Resource Books For Teachers Very Young Learners
Resource Books For Teachers Very Young Learners
Resource Books For Teachers Very Young Learners
ru
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Contents
The authors and series editor
Foreword
Introduction
How to use this book
1 The creative classroom
Syllabus and lesson planning
Organization of the classroom
Classroom language
Activity types
1.1 Using a story-book
1.2 Using a video
1.3 The princess in the castle
The classroom and what it contains
1.4 House register
Where's...,co-ordination, co-operation
1.5 Class monster
1.6 Class mural
2 Basic language activities
Lively activities
2.1 Roll the ball
2.2 Pass the ball
2.3 Go and find a...
2.4 Fetching
2.5 Pointing
2.6 Drawing on the board
2.7 Simon says
Calming activities
2.8 Classifying
2.9 Recognition
2.10 Find the odd one out
2.11 Spot the difference
3 All about me
Songs and rhymes
3.1 What's your name?
3.2 Where are you?
3.3 Birthday cake and song
3.4 You've got me
3.5 If you're happy and you know it
3.6 My favourite toys
3.7 I am a robot man
3.8 Five currant buns
3.9 The wheels on the bus
3.10 Here we go looby loo
3.11 I've got a lot of pets
3.12 Body rhymes
3.13 Jelly on a plate
3.14 Pat-a-cake, pat-a-cake
3.15 I like toys
Games
3.16 Step forward
3.17 Change places
3.18 Robot game
3.19 The gingerbread man: game
Stories
3.20 The gingerbread man
3.21 Spot's birthday: the book
3.22 Spot's birthday :the video
Art and craft activities
3.23 Faces—an information: gap activity
3.24 Pizza faces
3.25 My family
3.26 Make a bus
3.27 Make a robot
3.28 Cook a gingerbread man
3.29 Gingerbread man: puppet
4 Number, colour, and shape
Songs and rhymes
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4.1 Ten green bottles
4.2 One, two, three, four, five
4.3 Ten little teddy bears
4.4 One little bird
4.5 Red and yellow, pink and green
4.6 Colours for you
Games
4.7 Please, Mr Crocodile
4.8 Gone fishing
4.9 The shape bag
4.10 What's the time ,Mr Wolf?
Story
4.11 Red hen and brown fox
Art and craft activities
4.12 Teddy bear face prints
4.13 My favourite colour
4.14 Pockets
4.15 Colour mixing: magic
4.16 Plasticine shapes
5 The world around us
Songs and rhymes
5.1 In and out the shops and houses
5.2 Beep beep beep
5.3 Sirens
5.4 It's raining, it's pouring
5.5 Animals
5.6 Tall shops
5.7 Incy wincy spider
5.8 The weather
5.9 Miss Polly had a dolly
5.10 Ladybird, ladybird
Games
5.11 Going to the doctor's
5.12 Traffic lights
5.13 Sirens game
5.14 Weather game
5.15 Animal movements
Story
5.16 The hare and the tortoise
Art and craft activities
5.17 Weather mobile
5.18 Raindrop people
5.19 Spiders
5.20 A ladybird
6 Festivals
Christmas
6.1 Twinkle twinkle little
6.2 O Christmas tree
6.3 I'm a fairy doll
6.4 Here is the tree
6.5 Pull the cracker
6.6 Guess the present
6.7 Make a Christmas tree
6.8 Christmas star
6.9 Nativity play
6.10 Crackers
Carnival
6.11 Carnival song
6.12 Pirate hat
Easter
6.13 Hot cross buns
6.14 Story: Why do rabbits have long ears?
6.15 Animal masks
6.16 Can you find the eggs?
6.17 Egg and spoon race
6.18 Egg painting
Photocopiable worksheets
Flashcards
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Foreword
The publication of this book reflects the growing demand for English teaching to pre-school age
children worldwide. Although research findings on the optimal age for foreign language learning
remain inconclusive, this does not deter parents around the world, who not only perceive English
to be the language of opportunity for their offspring, but who also wish them to have access to it at
an ever younger age.
This demand has given rise to a mushroom growth in private lessons for very young learners in
many countries, in addition to public nursery school or kindergarten education. As demand
increases, a major problem arises in the supply of adequately trained and appropriately experienced
teachers. Often teachers with primary school training but with little English are enlisted. In other
cases, teachers with ELT qualifications but no experience of teaching this age group may be used.
Clearly there is a crying need for the 'professionalization' of this new field of language teaching.
Very young learners, who will usually be pre-literate, and who inhabit a world quite different from
that of their elders, require special handling. The emphasis will more often be on guiding the
children's overall development than on the specifics of the language, which may be no more than
an incidental bonus. The authors of this book have drawn on their long and extensive experience to
offer a framework of support for teachers entering this exciting new field, as well as additional
material for those who are already in it. The book will be an invaluable complement to the already
published Young Learners in the same series.
Alan Maley
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Introduction
This book aims to provide activities for children which have a language bias and which are based
on sound pre-school practice and educational theory.
Who is this book for?
Very young learners
In this book 'very young learners' refers to children who have not yet started compulsory schooling
and have not yet started to read. This varies according to the country and can mean children up to
the age of seven, so we have taken three to six years as a realistic average. What counts more than
chronological age is the developmental age. This will vary according to the individual and the help
and encouragement he or she has already received, either at home or in the nursery.
The children may be attending state or private nursery schools or kindergartens, and the school
may teach English as a foreign language or may be an English-medium school where English is
taught as a second language. Alternatively, the children may be attending private English classes
outside school. The classes may be very large or very small.
The children may have had some exposure to English, or may be absolute beginners. Children
learning English as a second language (ESL) may be in classes with native speakers. At the age we
are dealing with, this should not be too much of a problem as native speakers are not yet proficient
in their own language and still have a lot to learn.
There may be some disparity with regard to basic skills such as drawing and cutting and this needs
to be borne in mind constantly.
