Print Materials And Pdf - Muzzy
Print materials and pdf (October 2016)All printable materials are available in pdf format. Each country can configure the printablematerials.Books can be configured using any of the subjects. Typical configurations for students orconsumers go from 12 books or 24 booklets. For more information contact fmallo@dmp.esProductAvailable toTable of contentTeachers ONLYIntroductionTeachers ONLYLessons and Answer keysTeachers ONLYStudent Activity sheetsTeachers and studentsStudents assessmentsTeachers and studentsIntroduction to cultural contentTeachers ONLYCultural LessonsTeachers ONLYFlash cardsConsumers and TeachersList of words, expressions and verbsTeachers ONLYIllustrationsTeachers ONLYBig Muzzy StoryConsumers, Teachers and StudentsVideo Story books readersConsumers, Teachers and StudentsVocabularyConsumers, Teachers and StudentsPDFMuzzMuzzyy SNOYESNOYESYESYESYESYESYESYESItems in yellow can be sold as books to students and dersBindersBindersflash WB&WB&WB&WColorB&WB&WColorColorColor
Table of content
Table of Contents INTRODUCTIONI.II.III.IV.V.VI.VII.VIII.IX.MUZZY Level I Course DescriptionObjectivesApproachCourse ComponentsA. The MUZZY BBC Language CourseThe StoryThe MUZZY Vocabulary BuilderThe MUZZY Interactive ExercisesB. The Curriculum BinderLessonsCultural LessonsTeacher Activity Masters / Student Activity SheetsAssessment Masters / Student Assessment SheetsAppendixMUZZY LEVEL I Content OverviewMUZZY Multimedia Teaching ProgrammeA. Benefits of MultimediaB. MUZZY and TechnologyHow to use the MUZZY Multimedia LessonsA. Getting StartedB. Lesson StructurePre-Viewing ActivitiesViewing ActivitiesPost-Viewing ActivitiesC. Additional Multimedia Teaching TechniquesPacing Guidelines for the MUZZY ProgrammeBest Practices for Language TeachingTPR / TPRSClassroom Set Up / PreparationA. Props and MaterialsB. Every Class PeriodWorking with Student DiversityHeritage SpeakersSpecial Needs StudentsSCRIPTSThe MUZZY Story ScriptThe MUZZY Vocabulary BuilderCLASSROOM ENGLISH Level I1
Table of Contents LESSONS (Lesson Plans, Activity and Assessment Masters, Student Activity andAssessment Sheets)Lesson 1:Lesson 2:Lesson 3:Lesson 4:Lesson 5:Lesson 6:Lesson 7:Lesson 8:Lesson 9:Lesson 10:Lesson 11:Lesson 12:Lesson 13:Lesson 14:Lesson 15:Lesson 16:Lesson 17:Lesson 18:Lesson 19:Lesson 20:Lesson 21:Lesson 22:Lesson 23:Lesson 24:Lesson 25:Lesson 26:Lesson 27:Lesson 28:Lesson 29:Lesson 30:Lesson 31:Lesson 32:Lesson 33:Lesson 34:Lesson 35:Lesson 36:Lesson 37:Lesson 38:2Meeting the Cast / IntroductionsGreetingsDescribing yourselfDescribing othersSaying what you haveAsking for things politelyCounting to tenExpressing affection, Part IExpressing affection, Part IIIdentifying yourselfThe numbers from 11 to 20Asking one's name and ageSeeking and giving informationExpressing likes and dislikesAsking the question "Who is it?"Naming selected countriesTelling where you come fromGiving commandsThe English alphabetParts of the bodyExpressing simple needsAsking "Where is it?"Describing capabilityLearning the coloursTelling timeDescribing daily activitiesDescribing illnessEnrichment Project: Body and healthHow are you feeling?Seasons and monthsDescribing the weatherEnrichment Project: WeatherDays of the weekAsking the question "When?"Describing the levels of a houseNaming the rooms of a houseEnrichment ProjectAsking the question "Why?"Comparing people and thingsAsking for helpThe conclusion of MUZZY Story Part ICLASSROOM ENGLISH Level I
Table of Contents CULTURAL LESSONSIntroduction to Cultural LessonsUSA 1: Introduction, MUZZY hears American folk musicUSA 2: MUZZY visits all 50 statesUSA 3: MUZZY goes to the bank and shoppingUSA 4: MUZZY visits an American ThanksgivingUK 1: Introduction, MUZZY loves Big BenUK 2: MUZZY takes the trainUK 3: MUZZY hears music in LiverpoolAUSTRALIA 1: MUZZY explores natureCANADA 1: MUZZY explores winter sports and forestsINDIA 1: MUZZY takes a hike in the HimalayasAPPENDIXAppendix A:Appendix B:Appendix C:Appendix D:Appendix E:Appendix F:Appendix G:Appendix H:IllustrationsPopular English namesEnglish-speaking world "holidays"Useful classroom expressionsActivity suggestions for extra class time and for accelerated learnersActivity suggestions for TPR / TPRSSample Parent NewsletterList of wordsINDEXCLASSROOM ENGLISH Level I3
