Puss in Boots - Arts Centre Melbourne

Transcription

‘If you will follow my advice, your fortune is made.’ Puss from Puss in Boots
Puss in Boots is the story of an extraordinary cat who decides to change the fortune of his poor master armed
with just a bag and a new pair of boots. From chasing rabbits to challenging a powerful ogre, this cat’s
crafty ways soon earn his master the celebrated title of Marquis of Carabas, the admiration of the King and
the attentions of the beautiful Princess. For this hunter, trickster and fast talker, nothing is impossible!
Puss in Boots (El gato con botas), an opera for children, was written by Catalan composer Xavier
Montsalvatge and based on Charles Perrault’s much loved fairytale. Its light and charming music has been
described by critics as ‘a joy to hear’ and is the perfect choice for Victorian Opera’s highly successful
Education Program for schools. This specially created one hour show is designed to introduce children and
families to the magic of opera.
Puss in Boots
29 May – 1 June 2013
Fairfax Studio, Arts Centre Melbourne
Puss in Boots is presented in partnership with Arts Centre Melbourne.
A one hour opera in two acts sung in Spanish.
Act One
The Miller inherits a cat and he is miserable! Puss tells him he will
bring him a princess with golden hair and requests gifts; a pair of
boots, a hat, a sword and a cape made of satin. Puss sets off to look
for a white rabbit he has seen before.
The King announces the kingdom is at war! Puss arrives and
introduces himself as the servant of Marquis (who really is the
Miller) and presents the three rabbits as a present. The King is very
happy. Puss presents a romantic letter to the Princess from his
Master and she asks Puss to tell his Master she is now in love with
him after reading the letter.
Act Two
Puss invents a story about his Master falling in the river and cries
out to the passing King, Princess and members of the court to help
his Master. The miller is saved and Puss introduces him as his
Master, the Marqui.
Figure 1: Puss in Boots, illustration by Carl
Offterdinger, photo by Harke
The Puss visits the Ogre in his castle and asks the Ogre if it is true that
he has magical powers to turn into anything he wants. The Ogre proves to Puss his powers and turns into a
dancing lion and then at Puss’ request into a mouse. Puss chases the mouse and eats it. Puss then pretends the
Ogre’s castle is his Master’s when the King and his company arrive. The Princess and Miller/Marquis meet and
fall in love. The King agrees to the Miller/Marquis marrying his daughter and they all live in the castle together.
Puss in Boots Education Resource - General © Victorian Opera
Conductor
Daniel Carter
Director/Concept
Cameron Menzies
Costume Designers
Ross Hall
Madeleine Somers
Orchestra
Melbourne
Conservatorium of Music
Concertmaster
Jo Beaumont
Puss
Olivia Cranwell/
Daniel Todd
Miller
Carlos E. Bárcenas/
Timothy Reynolds
King
Nathan Lay
Ogre
Jeremy Kleeman
Princess
Kirilie Blythman
Additional roles
Christine Heald
Figure 2: Puss in Boots © Ross Hall
Visit our interactive Wall online for facts, behind-the-scenes and resources and more!
Visit the Education “Wall” to download:
 Puss in Boots Pre-show Activity Resource
 Puss in Boots Activity Resource
For enquiries about our 2013 Education Program contact:
Melissa Harris, Education Manager
E: [email protected]
P: 03 9012 6652
Engage with us @ facebook.com/vopera
Join in the conversation @ twitter.com/victorianopera #victorianopera
See our snapshots @instagram/victorianopera
View our opera journey @ youtube.com/victorianoperapage
Discover our 2013 Education Season @ victorianopera.com.au/education
Read our behind-the-scenes blog @ victorianopera.com.au/blog
Victorian Opera Education Program is generously supported by the Victorian Opera Education Syndicate.
Puss in Boots
29 May – 1 June 2013
Puss in Boots Education Resource - Music © Victorian Opera
Overview
To prepare students for their visit to of Puss in Boots we
suggest that you:
 Activity 1: Ensure students are familiar with the story
 Activity 2: Introduce students to the characters,
including their voice types
 Activity 3: Complete some guided listening activities
 Activity 4: Carry out some performance activities


We suggest using the following recording of the
opera on Spotify:
El Gato con Botas, Xavier Montsalvatge 2003
Columna Musica.
Spotify is a music streaming service. You’ll need to
sign up to access the playlists and can sign up for
free.