Their teachers
There is a growing trend in many countries for children to start their language learning at a much
younger age. This means that many teachers who trained to teach adults and teenagers are finding
themselves with classes of very young learners. At the same time many primary and pre-school
teachers whose first language is not English are being asked to teach English too.
In addition to these teachers, who have to adjust their teaching methodology, there are teachers
who are in the process of being trained to teach a foreign language to early learners.
This book provides advice and ideas for all these groups of teachers.
Smoothing the way
Whether the children are new to school or simply new to the English class, there are various ways
in which you can help them to adapt. It would be ideal if you could visit them in their own homes
before the term starts, but this is often not practicable. Alternatively, you can invite the children,
with their parents or guardians, to a little pre-term party so that they can get to know their teacher
and classmates in a less formal setting. If the parents or guardians speak English, they can
stimulate the child's curiosity by using it at home. You can also invite parents or guardians to
attend lessons and even help.
Use of the mother tongue
It is obvious that if the children come from a variety of linguistic backgrounds or if you do not
speak their language, you will have to use English as the medium of communication. In other
cases, the school or education authority may insist that you do not use the mother tongue in the
language class. However, many teachers are not told specifically whether they should use the
mother tongue or to what extent, and consequently they are uncertain what to do for the best.
Although the ultimate objective is to use only the target language in the classroom, we feel that
there is some justification for using the mother tongue, especially in the early stages. The reasons
are as follows:
Security
For anyone of whatever age, learning a new language is a traumatic experience. Some language
learners, like some swimmers, can be thrown in at the deep end and survive. For others the
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experience is so nerve-racking that they form a block. Small children, who have spent their time
among loved and trusted people, need some time to adjust to the school environment. If the
strangeness of a new school and unknown faces is compounded by having someone jabbering at
them in a foreign language, the experience must be terrifying. For this reason it can be helpful to
put them at ease by speaking to them in their own language and gradually weaning them on to
using more and more English in class.
Need for communication
Children are desperate to impart information, some of which may be totally inconsequential to
adult listeners but which is of great importance to them. Communication is a vital part of the
learning process but if we tell the children they can only speak in English (which of course they
cannot do) it is as good as telling them to be quiet. This would be a great shame in terms of the
teacher-pupil relationship. Furthermore, you can use some of the things they tell you as a
springboard into vocabulary or other language work, and to help you relate activities to their
interests. What a child says can also give useful feedback about how the child feels at school or
even at home.
Giving instructions
We may want to organize a game or explain how to make something. We often spend a long time
trying to get the message across in English (and probably failing) when a couple of words in the
mother tongue would make everything clear. At this stage you can give the instructions first in
English and then in the mother tongue. Later on, when the children are familiar with the procedure
and English phrases, you only need to use English.
Avoiding the mother tongue
Gesture
Gesture is an important tool, particularly with very young learners, who still rely on body language
and facial expression to communicate. You can accompany instructions, stories, songs, and rhymes
by actions, pictures, and mime to show the meaning. Some cultures have a wide variety of gestures
which they use when speaking, which you can exploit if you are familiar with them.
Using English words that are similar to the mother tongue
Where possible, it may be useful to use English words that are similar in the child's own language.
For example, if you teach children who speak a Romance language you may say 'Very good'
followed by 'Excellent'.
However, by doing this we may be encouraging children to choose the easy option rather than
helping them to use an expression which would be more natural for a native speaker. There is also
the danger that they will assume that every English word which is similar to one in their own
language has the same meaning, as they are unaware of 'false friends'. Never the less, we feel that
the advantages in terms of getting instant understanding and instilling confidence in the children
outweigh the disadvantages.
Using international English
Nowadays many English words have been absorbed into other languages, for example, taxi,
hamburger, T-shirt, jeans, cinema. By using some of these words we can make the learning of a new
language easier.
English hats
In order to signal to the children when they must use English, you could put on a special hat, which
could be any type of hat, cap, beret, or even a paper one, but should always be the same one. You
tell the children that this is your 'English Hat' and that when you are wearing it you cannot speak or
understand anything but English. You could extend this by getting the children to make their own
English Hats out of newspaper (see 6.12, 'How to make a pirate hat'). When they are wearing their
English Hats they can only speak English to you and their class-mates.
Dolls and puppets which 'only understand English' are another effective way of encouraging
children to speak in English, and can help to reduce inhibitions. On the other hand, some children
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have no inhibitions and always want to show off what they can do.
Some teachers find that speaking English encourages the children to speak more English.
However, if English is not your native language you may not be very confident about using it in
class. There is some guidance on classroom English on page 17 in Chapter 1, and in the activities
classroom language is given in italic print.
Learner characteristics
Individual attention
It is very important that small children get the teacher's individual attention as much as possible.
Some will demand it by clambering on to your knee or holding your hand, but others need it just as
much.
A good opportunity to give them individual attention is when they are drawing or colouring. At
this point you can go round talking about what they are doing and maybe eliciting some
vocabulary. It is often at this point that children will say if anything is worrying them.
Attention span
For the teacher used to an older age-group it can be quite disconcerting when a three-year-old
wanders off in the middle of a song or story to play with a toy. It does not mean they are not
following what is going on; it is probably because some other child had the toy before and they see
this as their only opportunity to get hold of it. We must not take it as a personal rejection. It is very
difficult to hold the attention of a whole group of small children and the best way to do it is to ring
the changes every five to ten minutes—unless you see that they are all really absorbed in what they
are doing, in which case you can let it go on a bit longer.
It is a good idea to make a note of the things they really enjoy and which you know will get the
attention of the whole group. This age-group love what is familiar and may seem indifferent to
something new. By this we do not mean that you should never try anything new. On the contrary,
what is new in one lesson has become familiar by the second lesson. Do not be put off when
children do not readily accept an activity the first time; it is worth persisting with something you
feel they will eventually like.
The 'silent period'
It is important for the language teacher to remember that young children may spend a long time
absorbing language before they actually produce anything. It is not a good idea to try to force them
to speak in the target language as this can create a lot of emotional stress. Even if small children
are not actually saying anything, they will still be taking it in. Some children say nothing at all in
class but go home and tell their parents what they have learnt. By doing repetitive songs, rhymes,
games, and plenty of choral work, children will be able to produce language without the stress of
having to speak individually.