Introduction
Introduction THIS INTRODUCTION CONTAINS:I. MUZZY Level I Course DescriptionII. Course ComponentsIII. Content overviewIV. MUZZY Multimedia Teaching TechniquesV. How to Use the MUZZY LessonsVI. Pacing GuidelinesVII. Best Practices for Language TeachingVIII. Classroom Set Up / PreparationIX. Working with Student DiversityII. MUZZY LEVEL I COURSE DESCRIPTIONMUZZY is a captivating, award-winning multimedia teaching programme in which language ispresented by immersion and natural method approach, through a delightful animated storyabout the adventures of Muzzy and his friends. The power of the story, with memorable songsthat reinforce learning and enjoyment, are shown to capture the attention of students andmotivate them to learn and to use the language.ObjectivesMUZZY is designed to be used as a versatile core curriculum unit and enrichment programme forany beginning level foreign language class. MUZZY teaches functional language, followingnational foreign language standards, that is rich in thematic content, vocabulary and extensiveinteractive material. The design and variety of the learning components are intended toprovide a natural learning experience that communicates well with a wide range of learningstyles and surrounds a student with a multisensory environment of new language.Because of the engaging, entertaining nature and the educational design of the MUZZYprogramme, specific objectives include:* Students will develop comprehension of vocabulary and expressions used in the MUZZYprogramme (receptive language skills)* Students will learn, and transfer to new situations, vocabulary and expressions used in theMUZZY programme (productive language skills)* Students will develop motivation and a positive attitude toward second language learning(aesthetic value of language learning)ApproachMUZZY is designed to teach and/or reinforce communicative language skills in a natural wayusing a very hands-on, participatory approach. MUZZY is a rich and versatile programme; it hasbeen developed so that it may easily be adapted to a variety of teaching styles. How you usethe materials will be greatly influenced by the philosophy and methods of your core objectives.The language and topics are presented within a story context, organized around Muzzy'sadventures. While emphasis is on listening and speaking skills, MUZZY is rich in situationswhich lead to activities that promote the development of reading, writing, academic skills andcognitive development.CLASSROOM ENGLISH Level I1
Introduction II. COURSE COMPONENTSThe MUZZY programme includes multiple components, each working in tandem to develop secondlanguage skills among your students.A. THE MUZZY BBC LANGUAGE COURSE* The StoryThe MUZZY story is comprised of scenes that introduce then reintroduce language usage andvocabulary through telling the adventures of Muzzy and his friends. In addition to the story linescenes, language focus chapters are interspersed throughout. These short segments focusstudents' attention on specific language skills, which are presented and reviewed as an integral partof the MUZZY story line. These short segments follow a suspenseful story line. However, afterinitial viewing, scenes may be used out of order, thematically, to complement any curriculum.* The MUZZY Vocabulary BuilderDivided into 28 Lesson scenes, the MUZZY Vocabulary Builder not only reinforces vocabularypresented in the MUZZY Story, but it also adds hundreds of new words. The Vocabulary Builderpresents over 600 words by showing an object or concept and specifying the proper word. EachLesson is an animated vignette with its own simple story line which will captivate students. TheVocabulary Builder is ideal to introduce, reinforce and review targeted vocabulary.