Download the story via
‘Storynory’
‘Storynory’ is a free website
with free audio and text
versions of the story that
students can listen to and
read along with. Students can
make an online
comment/feedback after
reading. There is also further
information about the author
and the other stories the
author has written.
Puss in Boots is the story of an
extraordinary cat who decides to change
the fortune of his poor master armed with
just a bag and a new pair of boots. From
chasing rabbits to challenging a powerful
ogre, this cat’s crafty ways soon earn his
master the celebrated title of Marquis of
Carabas, the admiration of the King and
the attentions of the beautiful Princess.
For this hunter, trickster and fast talker,
nothing is impossible!
Figure 1: The Marquis Of Carabas - His Picture Book © Walter Crane
For younger students
 Create puppets of each character and ‘act out’ as the
story is read
 For example: Draw each character or colour in
pictures of each character then cut out and stick to an
icy pole stick
For older students

Assign parts to each of the students

Read through the libretto/script

Add props to help denote each character such as
hats, cloaks, crowns etc

To include all students, swap actors at the end of
each scene

Discuss characters, voices, movement etc.
Figure 2: Victorian Opera Puss in Boots © Ross Hall

Copy and print off copies of the Word
Match from the next page
A. Cut into horizontal strips and have students:
1. Place in order of voices – highest to lowest
2. Listen to individual tracks and identify which
characters are singing
3. Place each strip on a piece of A4 paper and
draw the character
4. Place each strip on a piece of paper and
write a description of the character
B. Cut into individual squares and have
students:
1.
2.
3.
4.
Figure 3: Victorian Opera Puss in Boots © Ross Hall
Match the character with their description
Match the character with their voice type
Match the voice type with its description
Match character, description, voice type and
voice description
Word Match Grid
High female voice; a
little lower than
Soprano
The wiley character is a cat
who has grand plans for
his new master, the Miller.
Puss can be performed by
a female or male.
Tenor
Highest classical
MALE voice
The Miller is a poor young
man, disappointed that his
recently acquired
inheritance is only a rather
demanding cat.
Baritone
The most common
male voice type. Sits
in between the tenor
and the bass
The King, slightly deaf, lives
with his daughter, the
Princess, in the palace.
Soprano
Highest female voice
The Princess lives in the
palace with her father, the
King.
Lowest male voice
The Ogre lives in an
enchanted palace of his
own, and enjoys drinking
wine. He is also able to
magically change his
appearance.
Soprano/Mezzo
or
Tenor
Bass
The Word Bank is a starting point for discussing how the music sounds at any particular point.
Students simply listen to any section of music and choose words from the Word Bank that they think
best describe that section.
The Word Bank is a ‘live’ list and can be added to at any time, particularly as students are listening
to, thinking about and respond to the music. The terms suggested below are generic, non-music
specific words to introduce first-time listeners to this activity. As your students become more
comfortable with music language and terminology, add in more appropriate words.
jumpy
swingy
enthusiastic
danceable
moderately
folk
changing
frightening
light-hearted
slow
medium
jerky
moderately slow
fast tense
thumpy
scary
waltz
serious
happy
energetic
very fast
calm
classical
anxious
boppy
orchestral
action-packed
smooth
consistent
romantic
opera
rippling
anticipation
choral
undulating
thoughtful
fast
very slow
rap
swaying
sad
laughing
bouncy
fun
surprising
The Word Bank can be used with any piece of music. Try using it in conjunction with the Guided Listen track.
Listen to Track #1 on the CD
 Have students follow through the ‘Action’ and see
if they can recognise what is happening
 Play through a second time and ask students to
choose words from the Word Bank to describe
music in each section – remember to add words as
students suggest them
Track One - Overture and ‘My Miserable Luck!’
Action
0.00
0.25
0.31
0.47
0.56
1.06
1.27
1.41
2.05
2.12
2.30
2.40
2.48
3.00
3.24
3.39
3.54
4.11
4.18
5.14
5.21
5.40
5.55
6.45
7.23
7.35
7.52
8.04
Overture. String section plays
Trumpets join in
String and woodwind play together
Long, strong notes
Starts slowing down
Bassoon and clarinet play
Melody played by oboe
Miller sings
Two ‘glisses’ by the strings indicate that Puss
has arrived
Puss sings
Miller sings
Puss sings
Miller sings
Oboe plays melody
Miller sings
Two glisses by strings
Miller sings
Oboe melody
Clarinet solo
Two glisses by strings
Miller sings
Gato sings
Orchestra plays
Miller and Puss sing together (duet)
Puss sings
Miller sings
Miller and Puss sing together
Ending
Words to Describe the Music
Create a storyboard on your classroom wall
Listen to one track of music at a time and use the corresponding scene from the storyboard to:
 Draw a picture of the characters in that scene and what they are doing
 Write down words that describe the music – use Word Bank
 Use squares from the Word Match – place them on the storyboard in the order they appear
 Create puppets of each character (cut out paper puppets) and work with a partner to act out
each scene/track according to the description
 Discuss and become each character and act out each scene according to the description by
moving around the room and miming to the vocals
Puss in Boots - Act 1
Track 1 – Overture + Miserable My Luck!
Miller, Puss
Miller is miserable because he has inherited a cat. Puss replies “A smart cat!”
Miller considers frying or roasting the cat, or making a hat out of him!
The music slows and Puss asks his master to listen to him. He explains that if the Miller will give him a pair of
boots, a hat, and a cape made of satin he will bring a princess with golden hair.
Track 2 – I Don’t Understand What My Cat Wants!
Miller, Puss
The Miller sings that he doesn’t understand why Puss wants these gifts, but he gets a red satin cape, a hat
and a sword. Puss comes to collect the items from his Master the Miller. Puss sets off to look for a white
rabbit that he has seen before. Three rabbits appear and dance.
Track 3 – The King
King
The King appears and proclaims “All goes well here in my kingdom. No war, the country is peaceful!” The
King then, after some discussion, announces they are indeed going off to war! “To war, me!, To war, men!
Marching forward, chests high, demonstrating to the enemy your bravery”
Track 4 – The Cat and the King
Puss, King, Princess
Puss comes out to watch and presents himself to the King and the Princess. Puss introduces himself to the
King as the servant of the Marquis (who is really the Miller) and gives the three rabbits he has caught to the