Pre-school teaching
There are certain advantages in teaching the pre-school age group. One of the main bonuses for the
teacher is that there are usually no strict syllabuses to follow, no tests, and no performance
objectives to be met. Anything the children learn is a gain and this absence from pressure means
that the classes can be an enjoyable experience for both teacher and pupils. Things do not need to
be rushed and if the children enjoy a particular activity, it can be repeated over and over again.
Another advantage is that children of this age are less inhibited. They are not afraid to be
imaginative and they are not yet bound by the constraints that demand that adults be logical. As
they are so young, they are not carrying any negative attitudes left over from previous school
experiences. They are curious about everything, keen to learn, and very receptive.
There are, of course, some difficulties to be faced when teaching very young children. They can be
selfish and uncooperative. If they want something, they will push another child over to get it and
show little concern for the other child's feelings. Some of them will use temper tantrums to try and
get their own way, and may scream or bite. Some may need help with going to the toilet and there
could be occasional accidents with incontinence.
If a child seems withdrawn, bad-tempered, or upset, talk to the parents (or to the class teacher if
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this is not possible). Very young children can be strongly affected by events at home such as a new
baby or moving house.
Needless to say, an enormous amount of patience is needed and some days you might get the
feeling you have hardly taught them anything because it has taken so long to organize them.
However, if you have been using English, they will have been learning even if you have not done a
single thing on your lesson plan.
Child development and language teaching
During the pre-school years children develop better eye-hand coordination, their pictures become
more recognizable and detailed, and they learn to do simple craft activities which involve cutting,
sticking, and folding. They learn to do simple jigsaw puzzles and activities which involve
recognizing similarities and differences. They learn how to sort, classify, and match things, and
recognize the 'odd one out'. They are starting to learn to count and to have a concept of quality,
position, size, and amount.
They are able to follow a story, predict what might come next, and ask questions about it. They can
use their imagination to invent their own stories. This is the stage at which children often have an
imaginary friend, and they sometimes find it hard to separate fantasy and reality. They enjoy
looking at books with pictures and will often pretend they are reading the text, even when they
cannot decipher the individual words. This stage often gives way naturally to real reading if
children have enough contact with books and a person willing to read the stories again and again.
Children of this age are still rather self-centred and may often want to play alone and may not want
to co-operate with the group. This will gradually disappear with gentle encouragement and as the
desire to socialize becomes stronger. At this age children can begin to take part in organized
games, although they may not be very good losers.
The role of the teacher during these pre-school years is to help the child develop in all these areas
and to prepare the ground for the more formal kind of teaching that will come in primary school.
Much of the learning will take place through play. It is widely recognized nowadays that play is an
important part of the learning process. Childish games of 'let's pretend' help children to rehearse
for the real world and give them an opportunity to try out situations in order to learn to cope with
them. Other games help to develop conceptual awareness, physical co-ordination, creativity, and
social skills.
The implications of all this for the language teacher are that the main emphasis should be on the
type of activities which children normally do at pre-school, adapted to language learning.
Activities most suited to very young learners are those which involve songs, chants, rhymes,
stories, total physical response (see below), tasks that involve drawing, colouring, cutting and
sticking, games, puzzles, dressing up, acting, and 'let's pretend'.
Total physical response
Pre-school children learn through direct experience via the five senses, and do not yet understand
abstract concepts. For this reason language teachers find it very useful to use what is known as
'Total Physical Response' (TPR). This means getting the children to actually do or mime what we
are talking about. If a teacher says: 'Alexander, open the door, please' and Alexander opens the
door, that is an example of total physical response.
The younger the children are, the more important TPR is. You can use it in many ways: for
example, by getting the children to follow instructions in a game or craft activity, in miming a
song, rhyme, or action, or in acting out a role-play.
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Description
The description explains what happens during the activity and provides a quick and easy reference.
Materials
This section lists the things that are needed in order to be able to do the activity. Where no
materials are needed this heading is absent.
Preparation
This tells you what you need to do prior to the lesson.
In class
The stages of the lesson are numbered in order to provide a clear sequence to follow.
Follow-up
This gives you some suggestions for activities which could follow on naturally from that lesson.
There are also cross-references to other activities in the book.
Variations
Ideas to show you how you can adapt some activities to practise different topics or language, or to
suit another group of children.
Comments
This part contains clarifications, comments, or advice on specific points about the activities or the
children.
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The children themselves will want to tell stories, often about the drawings they are doing or what
has happened to them. You can encourage this by asking questions. Later on, when they are
beginning to read and write, they can write and illustrate their 'news'.
At this age children spend a lot of time in a fantasy world, sometimes conversing and playing
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games with an imaginary friend, sometimes 'being' a cowboy, robot, dinosaur, nurse, superman,
etc. The older the child, the more elaborate the creation will generally be. While children of three
or four may just play at being a character for a short while, children of six or seven construct an
elaborate plot to their game.
This creativity can be harnessed in the classroom by encouraging the children to re-enact stories
you have told them. This works particularly well with some of the old favourites such as 'Little
Red Riding Hood', 'The gingerbread man', 'The three billy-goats', etc. The children quickly pick up
the repeated dialogues and can use them appropriately in their dramatizations. (See 'Pretend play',
page 26.)
Some teachers like to tell stories using a felt board and figures cut out of felt, which is a useful way
of illustrating the meaning. Nowadays, velcro is a useful material and figures with velcro backing
can be stuck to a fuzzy board. If these are unavailable, figures can be stuck on to a whiteboard with
sticky tape, Blu-tack, or plasticine. Alternatively, you can use magnets to stick up pictures on some
of the modern whiteboards.
With all of these methods the children can help to prepare the characters and to move the figures
when you tell the story.
For more ideas and tips, see Storytelling with Children by Andrew Wright in this series, which also
contains helpful guide-lines for simple board drawings.