* The MUZZY English Interactive ExercisesMUZZY Online includes interactive computer games and exercises to match up to lesson contentin this curriculum. These games reinforce concepts introduced in the video and classroom lessons,and extend learning into reading, writing and spelling. An ideal supplement for independent studentpractice, or group work when projected onto classroom screens or white boards.B. THE CURRICULUM BINDERThis printed material contains everything needed to teach the MUZZY Level I Programme. It hasover 400 pages of best practice methodology, lesson materials and reproducible sheets to makeyour class preparation quick and easy. This Curriculum material is designed to assist you inplanning your programme or for the integration of the MUZZY components into your programme. Itincludes a complete Story Scene Script and Vocabulary Builder Script; a content planning chart;objectives, directions and answer key Masters for each Activity and Assessment Sheet; images forprojects and flashcards; and a complete glossary and component correlations chart of all Lessoncontent.* LessonsThere are 38 Lesson Plans in this book. Each is designed to cover 2-3 class periods ofapproximately 20-45 minutes duration, depending on the number of class activities and projectsselected. The Lesson Plans support the vocabulary and language structures in one or two of theMUZZY Story Scenes. Each Lesson Plan follows a similar structure of pre-viewing, viewing andpost-viewing activities. Within any given Lesson Plan, there are a variety of suggestions for skits,songs, games, projects and which activity sheets and assessments should be used in conjunctionwith that Lesson.2CLASSROOM ENGLISH Level I
Introduction *Cultural LessonsThere are ten Cultural Lessons included in the MUZZY Level I Classroom Programme. Each ofthese Lessons can last several class periods. They can be used intermittently, as well as integratedacross curriculum with social studies, geography, history, music and art. These Lessons may beimplemented at any time of the school year and can certainly be interspersed throughout yourcurriculum. Each Cultural Lesson highlights a specific cultural point and allows for a variety ofprojects for you and your students to do. Although teaching aspects of culture is the goal for theseLessons, several vocabulary terms and other language structures are also introduced.I* Teacher Activity Masters / Student Activity SheetsThis set of reproducible masters provides you with a range of engaging activities that complementthe video material. These activities reinforce and review both the language components and thestory line of the Story, while focusing on developing academic skills such as sequencing andfigure/ground perception. They may be used in class, for large and small group activities, or ashomework.* Assessment Masters / Student Assessment SheetsThese Listening Comprehension Assessments will help you build your students' listeningcomprehension skills. They should be administered as a final review once the students haveachieved a certain level of mastery of the content being assessed.There is also one Reading Comprehension and one Written Expression Assessment Masters withanswer keys and student Assessment Sheets. These serve as an excellent year-end summaryassessment of your students' learning experiences with MUZZY.* AppendixThe Appendix is an extensive group of additional resources that will assist you in implementinglessons. It contains resources such as reproducible image Illustrations of use in Lessons andcultural projects, and for Character puppets, props and flashcards; Popular Names, UsefulClassroom Expressions, Holidays, Activities for Accelerated Learners and TPR/TRPS, a SampleParent Newsletter,etcCLASSROOM ENGLISH Level I3