King, saying they are a present from the Marquis. The King is very happy.
Track 5 – The Letter
Puss, Princess
Puss also presents a letter to the Princess which he says is from his Master, the marquis. It is a romantic letter.
The Princess is impressed and asks Puss to tell his Master that she is now in love with him.
Puss In Boots - ACT II
Track 6 – Interlude
Puss, Miller
Puss convinces the Miller to climb into the cold, swirling river to wait for the King and Princess to come by.
The Miller objects, but does so and calls out “Oh, help me!”. As the King, Princess and other members of
the court come by Puss calls out “Oh help me, please help us! My Master fell in there! The rushing current
sweeps him away, don’t you care?”
The King comes rushing to see what has happened and Puss invents a story about his Master falling into the
river. The King orders his footmen and servants to rescue the Miller from the river. The King then orders The
Chamberlain to exchange his clothes for the Miller’s wet ones. The Princess sings her wishes for the
Miller/Marquie’s rescue. The Miller is saved and the Puss, who is well known to the King, presents the Miller
as his Master, the Marqui.
Track 7 – Interlude
Track 8 – The Ogre
Ogre
In the enchanted palace of the Ogre.
The Ogre sings about himself, “So you think my nose is like a giant eggplant which has been filled up with a
lot of dark wine?” Puss enters and bow to the Ogre. Puss asks the Ogre if it’s true that he processes magic
powers and can turn himself into other things, like a dog, a deer, a rabbit or a lion. The Ogre says of
course, and turns himself into a lion and then dances.
Track 9 – The Ogre and the Mouse
Ogre, Puss
Then Puss asks if the Ogre can turn himself into something very small, and the Ogre turns himself into a
mouse. 65 The mouse is suddenly chased by Puss who catches it and eats it. At that moment the King and
his retinue arrive. Puss welcomes the King and pretends that the palace belongs to his Master.
Track 10 – The Princess and the Marquis
Princess, Miller, Puss
The Miller/Marquis and the Princess meet and fall in love. The King is impressed with the Miller/Marquis and
hopes that he will propose to the Princess so they can all come and live in the palace.
Puss congratulates his Master on today becoming known as the Marquis, and possible son-in-law to the
King. The Miller/Marquis and the Princess sing about how in love they are. All sing about the possibility of a
wedding. The King agrees to Miller/Marquis marrying his daughter
Track 11 – Celebration Dance
The Marquis, the Princess, the King and the whole court joins in a celebratory dance.
Track 12 - The End of the Story
Puss
Puss sings that’s he’s happy with the way everything’s turned out and curls up asleep on the throne.
What is Opera?
Opera is a complex art form that has been around since about 1600. In 2013 there are many styles of
opera performance, but basically, they all have one thing in common – an opera is a play that is sung.
What is a Typical Opera Story?
Initially, most opera stories were taken from mythology. Since then composers have taken stories from a
variety of sources including literature, history, Shakespearean plays, children’s stories, real events and even
Hollywood movies!
How Many people Does It Take to Make an Opera?
Many. The creation of an opera involves a composer, who write the music and a librettist, who writes the
words, usually adapted from an existing story. That’s the easy part. The hard part is bringing an opera to life
on the stage. This can involve an army of hundreds of workers that include the artists – singers, dancers,
conductors, orchestral musicians, language coaches, music staff and directors; the designers – lighting,
scenery and costumes; the craftspersons – set builders, costumiers and wig makers; the technical staff – stage
managers, lighting technicians, fly operators, stage mechanists, electricians, surtitle operators, dressers; and
of course the managers who coordinate all of the above. The philosopher Voltaire said ‘of all the noises
known to man, opera is the most expensive’.
What Comes First – the Words or the Music?
The creation of an opera is usually a collaboration - which means the composer and librettist work
closely together.
What are the different types of operatic voices?
There are five major voice types – Soprano, Mezzo-Soprano (both females), Tenor, Baritone and Bass
(all males) with further categories defining each particular voice.
What does it take to be an opera singer?
Years of discipline and training. A singer needs to possess a good instrument (the voice) to start with
and then spend years developing it. A singer needs to be able to sing acoustically in large auditoriums
and be heard above an orchestra, which can sometimes have as many as 80 players.
What is an aria?
This is a song for solo voice. The aria allows the singer to pause and reflect on action that has passed
and express their inner thoughts and feelings.
What is a recitative?
Recitative was used in the 18 th and early 19 th century much like dialogue is used in music theatre of
today. There are two kinds of recitative: secco – accompanied on a harpsichord or accompagnato –
accompanied by the orchestra.
What is an ensemble?
Music for two or more singers singing together, for example in a duet or trio. A large ensemble would
be called the chorus.
Where will we be seeing the opera?
At the Arts Centre, Fairfax Theatre. This is a small theatre seating around 360 people, so you will be
close to the action.
Applause
Play it by ear and follow along with the rest of the audience. However, audiences generally applaud at
the end of the overture and often at the completion of arias – and wildly at the end!
1. The Arts, Communication and Thinking Processes
The Teaching and Learning activities suggested in this resource have been designed in accordance with
the Victorian Essential Learning Standards for The Arts, Communication and Thinking Processes
Domains.
Domain Dimension
Activity
The Arts
Exploring and responding
Creating and making
Activity #3 Word Match
Activity #2 – Make Your Own ‘Puss In Boots’ play
Communication
Listening, viewing and
responding
Activity
Activity
Activity
Activity
Activity
#1
#2
#4
#5
#6
–
–
–
–
–
Get to Know the Story
Make Your Own ‘Puss In Boots’ play
Word Bank
Guided Listening – Track One
Guided Listening Storyboard
Thinking
processes
Reasoning, process and
inquiry; Creativity;
Reflection; Evaluation and
metacognition
Activity
Activity
Activity
Activity
#2
#4
#5
#6
–
–
–
–
Make Your Own ‘Puss In Boots’ play
Word Bank
Guided Listening – Track One
Guided Listening Storyboard
With thanks to Sue Arney.
P: 03 9012 6652
Puss in Boots
29 May – 1 June 2013
Puss in Boots Education Resource - Language © Victorian Opera
Who is involved? The main characters in this story are:





Cat – El gato
Marquis – El marqués
Princess – La princesa
Ogre – El orgo
King – El rey

What am I saying? Write your answer in Spanish.
Figure 1: Victorian Opera Puss in Boots
© Ross Hall
a. He used to be a molinero (miller)
b. It is an animal
c. He is angry all the time
(el ) ___ ___ ___ ___ ___ ___ ___
(el) ___ ___ ___ ___
(el) ___ ___ ___ ___ ___
Figure 2a – 2e: Aunt Friendly's Picture
Book © Joseph Kronheim
d. She is the only girl
e. He is the father of the princess
(la) ___ ___ ___ ___ ___ ___ ___ ___
(el) ___ ___ ___

Ask yes/no questions to your teacher to guess the character. For example:
Does he/she have a tail? Is he a boy? Is he/she rich? Is he/she scary?
Figure 3 : Victorian Opera Puss in Boots Princess © Ross Hall
G
R
S
O
R
O
R
Y
A
S
E
C
N
I
R
P
T
E
U
Y
O
E
U
R
O
M
Q
G
R
O
E
T
S
P
R
A
O
A
R
E
T
O
A
R
M
E
P
T
M
R
M
A
Q
P
O
A

Find the Spanish
words in the word
search. They can
be in any direction
– good luck!