Using story-books and videos
Very young children cannot yet read, but it is a good idea to interest them in books so that they
want to learn. As well as telling stories from memory, read them stories from picture books.
Choose a book which is short and has large, clear pictures. Make sure all the
children can see the book and pause to show them the pictures as you are reading.
In Further Reading (page 187) we suggest some books which are suitable for very young children.
Some books, for example Where's Spot? by Eric Hill and The Very Hungry Caterpillar by Eric
Carle, are available in many languages and in bilingual versions. If you can't find books in English,
use books in the children's language and paraphrase them in English. You can still show the
pictures and the children won't know the difference!
Many children's stories are available in both book and video form (and some now on CD-ROM).
Some children will be familiar with story characters from TV but not with the books they
originally came from. You can use both versions to help the children to understand the story, and
to stimulate interest in books and reading. The different media help children to use different
strategies for understanding the language.
Videos are an excellent resource and have the advantage of combining stories with animation.
They give a lot of language input and it does not even matter if they have subtitles in the pupil's
language as very young children cannot read yet.
There is a danger that the children will want to watch passively and although that might be justified
when they are very tired, you can do predicting and pre-watching activities with them. For
example, before watching a Postman Pat episode you can ask them if he has a cat or a dog and
what colour it is. You can pre-teach some words so that the children will recognize them in the
video.
After viewing, you can ask the children to re-enact a video story, or to draw a picture about it,
which can lead to more language practice.
It is not advisable to use long videos or cartoons which simply consist of the characters trying to
hurt each other. The best ones are the short episodes produced for children's television. Characters
such as Postman Pat, Fireman Sam, Brum, Spot, The Mr Men, and Rupert Bear are very popular
with children and have good underlying educational principles. There are some specially-produced
videos for teaching English such as Wizadora, the Longman Fairy Stories, and Muzzy in
Gondoland, which are also very useful for teaching this age-group.
Here are some guidelines for choosing a video to use in the English class with very young children:
- It should be short (5-10 minutes)
- It must have a good storyline
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- It must be suitable for the age-group
- The language should be easy to understand by watching the actions
- Think about what activities you could do to help the children understand it, for example acting it
out.
Some children's videos are available in many countries and languages. Some do not have a soundtrack, but
are still useful for teaching English. You can talk about what happens and get the children to predict what
happens next. But don't forget to let the children enjoy the video story as well as using it to practise their
English!
Below are some examples of how to use books and videos in class. You do not have to follow all these
steps and they can be divided over several lessons. Children of this age love hearing the same story over
and over again.
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1.1 Using a story-book
AGE All
TIME Variable
AIMS Language: listening, speaking, vocabulary
Other: introduction to books, learning to follow a story
DESCRIPTION The children listen to a story then dramatize it or draw a picture or make a picture
book.
MATERIALS The book.
PREPARATION Read the book before the lesson and make sure you know it well.
IN CLASS 1 Show the children the pictures in the book and tell them the key
words. If the children know the story, let them tell you what they know about it.
Give them a chance to speak and then ask questions such as:
How do we say ... in English? Then supply the word.
2 Read the story, pointing to the pictures and dramatizing it as much as possible.
3 Tell the story again, getting the children to act it out while you tell it.
Encourage them to use any repeated phrases or easily remembered dialogue.
FOLLOW-UP 1 Get the children to draw scenes from the story.
Pin them up on the classroom wall or make a book out of them.
(For details on how to make books, see Creating Stories with Children by Andrew
Wright in this series.)
FOLLOW-UP 2 In another lesson tell the story again.
Encourage the children to contribute as much as possible.
Pause from time to time to elicit words and ask what happened next.
COMMENTS See also 3.21, 'Spot's birthday: the book' for an example of how to use a specific book.
You could invite the children to suggest other goodies for the song, for example, ' I like ice-cream'.
There are several ways in which songs can be taught. You can get the children to recite the words
after you and then add the melody later, or you can sing the song and get the children to sing the
melody to 'la-la-la'. If the song has a word which is frequently repeated or a sound like 'crash', the
children will soon start joining in on those words.
It is better not to try to do too much in one session. The first couple of times, you can play the song
and sing it once or twice and encourage the children to join in. There will always be some children
who do not sing and it is not advisable to insist on it. If the song is catchy enough and simple
enough, they will usually want to sing it.
Most of the songs in this book have actions and you may find that some of the children will start
doing the actions before they are ready to sing the song. Some will forget to sing while they are
doing the actions and some will find it difficult to co-ordinate both the singing and the actions. The
younger they are, the more difficulty they will have. Do not worry if the children do not join in at
first as they are listening and doing the actions. They will join in when they feel right.
Most of the traditional songs in this book are available on the Jingle Bells and Super Songs
cassettes published by Oxford University Press, which also contain other songs useful for young
children.
Pretend play
It has long been recognized that pretend play is important in a child's development, but recently
research has shown that the
intervention of an adult in this play can extend the interaction and enrich the language used. It
follows that teachers could make use of this natural phenomenon to encourage the use of a second
language.
For example, you could tell a fairy-tale story and then encourage children to act out and extend the
story and thus develop their fantasy play and vocabulary (see 'Story-telling and drama', page 17).
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1.3 The princess in the castle
AGE All
TIME 10-15 minutes
AIMS Language: fairy-tale vocabulary
Other: to develop imagination, drama, co-operative effort
DESCRIPTION The teacher shows the children how a simple story can develop.
MATERIALS A mop or brush, some large cardboard boxes.
IN CLASS 1 Use some large cardboard boxes to make a 'castle'.
Make a wall with them across one corner of the room. Stand behind them and say: Help!
Help! I'm a princess. I'm a prisoner in this castle.
Then let some of the children pretend to be the princess.
2 Make yourself look fierce and prowl up and down in front of the boxes.
Say: I'm a monster. The princess is my prisoner. Let some of the children pretend to be
the monster. Get behind the wall of boxes again and say: Help! Help! Who can save me?
Encourage the children to be the princess calling for help.
