Primary 06 – Teachers Learn ETD

Primary Course 06

You should find lots of material here from which to make lesson plans
in preparation for the Production of the Play.

The Ugly Duckling

Description:
In the fairy tale he becomes a beautiful swan; but the students can invent a different ending. There is a simple short version of the play for younger students and a longer version of the first half of the play for more advanced students.

Course Objectives:

Counting from 1 – 1,000,000 and identifying numbers 1 – 1,000,000
Cardinal and ordinal numbers.
Introduce sizes and more about the sound “th”
Introducing prepositions.
Telling the time.
Producing and performing the first half of “The Ugly Duckling”
Producing and performing a simple version of “The Ugly Duckling”.
Use vocabulary correctly.
Have fun.

Materials:
MP3 player, speaker, recorder (if you want to make an audio recording), microphone, printable flashcards.

Tips:
The teacher will need a lot of energy and variety of approach, as small children get very easily bored.

Units:

Counting
Singing
Numbers
Sizes and Pronouncing “Th” and “Sh”
The Play
Shorter Version: Shorter Version: Cast, Costumes, Props, Music, etc
Shorter Version: The Script
Intro to Advanced Version
Elements of Advanced Version
Advanced Version Script
Homework, Complete Script and Advice

Unit 1

Counting to Ten (10)

Listen to the Beach Counting and repeat with your child.

One for the sun that shone in the sky.

Two for the ships that sailed on by.

Three for the castles I built on the sand.

Four for the seashells I held in my hand.

Five for the points on the starfish I saw.

Six for the crabs that scuttled ashore.

Seven for the waves that I managed to beat.

Eight for the pebbles I perched on my feet.

Nine for the boats that bobbed on the sea.

Ten for my toes that were wiggling free.

Get your students to draw or paint flashcards of some of the following: sun, sailing ship, rowing boat, castle, sea shells, a starfish, crab, waves, toes..

Unit 2

Singing with your students

Making the drama story, “The Ugly Duckling”.

A fun way to familiarise you and your child with the full story will be to sing the Danny Kaye song:

There once was an ugly duckling.

There once was an ugly duckling
With feathers all stubby and brown
And the other birds said in so many words
Get out of town Get out, get out, get out of town
And he went with a quack and a waddle and a quack
In a flurry of eiderdown

That poor little ugly duckling Went wandering far and near
But at every place they said to his face
Now get out, get out, get out of here

And he went with a quack and a waddle and a quack
And a very unhappy tear
All through the wintertime he hid himself away
Ashamed to show his face, afraid of what others might say
All through the winter in his lonely clump of wheat
till a flock of swans spied him there and very soon agreed
You’re a very fine swan indeed!
A swan? Me a swan? Ah, go on!
And he said yes, you’re a swan
Take a look at yourself in the lake and you’ll see
And he looked, and he saw, and he said
I am a swan! Wheeeeeeee!

I’m not such an ugly duckling
No feathers all stubby and brown
For in fact these birds in so many words said
The best in town, the best, the best, the best in town
Not a quack, not a quack, not a waddle or a quack
But a glide and a whistle and a snowy white back
And a head so noble and high
Say who’s an ugly duckling?
Not I! ?Not I!”

* an eiderdown is a bed cover stuffed with feathers. If the bed cover tears the feathers go everywhere

Unit 3

Numbers

Get the students to write the numbers and words and then say aloud:

Table of Cardinal Numbers

Give them several other numbers to write and speak.

Sometimes students say “Floor two” using cardinal numbers, when they should say “the second floor” using ordinal numbers.

Table of Ordinal Numbers

Get your students to write the numbers (ending with st, nd and th) and words and say aloud the ordinal numbers.

Get them to make up other ordinal numbers.

Unit 4

Sizes and Pronouncing "Th" and "Sh"

Help your students to know about sizes

Get students to make gestures, body language and facial expressions to show sizes: fat, thin, tall, and short.

Tell them a story using “th” words. When they hear “thin” they stand up with their arms straight up trying to be a s thin as possible. When they hear “thick” they spread out their arms and pretend to be thick. When they hear “thought” the point to their foreheads. When they hear “they” they indicate the whole class. When they hear “the” they can write the small case letters “t” “h” and “e” in the air. For example: “John was very “thin” because he never ate “thick” bread. Many of “the” students thought he was crazy because “they” liked “thick” bread.”

Make up your own story. We should be interested to see it and if you like we shall put it on our website.