The name of the story is Puss in Boots, but boots are not the only thing this cat is wearing!
Have a look at the King too.
a. Una corona
b. Un sombrero
c. Unas botas
d. Una capa
e. Una zapatos
Figure 4: Aunt Friendly’s Picture Book © Jospeh Kronheim

The Princess is looking her best in the next picture,
so is the Marquis.
La princesa lleva un
vestido.
El Marqués lleva una
chaqueta, unos pantalones
y unas botas.
f. Una chaqueta
g. Una vestido
h. Unos pantalones
Figure 5: The Marquis Of Carabas - His Picture Book
© Walter Crane

Can you follow the examples
and describe the pictures?
a. El gato lleva …_________________________________________
_______________________________________________________
b. El ogro lleva …_________________________________________
________________________________________________________
c. La princesa lleva …_____________________________________
_______________________________________________________
d. El rey lleva …__________________________________________
________________________________________________________
Figure 6 - 9: Aunt Friendly's Picture Book © Joseph Kronheim


Do you remember the colours? Colour in the pictures following the description.
a. Unas botas rojas
b. Unas botas azules
c. Unas botas verdes
d. Unas botas amarillas
Can you write the colours of these pieces of clothing?
a. Unas botas _________________
b. Un sombero _________________
c. Un vestido __________________
d. Una capa ____________________
e. Una espada _________________
f. Una chaqueta _________________
g. Unos pantalones _______________


Let’s play! To move forward around the board you need to answer the following questions. Each
correct answer will take you closer to victory.
Answers are on the next page! If you get the answer right you can move along the board.
1. What was the inheritance that the young
miller got?
a. a cat
b. a castle
c. a palace
2. What did the cat ask for to his new owner?
a. drawing pencils
b. lots of mice
c. a pair of boots, a cape and a hat
3. Where does puss in boots go with his new
boots?
a. to find a cat girlfriend for himself
b. to hunt rabbits for the king.
c. to England, where it rains a lot.
4. What is the name that the cat uses to refer to the miller?
a. Marqués
b. Rey
c. Princesa
5. Where is the Marqués when the king finds him?
a. in the castle
b. in his mill
c. in the river
6. How does the Princesa know that the Marqués liked her?
a. because he winked at her first time they saw each other.
b. because the Gato read a poem to her.
c. The Marqués didn’t like the Princesa.
7. Which animals does the Ogro become during his meeting with Gato?
a. a rabbit
b. a fly
c. a lion, a bird and a mouse.
If your answer was a, move to 5, otherwise move to 3.
If your answer was c move to 10, otherwise move to 6.
If your answer was b, move to 14, otherwise move to 9.
If your answer was a, move to 18, otherwise move to 13.
If your answer is c, move to 23. If your answer is a, move to 16. If your answer is b, move to 22.
If your answer is c, move to 31. If your answer is a, move to 27. If your answer is b, move to 29.
If your answer is b, move to 25. If your answer is a, move to 19. If your answer is c, move to 24.