3 Now the mop can become a horse for the prince.
Turn the mop upside down, put your legs astride it, and say: This is my horse.
Her name's (Gina). Pretend to ride round the room. Let the children take turns at riding
round the room and invent their own names for the horse (but don't let them do it for too
long). Then put your legs astride the mop and say: I'm the prince. I'm coming to save
you. Encourage the 'princess' to stand behind you astride the mop and you both gallop
across the classroom.
4 Repeat the scene from the beginning and let one of the children be the prince.
COM M ENTS You may find that little girls do not mind being princes, but little boys often do not like
taking female parts. If you want to encourage more positive attitudes, you can have the
princess rescue the prince
VARIATIONS You can encourage the children to make up their own variations on the story.
Either in the same lesson (if time permits) or in a subsequent lesson, you could ask the
children to suggest what other pretend situations you can act out using a horse or a castle.
They can then enact the scene. You supply any language needed and help them to extend
their ideas if necessary.
2 Before the first lesson lay your picture on some newspapers. Have some paints
mixed; only have a little bit of paint on each tray as this way the children will not
saturate the sponges.
IN CLASS Lesson 1
1 As soon as the children come in get them sitting round the picture.
2 Teach them the colours you have mixed.
3 Show the children how to colour using sponges. It is best to use sponges as they
are quicker than brushes and because there is less pressure to paint inside the
lines.
4 The children can now colour the picture using the sponges.
5 Once they have finished put the picture somewhere where it can dry.
Lesson 2
1 Get the children to sit in a circle round you. Hold up one of the name-plates
and say, for example, Where's Ana? Continue to do this giving out all the name-
plates.
2 Tell the children to colour their names with pencils or crayons and to draw their
face in the space.
3 Once the children have finished get them to make a semicircle around you and
the picture.
4 Show them the velcro and demonstrate how it sticks and unsticks. (Velcro is
preferable but if you cannot obtain any, then Blu-tack, plasticine, or something
similar can be used. Whatever you use it must be possible to stick it on and take it
off on a regular basis.)
5 Cut off a small piece. Ask for one of their name-plates and stick one side of the
velcro to it. Then stick the other side to your picture; you could stick it to the
'windows' on the 'bus' or to the 'bricks' on the 'house' (see illustration).
6 Do the same for all the children.
7 Then, with the help of the children, put the picture on the wall.
8 Ask the children to go and stick their name-plates on the picture.
9 In subsequent classes the children register each time they come in by sticking
their names on the house. You could keep the name plates in a box on your desk
so that the children do not misplace them.
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COMMENTS It is useful to have a register which children can use every lesson to
'check in'. It makes it easier for you to see who is present and the daily ritual of
putting up their names will have a double advantage of giving a focus to the
beginning of the lesson and familiarizing the children with the written form of
their name.
It is probably better to use two lessons to make the register unless you have the
children for longer than half an hour.
FOLLOW-UP In subsequent classes you could add to the mural with other
information, for example, photos or pictures of their families, their best
friend, their likes/dislikes, their favourite food, toys, etc.
VARIATION As an alternative you could take individual photos as well as the
group photo and use those instead of the children's pictures.
2.4 Fetching
AGE All
TIME 5-10 minutes
AIMS Language: to follow instructions, to revise vocabulary
DESCRIPTION The children listen to instructions and fetch the correct item.
MATERIALS Some objects or pictures of vocabulary you have already introduced
IN CLASS 1 Show the children the objects or pictures and practise the vocabulary.
2 Spread the things and pictures on the floor.
3 Call out one of the children and give the instruction: Marta, could you fetch me a
rabbit;, please. If she has difficulty, go with her to pick up the rabbit and then get her
to fetch it for you.
4 Continue in the same way, getting different children to fetch things.
FOLLOW-UP 1 Place the objects or pictures in different places around the room
before the children come in.
2 Get the children to go and fetch you things.
2.5 Pointing
AGE All
TIME 5-10 minutes
AIMS Language: to follow instructions, to practise vocabulary
DESCRIPTION The children come out and point to the correct picture.
MATERIALS Pictures of the vocabulary you want to practise, something to
stick them on to the board with.
IN CLASS 1 Show the children the first picture, and teach or revise the word.
Then stick the picture low down on the board at child height.
2 Do the same with the other pictures.
3 When all the pictures are on the board call out one of the children and say Wanda,
point to the tree, please. If the child has difficulty, take her hand and point her finger
to the tree.
4 Continue in the same way, calling different children for each picture.
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2.6 Drawing on the board
AGE 4,5,6
TIME 5-10 minutes
AIMS Language: to follow instructions, to practise parts of the body
DESCRIPTION The children draw on the board according to the teacher's instructions.
MATERIALS Board and chalk or board-pen.
2.8 Classifying
AGE All
AIMS Language: to follow instructions, to practise vocabulary
Other: to develop cognitive skills, visual recognition
DESCRIPTION The children have to recognize which things belong to a particular category.
Lesson 1
TIME 10-15 minutes
MATERIALS Three large pieces of paper or cardboard; magazines, catalogues, or supermarket
handouts; scissors if your children can use them; glue.
PREPARATION On each large piece of paper draw a picture to represent a topic.
For example: a wardrobe (for clothes), a table with plates (for food), and a toy basket
(for toys).
IN CLASS 1 Divide the children into three groups and give them a name (such as the Clothes
Group, the Food Group, and the Toy Group).
2 Give each group some magazines, catalogues, or supermarket handouts.
3 Tell them that each group must tear (or cut) out pictures that correspond to their
topic.
4 When they have torn out a fair number of pictures, give each group the large
picture that corresponds to their topic and tell them to stick some of the pictures on to
it.
5 Display their pictures on the wall.
6 Collect the pictures that are left over for the next lesson.
Lesson 2
TIME 5-10 minutes
MATERIALS Pieces of card and pictures of objects from the three categories:
enough for each group to have some from each category.
PREPARATION Stick the pictures on to separate cards.
IN CLASS 1 Divide the class into groups.