A challenging “th” tongue twister is: “Thirty three thousand and thirteen thinkers thought they would go there on Thursday.”

Another game for “sh” sound. Divide the class into teams. Have students seated with one student from each team with hands on lap. When you say “Go” they start saying “shirt, shoes, shorts, shark, sheep, and fish”. When the first team wins the leader slaps his table, desk with his hands. The other student’s judge which student said the words fastest and most accurately.

Unit 5

The Play

Please note that there are two versions of The Ugly Duckling in this course:

A Simple version of the whole play.
An advanced version of the first part of the play.
You can choose between them depending on the ability of your students.
Or you could do both. This would be an excellent preparation for a production of the whole play

Give the students flash cards with pictures and words: duck eggs, a swan’ egg, stork (advanced version only), farmhouse and countryside, big leaves (advanced version only), mother duck, father duck (advanced version only), ducklings, ugly duckling.

Show the children how to mime these flashcards using movement and sound – for example, strutting like a stork then standing on one leg, for laying a duck egg sitting and quacking and pointing, for swan flying gracefully then landing, (for simple version only), imitating the sound clip of a swan’s cry which is quite different to a duck’s (for simple version only), pacing up and down like an anxious father duck(advanced version only), quarrelling between father and mother duck see the Disney cartoon for inspiration (advanced version only), make the pretty new born “peep, peep” sound of a baby duckling, make the ugly squawk of the ugly duckling, try waddling like the old duck, take a running jump and time them with “splash” sound effects.

You can also get each child to choose a partner and arrange her/him in positions and moving them – for example laying an egg, flying like a swan and landing (advanced version only), strutting and standing on one leg like a stork(advanced version only), waddling from side to side like an old duck, etc.
Get a pair of students to demonstrate to the class. Let them take it in turns to do this. Get the students participating as soon as possible?
The students can look at their flashcards to name them.
They can ask questions “is this a ………?” for a “yes” or “no” answer.

In the simple version there are 18 speaking parts and 7 non speaking parts. If you can’t have enough students you can easily double parts.
In the advanced version, there only 7 speaking parts in this first part of the play. And 3 ducklings to make peeping sounds.
Thus in the advanced version, depending on the size of the class two or three groups or more might perform the play.
They might compete for the best part or overall production.
It would be good if all the students could learn their parts, as this helps not look down at scripts and to be prepared for their cues. the speeches just before theirs.
In both versions it is important that students think ahead and pass the microphone in time to the to the next speaker
The story tellers can help to guide them.
Who want to be narrators/ the story tellers?
Who wants to be Mother Duck, Father Duck (advanced version only), the Stork (he says three words of Arabic as well as English) (advanced version only), the Old Duck, the Ugly Duckling, the other ducklings?
Who would like to make the back drop, the nest, think how to create the nest area, make the larger than life eggs – big enough to be climbed out of?
And the costumes, – wings and beaks, etc.?

Drama Rehearsal

Drama has rehearsal and performance and is a good way for the children to cooperate, become confident have fun and learn English.

Teacher carefully works out where and when each student should move into position and leave room for other students as they arrive.
Perhaps stage the nest one side of the stage and the lake the other side.

Unit 6

Shorter Version: Cast, Costumes, Props, Music, etc

ACTORS NS = Non speaking	PROPS, CUT-OUTS, BACKDROPS	COSTUMES	MUSIC, SOUND EFFECTS AND VOCALISATIONS
Narrator 1	Backdrop of countryside and water	All the ducks can have yellow beaks	Theme music
Narrator 2	A large nest	Perhaps ducks have wings	Perhaps Danny Kaye’s “there once was an ugly duckling”
Mother Duck	4 duck eggs (bigger than in real life)	An old fashioned hat for the old duck	Loud cracks of eggs breaking
Old Duck	One larger egg	2 geese costumes	Cheeps of the ducklings
Ugly Duckling	An area to signify water	3 hen costumes	A louder crack for the ugly duckling
Ducklings 1, 2 & 3	2 guns for hunters	1 turkey costume	A squawk for the ugly duckling
Old Duck		Cat costume	a big splash for mother duck jumping into water
2 geese		3 swan beautiful white costumes	4 smaller splashes for the ducklings
2 hens NS			Another louder one for the ugly duckling
Turkey			Geese hissing
Farm boy			Turkey gobbling
2 wild ducks			Bangs of guns
2 Hunters (NS)			Growl of dog
Big Dog			Hiss of cat
Hen
Cat
3 swans NS

(25 characters, 7 non speaking)

Unit 7

The Shorter Script Version

Encourage the children to learn their parts but also to improvise and modify. This should give them confidence and spontaneity.
They can practise and try out characters by themselves or with their family. Later you can audition them. They may find it helpful to listen to the reading.