Print out the full size game at the back of this Resource Pack!
With thanks to Isabel Arenales Aylagas.
P: 03 9012 6652
These activities give the students a better understanding of the story of Puss in Boots before they
watch it. These activities are designed to allow the students to be familiar with the characters and
pieces of clothing. Grammatically they will learn how to combine nouns and adjectives.
Summary of the story
This story starts when a poor miller dies and leaves his youngest child a cat. The cat promises the young
man that he can make him rich in a week. He only needs a pair of boots. The miller spends the last of his
savings to buy Puss his boots. The cat manages to win the favour of the king by hunting a couple of rabbits
for him and a love poem for the princess. Puss tells the king and his daughter that his master is a nobleman.
Then, by lying, he gets some new clothes for his master, and after that, a castle, that he takes from an ogre.
Puss makes the king believe that the castle is the Marquis’s castle and marries his daughter with the Marquis
of Barabbas.
Topic, themes and grammar
Characters
Introduce the characters of the story by comparing with Puss in Boots, the movie. Remind you students Puss is
not the only animal in this story. As an after viewing activity, you can brainstorm what are the other animals
and introduced their names in Spanish.
Clothes and colours
To introduce the clothing topic we use the characters and what they typically wear. We can compare different
fairy tales by looking at what their characters wear. The adjectives chosen to describe nouns, in this case
colours, must match in both number and gender with the nouns they describe. Adjectives, in the majority of
cases, are places immediately after the noun.
Definitive and indefinitive article
The difference between the definite and indefinite articles is the difference between talking about a specific
person or piece of clothing, or any at all. El gato will be always el, while the pieces of clothing he is wearing
can be un when is a random boot or las when they are his boots.
Activity
Answers & Tips
1. What am I saying?
a. He used to be a molinero (miller)
b. It is an animal
c. He is angry all the time
d. She is in the only girl
e. He is the father of the princess
a. marqués
b. gato
c. ogro
d. princesa
e. rey
2. Word Search & Guessing Game
GATO First row first box down
REY First row. Second box. Diagonal
MARQUÉS Upside down. First row. Third box down
OGRO Third row. Fifth box. Diagonal
PRINCESA Backwards. Last box in the second row
In order to become more familiar with these words
students can play Who is it? The teacher thinks of one of
the characters. Students must ask questions to guess who
the teacher is thinking about. When they know who it is,
students must ask ex. ¿Es el gato? (Is it the cat?) The
teacher will answer si (yes) or no. Students may have a go
when teacher considers appropriate.
3. Describe the pictures
a. El gato lleva
b. El ogro lleva
c. La princesa lleva
d. El rey lleva
a. El gato lleva un vestido
b. El ogro lleva un cinturón y unas botas
c. La princesa lleva un vestido
d. El rey lleva una corona
4. Colour-in
a. Red boots
b. Blue boots
c. Green boots
d. Yellow boots
5. Guess the colours
a. Unas botas moradas
b. Un sombrero verde
c. Un vestido rosa
d. Una capa roja
e. Una espada amarilla
f. Una chaqueta azul
g. Unos pantalones verdes y azules
Activity
Answers & Tips
6. What happened? Game
1. What was the inheritance that the young miller got?
2. What did the cat ask for to his new owner?
3. Where does puss in boots go with his new boots?
4. What is the name that the cat uses to refer to the miller?
5. Where is the Marqués when the king finds him?
6. How does the Princesa know that the Marqués liked her?
7. Which animals does the Ogro become during his
meeting with Gato?
a. Cat
c. A pair of boots, a cape and a hat
b. To hunt rabbits for the king
a. Marqués
c. In the river
b. Because the Gato had read a poem
for her
c. A lion, a bird and a mouse
1. Physical, personal and social learning, Discipline-based learning, Interdisciplinary learning
Physical, Personal
and social learning
Discipline-based learning
Interdisciplinary
Learning
Thinking processes
ICT
Design, creativity & technology
Communication
Sciences
Mathematics
Humanities
Language
(Spanish)
English
The arts
Civics and citizenship
Personal learning
Interpersonal development
Health and physical education
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
Foundation
level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Activity 1
Foundation level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
✔
✔
✔
✔
✔
✔
Activity 2
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
Activity 3
Activity 4
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✪ With teacher’s help
Activity 5
Activity 6
✔
✔
✔✪
✔✪
✔✪
✔
✔
✔
✔
WHAT HAPPENED? GAME
SALIDA
1
2
3
4
¡Incorrecto!
THINK AGAIN
5
6
7
8
¡Correcto!
¡Muy bien!
9
¡Incorrecto!
THINK AGAIN
PUSS
BOOTS
10
¡Correcto!
¡Muy bien!
IN
THE MOST FAMOUS FAIRY TALE CAT
20
19
18
¡Incorrecto!
THINK AGAIN
¡Correcto!
¡Muy bien!
17
16
15
¡Incorrecto!
THINK AGAIN
14
13
¡Correcto!
¡Muy bien!
¡Incorrecto!
THINK AGAIN
28
29
12
11
30
31
21
22
23
24
25
¡Incorrecto!
THINK AGAIN
¡Correcto!
¡Muy bien!
¡Incorrecto!
THINK AGAIN
¡Correcto!
¡Muy bien!
26
27
¡Incorrecto!
THINK AGAIN
¡Incorrecto!
THINK AGAIN
LLEGADA
¡Correcto!

Puss in Boots - Arts Centre Melbourne

Transcription

Similar documents

Puss in Boots - Music Resource

Boots Scribbling Diary 1939

Canvasworks Painted Boots and Saddles

Boot Design Worksheet - McGuffin Custom Boots

Esmerlada Domínguez MA Fashion Benjamin Griggs Dr. Maertens

My Surgical Boots are Made for Walking

alberta cowboy boots

fun fashionista arty elegance

your will. your will.