2 Give each group cards containing pictures from all three categories.
3 Tell the children to separate the cards into Clothes, Food, and Toys. Go round
helping them.
Lesson 3
TIME 5-10 minutes
PREPARATION Prepare some worksheets like Worksheet 2.8 (page 156). You will need one for each
child. It is a good idea to prepare extra tasks for children who work quickly.
IN CLASS 1 Draw some things on the board, for example: a snake, a ball, a tree, a kite, a house,
a teddy bear.
2 Call one child out to the board and ask her/him to point to a toy.
3 When the child correctly points to a toy, give a lot of praise and draw a circle
round the toy.
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4 Repeat this procedure with two more children.
5 Indicate the three toys and say, Toys.
6 Draw six more things, three of which belong to the same category. For example: a
cow, a book, an umbrella, a cat, a dog, and a car.
7 Call out a child, give her/him the chalk or board-pen, and tell her/him to draw a
circle round all the animals. When she/he has done that successfully (perhaps with
your help) give praise and let her/him clean the board.
8 Hand out the worksheets and tell the children to circle all the things to eat and go
round to check if they are doing it correctly.
9 Hand out extra worksheets to those who finish quickly or let them colour in the
drawings.
VARI ATI ON With younger children it is better to use real objects instead of
pictures and do it as a whole-class activity. Ask them to bring you, for example, all
the buttons they can find or all the rubbers, etc.
COMMENTS 1 After covering a number of topics, a classifying activity is a good way of
consolidating vocabulary.
2 You can use the words from 'Class Monster' (1.5) if the children have already
learnt them.
2.9 Recognition
AGE 4,5,6
TIME 5-10 minutes
AIMS Language: to follow instructions, to practise vocabulary
Other: visual recognition
DESCRIPTION The children select an object in a picture according to the teacher's instruction.
MATERIALS Coloured pencils.
PREPARATION Draw some objects on a sheet of paper as in Worksheet 2.9 (page 157). Make one
copy for each child.
IN CLASS 1 Draw some animals on the board, for example: a snake, a sheep, a bird, a cat.
2 Tell the children Now I'll draw a circle round the cat (for example). Do so, slowly
and clearly.
3 Call out one of the children, give her/him the chalk or board-pen, and tell her/him
to draw a circle round the bird.
4 Then call out another child and tell her/him to draw a circle round the snake.
5 Give out the worksheets and tell the children to draw a circle round the fish.
6 When they have done this, ask them to colour it in. Continue for each item in turn.
VARIATION With older children you can say, for example, Colour the snake green.
When they have done that you can say Colour the bird brown, and so on.
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2 Ask the children if they can see any differences between the two pictures. If they
find it difficult, you may need to help them.
In picture A the girl is walking. In picture B she is running. In picture A it is sunny.
In picture B it is raining.
3 When all the differences have been pointed out, hand out the worksheets and tell
the children to see if they can find the differences.
4 When you have checked their work, they can colour the things that are different.
COMMENTS As with the previous activity, the differences must be very obvious and there must
only be one or two.
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3 All about me
This chapter concentrates on the children themselves and their immediate surroundings: family and likes
and dislikes. It contains the most activities because small children are still largely egocentric. They learn to
tell and ask each other their names and identify parts of the body. There is only a little on 'The family'
because family situations are so diverse nowadays and we wished to avoid a stereotypical view. The best
way to deal with this topic is to find out as much as you can about the family situation beforehand. You can
let the children produce drawings or bring photos of the people who mean most to them and teach the
appropriate vocabulary.
Food and toys are also of particular importance to children and work on these topics gives children the
opportunity to talk about what they like and dislike, and learn to respect others' likes and dislikes. It also
helps them to understand how things work and how they are made.
5 If the children are confident, let them take the puppet and sing the song to each
other.
FOLLOW-UP In future, you can use the puppet to present new language. You can pretend to have a
dialogue with the puppet. The children will soon want to take the part of the puppet.
COMMENTS Having a familiar character which is integral in the learning process will give the
children a sense of security and continuity. The main puppet can be a good character
and you can introduce a naughty puppet who plays tricks on the good one. In time
the children may make up spontaneous dialogues with the characters.
Tommy Thumb
For example:
Billy, Billy, where are you? Hide the puppet behind your back
Here I am, here I am. Bring the puppet from behind your back
How do you do? Puppet shakes hands with one of the children
(traditional)
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Sing the song again and encourage the children to join in.
3 Now sing the song using the name of one of the children.
4 Get the child to stand when her/his name is mentioned.
5 Shake hands with her/him as you sing How do you do?
6 If the child is confident enough to continue, let her/him sing. You could let
her/him hold the puppet or the toy.
7 Get one of the children to hide and then sing: Hiroshi, Hiroshi, where are you?
The child appears and sings: Here I am, Here I am. Then you both sing: How do you
do?
IN CLASS 1 In the first class with the children stick the 'cake' on the wall low
enough for the children to reach and tell them what it is. Show them the candles.
2 Ask a child: How old are you? Then supply the answer, holding up that number of
fingers, and get the child to repeat: I'm four.
3 Take four candles and slot them in the 'cake'. Then take them out and let the child
slot them in.
4 Repeat steps 3 and 4 with other children. If you have a very large class, you may
have to limit the number but tell them they will all get a chance to do it on their
birthday.
5 Teach them a birthday song, either the familiar 'Happy Birthday to You', which is
in Young Learners by Sarah Phillips in this series, or this one:
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Happy birthday once again
Happy Birthday,
Happy Birthday,
Happy Birthday once again.
Happy Birthday,
Happy Birthday,
Happy Birthday once again.
(S.M.Ward)
6 Whenever it is a child's birthday get them to put the right number of candles in the
cake and stick their name card on the front of the cake. Everyone then sings a
birthday song.
7 If it is allowed, you could have a little class party, perhaps enlisting the help of
parents/guardians. This would give you a chance to practise functions such as
Offering (Would you like a ...?), Accepting (Yes, please.), Refusing (No, thanks.), or
Asking for (Can I have a ...?).