Reading of the shorter version

	THERE IS A BACKDROP OF GRASS AND TREES AND A POND.
	MOTHER DUCK IS SITTING ON FIVE EGGS.
	FOUR ARE QUITE SMALL AND WHITE AND THE SIXTH IS HUGE.
	TWO NARRATORS STAND AT ONE SIDE OF THE STAGE.
MOTHER DUCK:	Look! I have five eggs. Four are smooth and small and white, but one is huge. I wonder why.
NARRATOR 1:	All Spring the Mother duck sat on her eggs, waiting for them to hatch.
NARRATOR 2:	She waited and waited and waited. And until at last
	WE HEAR A CRACK AND ONE DUCKLING APPEARS. HE CHEEPS AND HIDES HIS EGG.
MOTHER DUCK:	Hurry! Come and See! My eggs are hatching.
	AN UGLY OLD DUCK APPEARS. THEN WE HEAR THREE MORE CRACKS
MOTHER DUCK:	Come out! Come out!
	THREE MORE DUCKLINGS APPEAR. THEY CHEEP AND HIDE THEIR EGGS.
	JUST THE LARGE EGG REMAINS.
MOTHER DUCK:	Is everyone here?
NARRATOR 1:	But the big egg still hadn’t hatched.
OLD DUCK:	Looks like a turkey egg to me. I think you should leave it.
MOTHER DUCK:	I’ll just wait a little bit longer.
	A VERY LOUD CRACK.
NARRATOR 2:	At last the great egg burst open
	AND THEN A LARGE, UGLY DUCKLING APPEARS. HE TOO HIDES HIS EGG
UGLY DUCKLING:	Cheep! Cheep!
OLD DUCK:	It is a turkey chick. Take it swimming. Then you’ll see.
	MOTHER DUCK AND THE DUCKLINGS WALK AROUND THE STAGE TOWARDS THE BACKDROP WHERE THE POND IS.
NARRATOR 1:	So Mother Duck took her ducklings down to the pond and one by one they all jumped in.
	THEY MIME JUMPING IN. WE HEAR SPLASHES.
DUCKLING 1:	Splish!
DUCKLING 2:	Splosh!
DUCKLING 3:	Splish!
DUCKLING 4:	Splosh!
UGLY DUCKLING:	Splash!
	THEY ALL PUT THEIR HEADS DOWN
NARRATOR 2:	The dark water closed over their heads.
	THEN THEY POP THEIR HEADS UP AGAIN.
	The next moment they all popped up again.
MOTHER DUCK:	(TO THE UGLY DUCKLING) You can swim! You’re not a turkey chick.
	You’re just a very ugly duckling. Come on. I’ll show you the farmyard.
	THE DUCKLINGS FOLLOW MOTHER DUCK AROUND THE STAGE TO THE FARMYARD. TWO GEESE, TWO HENS, A TURKEY AND FARMBOY APPEAR.
TWO GEESE:	TWO GEESE LAUGH AND HISS AT THE UGLY DUCKLING.
NARRATOR 1:	The geese laughed at the Ugly Duckling and the hens pecked him.
TWO HENS:	TWO HENS PECK THE UGLY DUCKLING.
NARRATOR 2:	And the turkey puffed himself up and gobbled at him.
THE TURKEY:	THE TURKEY PUFFS HIMSELF UP AND MAKES A GOBBLE GOBLE GOBBLE NOISE AT THE THE UGLY DUCKLING.
FARM BOY	SHOOS THE UGLY DUCKLING AWAY
	Out of my way!
	THE UGLY DUCKLING FLIES AWAY AND ALL THE OTHER CHARACTERS DISAPPEAR, LEAVING HIM ALONE ON THE STAGE.
UGLY DUCKLING:	Nobody wants me. I’m too ugly.