Lessons and Answer keys
LESSON 1Lessons 1MEETING THE CAST / INTRODUCTIONSOBJECTIVESMeeting the MUZZY cast of charactersIntroducing oneself VOCABULARYI'mthe Kingthe QueenPrincess SylviaCorvaxBobNormanMuzzyMATERIALSMUZZY Online Level I - Unit 1 - Scene 1 - Hello! : 00:53-02:20Large picture or puppets of the MUZZY cast of characters (See Appendix A)Vocabulary flash card "I'm"Activity Sheets 1a, 1b, 1c and 1d.PRE-VIEWING ACTIVITIES* Introduce the characters by pointing to the cast pictures or finger puppets. Say their namesand encourage the class to repeat after you.* Hold the finger puppet faces or pictures in front of your face and say, "Hi, I'm Sylvia /Corvax / Muzzy / the Queen / the King / Bob / Norman."* Point to yourself, and say "I'm (name)." Indicate the "I'm" vocabulary flash card at this time.Teachers with some English-speaking background might say: point to yourself and say "Hello,I'm (name). I am the teacher."VIEWING ACTIVITIES* Show the video. Ask students to listen carefully for the word "I'm." Have them count on theirfingers the number of times they hear the word. (Answer: 8 times)* Show the scene again and pause it after the characters introduce themselves. Allow studentstime to repeat. " I'm the King / the Queen / Princess Sylvia / Bob / Corvax / Muzzy."CLASSROOM ENGLISH Level I1
LESSON 1Lessons POST VIEWING ACTIVITIES* Ask students to report how many times they heard the word "I'm." If there is disagreement,show the segment again, pausing the video each time the word "I'm" is spoken.* Discuss the characters, and review their names using the pictures or puppets.* Ask students to introduce themselves to the class, using the construction "I'm" plus theirname.* "Chain Reaction" activity. This works best if students sit in a large circle. A student (or theteacher) begins by saying, "I'm (name), and you?" (Turn to the next person while saying "andyou?" ) Continue in this way around the circle, so that each student has a chance to speak. Af terrepeated practice, it is fun to use a stop watch and time this activity.Note: It helps to give students a ball or small stuffed animal to pass along to the next personafter they have said, "and you?"* Use Activity Sheet 1a.* Assign English names to students. Have them make a name card and decorate it. These canbe displayed on a bulletin board, and used for future activities.ONLINE EXERCISES* Unit 1 - Watch and Play - Hello! - Game "a" and game "b".ADDITIONAL SUGGESTIONS* Simple pictures of the characters can be drawn on paper plates, using yellow yarn for Sylvia'shair, for example. Or, use the cast pictures (See Appendix A) and colour them. Glue toconstruction paper. These can be quite useful w hen dramatising scenes from MUZZY in yourclassroom.Especially useful: If you have magnetic chalkboards, stick a small piece of magnetic tape onthe back of all pictures and flash cards.* For good visibility, when creating the flash cards, use a strip (about 3" x 8") of bright yellowconstruction paper, cardstock or tagboard that has been laminated for longer wear. Print theEnglish word with a broad black marker, using large letters. Leave the flash card and pictureswhere they are visible throughout the day, space permitting.* Use Activity Sheet 1b to make finger puppets of the MUZZY characters. Have students practicein pairs by saying, for example, "Hi, I'm Bob; Good morning, I am Corvax," etc.* Use Activity Sheet 1c. These crowns can be used as props for skits. Spray the crown gold, orglue on fake jewels.* Use Activity Sheet 1d. Give students the instructions on how to complete this exercise.GRAMMAR NOTE"I'm" is the construction of "I am." Point out the apostrophe stands for the letter that has fallenout.2CLASSROOM ENGLISH Level I