VARIATION This song can be adapted to suit other celebrations, for example:
Happy Easter, Happy Christmas, or Happy Name-day/Saint's day. (See Chapter 6,
'Festivals'.)
COMMENTS 1 Celebrating each child's birthday in class not only gives us an
opportunity to revise certain language points—it also gives the birthday child a
chance to feel important.
2 Small children will probably not know when their birthday is and some may be
uncertain about their age. Therefore, you need to find out these facts before the
school year begins.
3 Birthday conventions vary from country to country. Some may have cakes very
different from the British idea of a birthday cake, and some may not celebrate
birthdays at all. You could use whatever is meaningful to the children you teach, or if
you want the children to learn about British/American etc. culture, you could make a
birthday cake yourself or ask one of your friends or a parent to make one.
On your face are some eyes, a mouth Point to the parts of the body
and nose,
Ee-ai-ee-ai-o.
Then there's your body, some legs, Wiggle your body then touch your legs
some toes, and then your toes.
Ee-ai-ee-ai-o.
With some arms here and some hair Wave your arms and hold up some hair
there,
Here's some hair, there's some hair, Touch your eyebrows and eyelashes
Everywhere there's hair, hair, Bring the palms of your hands together
Put them all together and you've got and point them towards yourself
me,
Ee-ai-ee-ai-o.
(words V. Reilly; to the tune of Old MacDonald had a farm'— traditional)
If you're happy and you know it, clap your hands, clap, clap
If you're happy and you know it, clap your hands, clap, clap
If you're happy and you know it,
then your face is going to show it, big smile
If you're happy and you know it, clap your hands. clap, clap
If you're sad and you know it, wipe your eyes, sniff, sniff
If you're sad and you know it, wipe your eyes, sniff, sniff
If you're sad and you know it, sad face
then your face is going to show it,
If you're sad and you know it, wipe your eyes. sniff, sniff
If you're angry and you know it, stamp your feet, stamp, stamp
If you're angry and you know it, stamp your feet, stamp, stamp
If you're angry and you know it , frown
then your face is going to show it,
If you're angry and you know it, stamp your feet. stamp, stamp
(traditional)
4 Sing the first verse, with a very happy face. Clap your hands at the right time.
5 Sing the first verse again, getting the children to join in with the clapping.
6 Then show the 'Sad' card and elicit the word. Put on a very sad expression, start
sniffing loudly and wiping your eyes, and sing the second verse.
7 Sing the second verse again, encouraging the children to mime the crying.
8 Show the 'Angry' card and elicit the word. Put on a very angry expression and
sing the third verse, stamping your feet at the right time.
9 Sing the verse again and encourage the children to join in the stamping.
(They won't need much encouragement!)
10 Sing the song all the way through.
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FOLLOW-UP Ask the children how they feel at the start of each class. You could
make a poster with Today we feel... and get one of the children to choose the correct
flashcard and stick it on the poster.
COMMENTS 1 You may find that very young children will not even try to sing,
but they will enjoy the actions and they are listening to you.
2 This song is on the Jingle Bells cassette.
4 Show the picture of the teddy bear and make a hugging gesture. Sing the first
verse of the song.
5 Show the picture of the ball and make a hugging gesture. Sing the second verse,
miming bouncing the ball at the appropriate moment.
6 Show the picture of the xylophone and sing the third verse, miming playing the
xylophone.
7 Repeat the song, encouraging the children to join in with the actions and words.
8 (Optional) If possible, make up more verses for the song with the children's
favourite toys.
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3.7 I am a robot man
AGE All
TIME 10 minutes
AIMS Language: to practise can for ability, and the verbs sit, stand, shake hands;
Total Physical Response
DESCRIPTION The children sing a song and do the actions.
IN CLASS 1 Make your arms and legs stiff and walk about like a robot. Say: I'm a robot.
2 Sit down stiffly on a chair and say: / can sit.
3 Stand up stiffly and say: / can stand.
4 Walk over to a child and shake hands with him/her saying: / can shake hands.
5 Go through steps 1-4 again, getting the children to copy you.
6 Sing the song several times, doing the actions and encouraging the children to join
in.
I am a robot man
Chorus
I am a robot,
I am a robot,
I am a robot man.
I am a robot,
I am a robot,
I am a robot man.
I can sit and
I can stand,
I am a robot man.
I can shake you by the hand,
I am a robot man.
(S. M. Ward)
COMMENTS The children will enjoy it much more if you put on a metallic, robot-like voice.
FOLLOW-UP If time permits or in another lesson you can play 'Robot Game' (see
3.18). Children can also make robots out of junk materials (old boxes etc.) as in
'Make a robot' (3.27).
IN CLASS 1 Show the children the buns. Tell them that they are currant buns
with sugar on the top. Count them, encouraging the children to join in.
2 Sing or play the song to the children, pointing to the buns.
Along came a boy with a penny Pretend to hold a penny in your hand
one day,
Bought a currant bun and took it Slap your right hand down on your left hand
away. and pretend that your right hand is pulling
(traditional) your left hand away
The wheels on the bus go round and round, Round and Make circling movements
round, round and round, The wheels on the bus go with your arms
round and round, All day long.
The mummies on the bus go 'Don't do that, Don't do Wag your finger
that, Don't do that, Don't do that.' The mummies on the
bus go 'Don't do that.' All day long
The daddies on the bus go read read read, Read read Pretend to read a
read, read read read, The daddies on the bus go read newspaper (arms open
read read All day long. wide) ,
The babies on the bus go 'wah wah wah, wah wah Pretend to cry
wah, wah wah wah,' The babies on the bus go 'wah
wah wah.' All day long.
(traditional, adapted)
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4 Repeat the song, and get the children to join in the actions.
5 If your classroom has chairs that you can move, you can put them in two rows one
behind the other like the seats on a bus and the children can sit on them. Some
children can be the children, others can be the mummies, the daddies, and the babies.
FOLLOW-UP The children can make the bus in 3.26.
COMMENTS This song is on the Super Songs cassette.
