m) brown bear

Page 60 Exercise 5:

kangaroo- zoo/ rap- clap/ far- star/ play- day/ nose- toes/
lips- hips/ head- bed/ tight- night/ bear- hair/ grey- display

Page 61 Exercise 6: I Want To Be A Wallaby
Do not explain the Present Simple. When they’re done, play a ball game
repeating the exact structure.

1) laughs

6) jumps

2) jumps

7) runs

3) roars

8) growls

4) eats

9) squirts

5) swims

10) takes

Pages 62-63 Exercise 7:
Put the words in the correct ROOMS. This IS NOT the same as put the
words where they belong. Not all the words in the list have pictures of the
items in the rooms; they must remember. When you reach this exercise they
should be able to say in which rooms each of the objects belong. They’ve
done this before in Unit 1 (Pets/ Back Garden/ Vegetables). The pictures of
the rooms are only to stimulate their memories and to make it fun and
attractive.

Kitchen

1) plate

5) bowl

2) mug

6) cupboard

3) fork

7) knife

4) glass

8) teaspoon

Bedroom
1) wardrobe

5) desk

2) pillow

6) bookshelves

3) sheet

7) curtains

4) blanket

8) table lamp

Bathroom

1) toothbrush

5) tap

2) toilet

6) towel

3) sponge

7) bath mat

4) dental floss

8) toilet paper

Pages 64-65 Exercise 8: The Elves And The Shoemaker

1) poor

11) shop

2) one pair

12) pretended

3) sad

13) curtains

4) night

14) hard

5) beautiful

15) quickly

6) man

16) tiny

7) wear

17) husband

8) bought

18) laughed

9) sewing

19) elves

10) shoemaker

20) Remind them of the stories:

The Hot Sun And The Cold Wind
The Billy Goats Gruff

The Little Red Hen
The Elves And The Shoemaker

Pages 66-67 Exercise 9:
e.g. The girl is playing football.
The farmer is mowing the meadow.
The doctor is giving medicine.
The bus driver is driving a bus.
The baker is baking a cake.
The pilot is flying an airplane.
The shoemaker is making shoes.
The teacher is teaching children.
The sailor is sailing a ship.

Pages 68-69 Exercise 10:
Birds

Marsupials

1) swallow

1) koala

2) crow

2) kangaroo

3) pigeon

3) wallaby

4) sparrow

4) wombat

5) blackbird

5) opossum

Reptiles

Cats

1) cobra

1) leopard

2) chameleon

2) puma

3) grass snake

3) lion

4) iguana

4) jaguar

5) viper

5) tiger

Mammals

1) polar bear

2) camel

3) brown bear

4) elephant

5) giraffe