LESSON 1Activity MastersOBJECTIVES, DIRECTIONS AND ANSWER KEYThe following objectives, directions and answer keys correspond to the Student Activity Sheets that arereferenced throughout the Lesson Plans. Please administer the Activity Sheets, while orally giving thedirections.AM 1aObjectives:Directions:Answer:AM 1bWho is it?To develop skill in:* recognising characters in a story* distinguishing characters from one another andnaming themHave students write the name of each character in the appropriate blank.Princess Sylvia / Muzzy / the King / the Queen / Bob / CorvaxMuzzy and his friendsObjectives:To develop skill in:Directions:Have students colour and cut out these Muzzy finger puppets. Studentsmay attach the two ends of the bottom band with paste or scotch tape. Thepuppets may be slipped over students' fingers to be used for a variety oflarge and small group activities. The puppets may be used to practiselanguage and review story line events before or after viewing the video.Students may create their own stories and re-sequence or change eventsby using the finger puppets to demonstrate and practise action anddialogue.AM 1cObjectives:Directions:AM 1d1* following directions* fine motor skills* recalling characters / events from a story* practising oral languageCan you make a crown?To develop skill in:* following directions* developing motor skillsHave students make a crown by following directions 1-9. (They can usecrayons or coloured markers instead of paint.)Directions:Fill in the blanks with the greetings used by the characters in scene 1.Answer:1. Hi!2. Hello!3. How do you do?4. Hello!5. How do you do?CLASSROOM ENGLISH Level I3
LESSON 1Assessment MasterLesson 1 NAME THAT CHARACTER!Read the following sentences aloud and instruct the students to write thecorresponding number in the blank next to the appropriate MUZZY character. Readeach item 2-3 times as necessary.1.2.3.4.5.6.4I am Corvax.Hi, I am Princess Sylvia.How do you do? I am the Queen.Hello, I am Big Muzzy.I'm Bob. I'm a gardener.I am the King of Gondoland.CLASSROOM ENGLISH Level I
LESSON 2Lessons GREETINGS2OBJECTIVESLearning basic greetingsAsking "How are you?"VOCABULARYHelloHow are you (all)?Good morningGood afternoonGood eveningGood nightMATERIALSMUZZY Online Level I - Unit 1 - Scene 1 - Hello! : 00:53-02:20MUZZY Online Level I - Unit 1 - Scene 2 - Good morning! : 02:20-03:50Three pictures showing times of day: morning, afternoon, night.Activity Sheets 2a and 2b.PRE-VIEWING ACTIVITIES* Using the puppets or pictures of the cast, walk around the class saying, "Hi, I'm Bob,"and "How do you do? I'm the King," etc.* Display the time of day pictures. Point to them and say, "Good morning / Good afternoon/ Good evening." Ask students to repeat after you.VIEWING ACTIVITIES* Show 00:53-02:20 again. Ask students to listen for the expressions "Hi" and "How do youdo?" Divide the class into two groups: Ask Group I to identify which characters say "Hi," andGroup II to identify those characters who say "How do you do?"* Before showing 02:11-03:50, tell students that they are going to be hearing a songcontaining some greetings. Encourage them to sing along with Norman. Ask students to payspecial attention to the clock. Why is it important in the scene?CLASSROOM ENGLISH Level I1
LESSON 2Lessons POST-VIEWING ACTIVITIES* Ask students to report which characters said "Hi," "Hello," and "How do you do?" Tellstudents that "Hi" is a casual way of greeting someone. (Sylvia, Bob and Muzzy say this.)"How do you do?" is formal.* Clarify the meanings of "Good morning / Good afternoon / Good evening / Goodnight" by using the time-of-day pictures. Ask who noticed the clock during the video, and atwhat times the greetings changed. Explain that "Good evening" is used in the early eveningafter 6:00 PM, and "Good night" is used when retiring for the night. You may want to showthe second scene again to check the times.