NARRATOR 1:	He ran and ran all night and at last he came to where the wild ducks lived.
	TWO WILD DUCKS WALK ON AND LOOK AT HIM
TWO WILDDUCKS:	You’re too ugly
	THEN WE HEAR “BANG” ‘BANG”
	Watch out! It’s the hunters.
TWO HUNTERS AND A BIG DOG:	THEY FLY AWAY. TWO HUNTERS AND A BIG DOG APPEAR. THE HUNTERS HAVE GUNS. THEY SHOOT “BANG” ‘BANG” TOWARDS THE UGLY DUCKLING AND MISS. THE HUNTERS LEAVE. THE BIG DOG BOUNDS UP TO THE UGLY DUCKLING,
	WHO TRIES TO HIDE?
BIG DOG:	(GROWLS AND SNIFFS) You’re too ugly to eat.
	THE UGLY DUCKLING RUNS AROUND THE STAGE. THE DOG DISAPPEARS.
NARRATOR 2:	At last the Ugly Duckling reached a house and crept inside.
	A CAT AND A HEN APPEAR
UGLY DUCKLING:	Can I stay here?
HEN:	Can you lay eggs?
UGLY DUCKLING:	No.
CAT:	(HISSSES) Can you purr?
UGLY DUCKLING:	I don’t think so.
CAT:	Then get out.
	THE UGLY DUCKLING GOES ON RUNNING AND THE HEN AND CAT DISAPPEAR. THE UGLY DUCKLING STOPS RUNNING AND BEGINS TO SHIVER.
NARRATOR 1:	The weather grew colder
NARRATOR 2:	The leaves grew yellow and brown and danced in the wind
NARRATOR 1:	One evening, just as the sun was setting, a flock of birds flew across the sky.
NARRATOR 2:	The Ugly Duckling had never seen anything so beautiful.
NARRATOR 1:	The birds were shining white, with long smooth necks.
NARRATOR 2:	They were swans.
NARRATOR 1:	The weather grew colder and colder
	THE UGLY DUCKLING SHIVERS EVEN MORE AND SITS DOWN
NARRATOR 2:	The Ugly Duckling almost froze in the ice.
	HE STRUGGLES TO PUSH HIMSELF UP, AS IF HE IS STUCK IN THE ICE
NARRATOR 1:	But when Spring came he was still alive.
NARRATOR 2:	He lay in the reeds and listened to the birds sing.
NARRATOR 1:	He raised his wings.
NARRATOR 2:	They beat more strongly than before.
	HE RUNS AROUND THE STAGE AND AS HE RUNS HE PUTS ON A SWAN FACE AND BIGGER WINGS.
NARRATOR 1:	He flew and flew until he came to a garden with a pond and three glorious swans.
	THE SWANS COME CLOSER FLAPPING THEIR WINGS
NARRATOR 2:	The swans came closer flapping their wings.
NARRATOR 1:	Perhaps they’ll peck me and bite me.
	HE BENDS HIS HEAD TO THE GROUND.
NARRATOR 2:	He bent his head to the water and saw that he was no longer an ugly duckling.
NARRATOR 1:	He was a swan
	THE SWANS SWIM AROUND HIM AND STROKE HIM.
NARRATOR 2:	The swans swam around him and stroked him with their wings.
	THEN MOTHER DUCK AND THE OLD DUCK COME ON STAGE
MOTHER DUCK:	Look a new one’s arrived.
OLD DUCK:	And he’s the most beautiful one of all.
	ALL THE CAST COME ON STAGE AND BOW TO THE AUDIENCE.