* Model a sentence for students by saying, "Hi, I'm (your name)." Ask students to try this,using their own name. Encourage everyone to try. Use the time-of-day pictures to getstudents started. Use lots of positive reinforcement! Say "Good!" or "Excellent!" whenevera student attempts a sentence in English.* Use laminated tagboard cut-outs of the sun and the moon and a rooster puppet or pictureto illustrate the concept of "Good morning / Good afternoon / Good evening / Goodnight." For "Good morning" the rooster crows and the sun appears. For "Good morning"the student holding the sun stands up on a chair and holds the sun above his/her head. For"Good evening," you can make the sun go down like it is setting, and for "Good night," youcan make the moon come out.* At the beginning of each class period, sing a greeting song. (Tune: "Happy Birthday.")"Good morning to you,Good morning to you,Good morning, friend,Good morning to you"("Good afternoon" if the class meets in the afternoon.)* Use Activity Sheets 2a and 2b.ONLINE EXERCISES* Unit 1 - Watch and Play - Good morning! - Game "a", game "b" and game "c".2CLASSROOM ENGLISH Level I
LESSON 2Activity Masters OBJECTIVES, DIRECTIONS AND ANSWER KEYThe following objectives, directions and answer keys correspond to the Student Activity Sheets thatare referenced throughout the Lesson Plans. Please administer the Activity Sheets, while orallygiving the directions.AM 2aWhat are they saying?Objectives:To develop skill in:Directions:Have students write (or say) the appropriate greeting in (for) each wordbubble.Answer:Hello / Hi! / Good evening. / Good morning. / Good night. / I'm fine,thank you AM 2bDirections:Answer:2* exchanging greetings* using context clues* writing short expressionsWhat are they saying?Fill in the blanks.Good morning / Good afternoon / Good evening / Good nightCLASSROOM ENGLISH Level I3
Student Activity Sheets
Activity Sheet Who is it? Fill in the blanks.CLASSROOM ENGLISH Level IACTIVITY 1a 1
ACTIVITY 1cActivity Sheet 1 CLASSROOM ENGLISH Level I
ACTIVITY 1dActivity Sheet CLASSROOM ENGLISH Level I 1
Student Assessments
Assessment Sheet LESSON 5 WHAT IS IT?Listen to the statements your teacher reads aloud and circle the item thesentence is about.5CLASSROOM ENGLISH Level I
Cultural Lessons
UK 2Cultural LessonsMUZZY TAKES THE TRAINLEARNING STANDARDSCommunication: 1.1, 1.3Cultures: 2.1Communities: 5.1OBJECTIVESAcquiring train vocabulary byrole-playing a trip by trainLearning to purchase and read train ticketsCommunicating in the target language to purchase rail tickets and doother activities while in the train station and on the trainBecoming familiar with several cities serviced by the English NationalRailway SystemLearning European geography by investigating what cities are serviced byrailLearning to convert British Pounds to the local currencyVOCABULARYExcuse me.Could you please help me?Please.Thank you.You're welcome.Where is ?a train stationa ticket windowa platformI want to buy a ticketHow much is it?Does this train stop at London?Can you tell me when we arrive at ?a timetablea trainIs it a local train?Is it an express local train?Is it a direct train?When does the train leave?When does the train arrive?Is the train on time?Is the train late?a train carIs there a dining car?Is there a sleeping car?a seatIs this seat taken?MATERIALSMap of the United Kingdom (preferably a railway map)Props such as a toy train, rail schedules, euros, tickets, luggage, etc.1
UK 2Cultural LessonsRESOURCES* For teachers who have never experienced train travel in England, this website isthe answer to all of your questions. It offers rail maps, help in reading tickets,advice in the station and links to great information about each city on the line. Yourstudents will enjoy how easy it is to find information. www.britrail.com* This site will help your students easily convert currencies for ticket prices: www.xrates.com/calculatorACTIVITIES* Since many students have never taken a train, begin this project with a TPRSstory (for TPR(S) ideas see Appendix F), about Muzzy to immerse them in asimulated travel experience. You will need a map of the U.K., preferably a railwaymap, props such as a toy train, rail timetables, pounds, tickets, luggage, etc.* Explain that Muzzy is in London at Paddington Station and wants to see otherparts of the country. He needs to consult his railway timetable and map.* Introduce appropriate ticket counter vocabulary by demonstrating buying a ticketand using British Pounds. Have other students role-playing buying tickets. Studentscan fill in a blank teacher-created ticket, or design one of their own. Use thecurrency converter to truly understand the prices.* Act out finding the correct platform and boarding the train. Set up chairs toresemble the seats and aisle in the train. Students with tickets may be shown totheir seats by the "conductor" who punches the tickets.* Once again, " Muzzy is hungry" and canvisit the "dining car", and when " Muzzy istired " , he can go to the "sleeping car" .* Have students choose two cities theywould like to visit. Using the BritRail websitethey can learn about the types of tickets forthe trips. Students can investigate thedifferent types of trains and their services.The following are major hub cities in the gowShrewburyInvernessBirminghamCardiffExeter2
Cultural LessonsUK 2ACTIVITIES (ctd)Decide where you can go from your chosen hub city and how long it will take you toget there.* Encourage students to explore their chosen UK cities. Each student should finda reason why they would like to visit each city. It could be a museum, beach or anevent.* Have students create a ticket showing their destination and seating choice. Askthem to share the information learned about showing their ticket, informationlearned about the two cities and an ability to use new train vocabulary. Some ideasare:* Write and perform a play about your trip using some of the abovevocabulary and expressions* Create a poster showcasing your information* Write a travel diary highlighting each day's events* Make a power point presentation or DVD* Create a board game about train travelENRICHMENT ACTIVITIES* Visit a travel agent or do further research about train travel in your country.* Plan a field trip to a local train station.* Plan a family holiday to the UK.* Compare and contrast the British Rail System and that of your own country.3
Flash Cards
4950pineapplepineappleraspberriesraspberriesla piñael ananalas frambuesaslas frambuesasl’ananasl’ananasles framboisesi lamponi菠萝菠蘿木莓木莓bō luódie Ananasmù méidie uberi5152bananasbananasblueberriesblueberrieslos plátanoslas bananaslos arándanoslos arándanosles bananesle bananeles myrtillesi mirtilli香蕉香蕉蓝莓藍莓xiāng jiāodie Bananenlán méidie Blaubeeren바나나banana블루베리beul-lu-beri
List of words, Concepts and Verbs
Appendix Hbitingblackblack - 6blackboard - 2blackboard rubber - 2blanket - 5blouse - 7blueblue - 6blueberries - 1boar - 11boatboat'sBobbodybody - 3bonnet - 9bookbook - 2boot - 9boots - 7bottlebouncingboxboxesboy - 9bracelet - 7bravebread - 8breakfastbreakfast - 4bricks - 6bringbringsBritainbroccoli - 1broochbrother - 9brownbrown - 6brush - 2brush - 5bucket - 5bucket - 6builder - 2bull - 12bulldozer - 11bunbunsbusbus - 11bus station - 10bush - 4bushesbusybutbutter - 8butterfly - 12buttonbybyecafe - 10cage - 12cakecake - 8calendar - 2calf - 12callcalmcamecamel - 12camera - 5cancan notcan'tcarcar - 11car park - 10cards - 6carefulcarefullycarpenter - 2carpet - 5carrot - 1carrycarscart - 11cat - 12catchcelery - 1cell phone - 7cellar - 5cello - 6cerealcereal - 8chair - 5chairschalk - 2chandelierscheek - 3cheerscheesecheese - 8cherries - 1chest - 3chicken - 2chicken - 8chimney - 5chin - 3Chinachipschips - 8chocolatecinema - 10circle - 6circus - 10clarinet - 6classroom - 2claws - 12cleverclockclock - 4clocksclock'scloseclosed2