	THE END

Unit 8

The First Half of the Advanced Version

Ask your students what they would like to prepare for the production of ‘The Ugly Duckling’.

What parts would they like to play?
Or will you need to decide for them?
Encourage a team mentality in which they support each other.

Encourage Help your students to draw or paint flash cards with pictures and words: describing actions or duck eggs, a swan’ egg, a stork, big leaves, father duck, etc.

Help your child to mime some of these flashcards using movement and sound for example, strutting like a stork then standing on one leg, for laying a duck egg sitting and quacking and pointing, pacing up and down like an anxious father duck, quarrelling between father and mother duck see the disney cartoon for inspiration, make the pretty new born “peep, peep” sound of a baby duckling, make the ugly squawk of the ugly duckling, try waddling like the old duck, take a running jump and time them with “splash” sound effects.

In the advanced version, there only 7 speaking parts in this first part of the play. And 3 ducklings to make peeping sounds. However a large group of students can be involved as there are many other jobs involved in the production of a play.

It would be good if the actors – and understudies – could learn their parts, as this helps not look down at scripts and to be prepared for their cues. the speeches just before theirs. In both versions it is important that students think ahead and pass the microphone in time to the to the next speaker, unless of course they learn to project their voices and don’t need a microphone.

Which of the students want to be one of the storytellers? This is an important function. They could also be assistant directors.

Ask the students to ask their families and friends to help with: backdrops, props, costumes, etc, see below. For example let them think of how to create the nest area, make the larger than life eggs – big enough to be climbed out of?

Ask families and friends to help with costumes. You do not have to have costumes exactly as in the pictures. Let you and your children use your imaginations.

Listen to the reading then cast the play and read aloud with your students. Do the actions and learn from each other. Drama has rehearsal and performance and is a good way for the children to cooperate, become confident have fun and learn English.

“Practice makes perfect” is an English saying. Rehearse the lines and listen to the pronunciation as much as you can with your students.

Discuss with your students: Who might tread on the ducklings? Why is the cat dangerous? What happens to the ugly duckling in the end? Think up as many ideas as you can as to how the play might continue. The song might help to give you both ideas.

After that let your school or drama club consider a full production of the script that you will discover at the end of this page

Unit 9

The Elements of the Advanced Version

ACTORS	PROPS CUT-OUTS BACKDROPS	COSTUMES	MUSIC AND SOUND EFFECTS
Storyteller 1	Backdrop of countryside and water	All the ducks can have yellow beaks	Theme music
Storyteller 2	A large nest	Perhaps ducks have wings	Perhaps Danny Kaye’s “there once was an ugly duckling”
Stork	4 duck eggs (bigger than in real life)	A stork costume with long beak	Loud cracks of eggs breaking
Mother Duck	One larger egg	An old fashioned hat for the old duck	Cheeps of the ducklings
Ugly Duckling	Perhaps some tall plants with large leaves (see burdock leaves) to shelter under		A louder one for the ugly duckling
Ducklings 1, 2 & 3	An area to signify water.		a big splash for mother duck jumping into water
Father Duck			4 smaller splashes for the ducklings
Old Duck			Another louder one for the ugly duckling