Appendix Hthisthosethreethree - 1throughThursdaytiger - 12timetiredtoto appearto appear present continuous tenseto beto be able toto be able to present tenseto be future tenseto be past tenseto be present continuous tenseto be present tenseto biteto bite past tenseto bite present tenseto bounceto bounce present continuous tenseto bring present tenseto carryto carry imperativeto closeto close imperativeto close past tenseto close present continuous tenseto cometo come imperativeto come past tenseto come present continuous tenseto come present tenseto countto count past tenseto doto do future tenseto do past tenseto do present continuous tenseto do present tenseto driveto drive present continuousto eat imperativeto eat present tenseto feelto feel present continuous tenseto findto find future tenseto finishto finish past tenseto followto follow imperativeto getto get past tenseto get present tenseto giveto give future tenseto goto go future tenseto go imperativeto go past tenseto go present continuous tenseto go present tenseto happento happen past tenseto happen present continuous tenseto haveto have future tenseto have imperativeto have present continuous tenseto have present tenseto hearto hear past tenseto hear present tenseto helpto help future tenseto help imperativeto jumpto knowto know present tenseto learn11
Appendix HPHRASES / EXPRESSIONShow do you do?I haveI have gotI've gotoff we gotake him awayCONCEPTSadjectivesadverbsadverbs of frequencyanimalsasking for personal informationasking for thingsasking for things politelybig muzzy storybig numberscan I havecolourscomparativescounting to tencounting to twentydays of the weekdirectionsexplaining when we do thingsexpressing abilityexpressing obligations and prohibitionsfirst adjectivesfood and drinkfruitfuture intentionsgiving advicegiving directionsgiving ordersgreeting at different times of the daygreetingshouse and homeimperativein a restaurantin the garden
Lesson 19: The English alphabet Lesson 20: Parts of the body Lesson 21: Expressing simple needs Lesson 16: Naming selected countries Lesson 17: Telling where you come from Lesson 18: Giving commands Lesson 13: Seeking and giving information Lesson 14: Expressing likes and dislikes
MUZZY IN GONDOLAND-SPANISH LEVEL 1 (BE) C h ild re n bgtj o u ya sm watching a video story about Muzzy, a loveable extraterrestrial who flies around the universe and makes new friends in the Kingdom of Gondoland. Astonishing 3-D animation captivates children as they watch the hijinks of Muzzy's new friends in Muzzy in Gondoland and Muzzy Comes .
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The Big Muzzy Story: is the place to start and is a short version in the local language of the story to be read alone or with the help of the parent/tutor. After The Big Muzzy story children should start using the color coded
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Table 1: Adobe and PDF format versions. Year PDF Version Adobe Acrobat Version 1993 PDF 1.0 Acrobat 1.0 1994 PDF 1.1 Acrobat 2.0 1996 PDF 1.2 Acrobat 3.0 1999 PDF 1.3 Acrobat 4.0 2001 PDF 1.4 Acrobat 5.0 2003 PDF 1.5 Acrobat 6.0 2005 PDF 1.6 Acrobat 7.0 2006 PDF 1.7 Acrobat 8.0 / ISO 32000 2008 PDF 1.7, Adobe Extension Level 3 Acrobat 9.0
(Spanish and French) OR Classroom Edition (Spanish, French, Mandarin Chinese and English) . clip from the MUZZY stories or vocabulary builder. S TEP BY Choose from a wide S TEP L ON P LANS Step 4: selection of lessons co
SPANISH MUZZY BBC LESSON PLANS MAKE TEACHING SPANISH EASY FOR HOMESCHOOLING PARENTS. ALL THE WORK HAS BEEN DONE FOR YOU! EACH LESSON PLAN CONTAINS: Instructions for how to plan each lesson. These instructions include: — Suggestions for previewing, viewing, and post-vie
How PDF Forms Access Helps With Accessibility 13 Brief Review of PDF Forms 13 Exercise: PDF Form Field Properties 15 Summary 21 Adobe PDF Forms Access: Tagging PDF Forms 22 Introduction to PDF Forms Access 22 Overview of PDF Forms Access 24 Exercise: Initializing a Form Using PDF Forms Access 32 Modifying the PDF Forms Access Structure Tree 36