Unit 10

The Drama Script

Listen to the play being read

	DEPENDING UPON TIME AND BUDGET THE STAGE MAY BE DECORATED WITH TREES AND LIGHTED WITH RIPPLING WATER EFFECTS. OR THEIR MIGHT BE A BACKDROP LIKE THIS PICTURE. UPSTAGE RIGHT IS A NEST LARGE ENOUGH FOR AN ACTOR TO SIT ON. IT HAS FOUR LARGE DUCK EGGS AND ONE LARGER SWAN’S EGG
	DOWNSTAGE LEFT TWO STORYTELLERS APPEAR. UNLIKE THE OTHER ACTORS THEY MAY HAVE SCRIPTS TO READ FROM).
STORYTELLER 1:	It was lovely summer weather in the country,
STORYTELLER 2:	and the golden corn,
STORYTELLER 1	the green oats,
STORYTELLER 2:	And the haystacks in the meadows were beautiful.
	(THE STORK STRUTS ONTO THE STAGE)
STORTELLER 1:	The stork walked about on his long red legs.
STORTELLER 2:	He chattered in the Egyptian language,
STORTELLER 1:	Which he had learnt from his mother.
THE STORK:	Hop bulat sula…..
STORYTELLER 2	(INTERRUPTING) Please speak in English
THE STORK:	Sorry…… (HE CLEARS HIS THROAT AND STANDS ON ONE FOOT) The corn-fields and meadows are surrounded by large forests, in the midst of which are deep pools. It is delightful to walk about in the country.
STORYTELLER 2:	Thank you, Stork. You speak good English.
THE STORK:	Thank you.
	(THE STORK CONTINUES STRUTTING ABOUT.
	by a deep river,
STORYTELLER 2:	and from the house down to the water side grew great burdock leaves,
STORK:	So high, that under the tallest of them a little child could stand upright.
STORYTELLER 2 :	Thank you Stork!
STORYTELLER 1:	In a snug spot by the river sat a duck on her nest, waiting for her young brood to hatch.
STORYTELLER 2:	She was getting tired,
STORYTELLER 1:	for the little ones were a long time coming out of their shells,
STORYTELLER 2:	And she seldom had any visitors.
	(FATHER DUCK APPEARS NERVOUSLY PACING UP AND DOWN)
STORYTELLER 1:	Except for her husband, who was anxious and impatient
STORYTELLER 2:	He was very much in love with his wife.
STORYTELLER 1:	But he was also very jealous.
	(THERE ARE SOME LOUD CRACKS; AND FOUR DUCKLINGS APPEAR.)
DUCKLING 1:	Peep, peep.
MOHTER DUCK:	Quack, quack
STORYTELLER 2:	Said the mother.
MANY DUCKLINGS:	Peep. Peep. Peep. Peep. Peep. Peep. Peep. Peep. Peep. Peep. Peep. Peep. Peep. Peep. Peep. Peep. Peep. Peep. Peep. Peep. Peep. Peep.
FATHER:	How wonderful. They are beautiful, like you my darling.
	(HE KISSES HER)
MANY DUCKLINGS	(THE DUCKLINGS PEEP SOME MORE)
STORYTELLER 2:	They all quacked as well as loud as they could,
STORYTELLER 1:	And looked about them on every side at the large green leaves.
STORYTELLER 2:	Their mother allowed them to look as much as they liked,
STORYTELLER 1:	Because green is good for the eyes.
STORYTELLER 2:	They found how much more room they now had,
STORYTELLER 1	Than while they were inside the egg-shell.
DUCKLING 1:	How large the world is!
MOTHER:	Do you imagine this is the whole world? Wait till you have seen the garden; it stretches far beyond that to the parson’s field, but I have never ventured to such a distance.
	Are you all out?
	(SHE RISES)
MOTHER:	No, I declare, the largest egg lies there still. How long will it take!? I’m quite tired of it.
	But just look at all the others, are they not the prettiest little ducklings you ever saw?
	I quacked and clucked, but all to no purpose.
	I could not get them to venture in.
	I have sat so long already, a few more days will be nothing.
OLD DUCK:	Please yourself.
	(SHE WADDLES AWAY. MOTHER DUCK SIGHS AND CONTINUES TO SIT ON THE LARGE EGG))
STORYTELLER 1:	The Mother Duck sat on the large egg for another five days!
	THERE IS A VERY LOUD CRACK AND THE UGLY DUCKLING APPEARS. HE HAS SLEEVES THAT WILL DOUBLE AS WINGS)
	At long last it broke, and a young one crept forth crying
	(A MUCH LOUDER AND UGLIER SOUND THAN THE OTHERS
UGLY DUCKLING:	Peep! Peep!
STORYTELLER 2:	It was very large and ugly. The Mother and father stared at it.
MOTHER DUCK:	It is not at all like the others.
FATHER DUCK:	My God! It seems you really have been unfaithful.
	Who is the Father?
MOTHER DUCK:	You of course. Who else?
FATHER DUCK:	I would never father such an ugly child.
	He must go in, if I have to push him myself.
STORYTELLER 1:	On the next day the weather was delightful,
STORYTELLER 2:	And the sun shone brightly on the green burdock leaves.
	(THE MOTHER DUCK LEADS THE DUCKLINGS TO THE WATER)
STORYTELLER 1:	So the mother duck took her young brood down to the water,
STORYTELLER 2:	And jumped in with a splash.
MOTHER DUCK:	(BIG SPLASH)
	Quack. Quack.
	(FOLLOWED BY FOUR SMALLER SPLASHES)
STORYTELLER 1:	One after another the little ducklings jumped in.
STORYTELLER 2:	The water closed over their heads,
STORYTELLER 1:	but they came up again in an instant, and swam about quite prettily
STORYTELLER 2:	With their legs paddling under them, as easily as possible.
	ANOTHER BIG SPLASH
STORYTELLER 1:	And the ugly duckling was also in the water swimming with them.
MOTHER DUCK:	That’s not a turkey. How well he uses his legs, and how upright he holds himself! He is my own child, and he is not so very ugly after all, if you look at him properly.
	Quack, quack! Come with me now, I will take you into grand society, and introduce you to the farmyard.
	But keep close to me or you may be trodden upon; and, above all, beware of the cat.
	The End

Unit 11

Encourage your students to submit their ideas and images of “The Ugly Duckling” to the Parents Learn ETD Facebook group. If they wish we shall add their names, school and / or country.

You can access the completed play at The Ugly Duckling. You can organise a school or drama club production for families and friends to enjoy.

You can submit your students’ pictures to the English through Drama website. The best pictures will go on the website. If they wish we shall add their name, school and / or country.

We have advice on the use of music in plays and particularly the music of the great classical composers and of film music. Have a listen !