4 Repeat the song if the children like it and encourage them to join in.
COMMENTS 1 Do not worry if the children get their right and left mixed up.
Some children take a long time to learn this concept and there are even adults who
still have difficulty with it.
2 This song is on the Super Songs cassette.
Jelly on a Plate
• • • •
Jelly on a plate, jelly on a plate
Wibble wobble, wibble wobble • •
Jelly on a plate. • • • •
Sausages in a pan, sausages in a pan • •
Turn them over, turn them over, • •
Sausages in a pan. (traditional)
3 When the children can say the rhyme quite well, call out five children to stand at
the front of the class to be jellies. While the others are saying the rhyme, the five
'jellies' shake themselves about.
4 Then call out five 'sausages'. Get them to lie down on the floor for the second
verse. When it comes to Turn them over, the children roll over on the floor. If it is
not possible to lie on the floor, the 'sausages' can just stand up and turn around.
5 Repeat this with other groups of children.
VARIATION This rhyme can easily be adapted to suit local foods in different
countries. For example: Chapatti in a pan, Tortilla in a pan, Croissants in the oven.
COMMENTS 1 The amount of children you have out at a time really depends on
you and the size of your class.
2 This rhyme is on the Super Songs cassette.
Pat-a-cake, pat-a-cake
• • • •
Pat-a-cake, pat-a-cake, baker's man,
• • • • Bake me a cake, as fast as you can,
• • • •
Prick it and pat it and mark it with 'B',
• • • • And put it in the oven, for baby and me.
• • • • For baby and me, for baby and me
• • • • Put it in the oven, for baby and me (traditional)
3 When you have said it a few times, put in the children's names and initials. For
example: ... mark it with C, and put it in the oven for Carlos and me.
COM E NTS This song is on the Super Songs cassette. Another song you could use is 'Clap your
hands', which is also on the cassette.
2 Hold up one of the flashcards and say: I like ..., inserting the word. The children
need to repeat what you say. Go through the same procedure for some of the other
cards.
3 Draw another smiley face except with the smile from ear to ear and say I love ...
and go through the procedure for I like ... with the remaining flashcards.
4 Say the chant, clapping on the stressed words or syllables. The children should
learn it as a whole, not line by line.
5 Ask the children to suggest other toys to include in the chant.
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I like toys
• •
I like toys
• •
Dolls, cars, trains
• •
I love them all
• •
Puppets and games (V. Reilly)
FOLLOW-UP Free painting. The children paint or draw their favourite toy.
Games
One day an old woman was making some gingerbread.' Mime kneading.
She decided to make a gingerbread man. Tell the children to put their puppets on
their fingers.
She made a gingerbread man with currants for his eyes and Mime putting him in the oven.
mouth and sweets for his buttons. Then she put him in the Fan yourself as you 'open the door'
oven. to show it is hot.
When he was ready she opened the door and looked inside. Mime what you are saying.
The gingerbread man jumped out of the oven, and ran out of Using your puppet, mime what he did.
the house and down the road.
He shouted to the old woman: 'Run, run as fast as you can. Try to get the children to repeat the
You can't catch me, I'm the gingerbread man.' repeat the gingerbread man's words.
The old woman and her cat ran after the Point to the cat on the blackboard.
gingerbread man but they could not catch him. Mime the old woman running, and
then shake your head and mime the
action of catching someone.
The gingerbread man ran and ran and he Mime using the puppet.
came to a cow. Point to the cow picture on the blackboard.
The cow said, 'Stop. I want to eat you.' Push the flat of your hand towards the
The old woman, the cat, and the cow ran after the children as a gesture for 'Stop'.
gingerbread man but they could not catch him.
The gingerbread man said, 'I've run away from the old woman
and her cat and I can run away from you too.
Run, run as fast as you can. You can't catch me, I'm the Get the children to repeat 'Run, run, 'as
gingerbread man.' fast as you can' etc.
Soon the gingerbread man saw a horse.
'Stop,' said the horse. 'I want to eat you.'
The gingerbread man just laughed and ran faster. Make the puppet run.
The old woman, the ..., the ..., and the ... alI ran after him Point to the pictures and try and elicit the
down the road. animals—cat, cow, and horse.
He said, 'I've run away from the old woman, the ..., and the Point to the pictures and elicit the words—
..., and I can run away from you too.' cat and cow.
'Run, run as fast as you can. You can't catch me, I'm the Hopefully the children should now be
gingerbread man.' muttering the words on their own,
although they will be too shy to say them
out loud without you eliciting them.
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After a few minutes the gingerbread man saw a goat. 'Stop,' Point to the pictures and elicit the words.
said the goat. 'I want to eat you.' The gingerbread man
laughed and said, 'I've run away from the old woman, the ...,
the ..., and the ..., and I can run away you too.'
The old woman, the ..., the ..., the ..., and the ... Point to all the pictures as the children say
ran after him but they could not catch him. them.
He ran and ran down the road shouting.
Move the puppet.
Try and elicit the gingerbread man's
words: 'Run, run, as fast as you can, you
can't catch me, I'm the gingerbread man'.
After some time the gingerbread man saw a fox standing by a
tree. Before the fox could say anything the gingerbread man
said, 'I've run away from the old woman, the cat, the cow, the
horse, and the goat, and I can run away from you.' The fox
laughed and said, 'I don't want to eat you.' Shake your head and make an eating
gesture.
The gingerbread man stopped running. The fox said, 'I want
to be your friend. Let's walk together.' So they walked along Make the puppet walk.
together.
They came to a river. Make a 'wave' action with your hand.
The fox said, 'Jump on to my back and I'll carry you across.' Do the actions with the puppet.
The gingerbread man jumped on to the fox's back but the Do the actions with the puppet.
water started to get deeper.
'Jump on to my shoulders,' said the fox. Point to your shoulders.
The gingerbread man jumped on to the fox's shoulders. Make the puppet jump on to your
shoulder.
But the water got deeper and deeper and the fox said 'Jump
on to my head.' Point to your head.
The gingerbread man jumped on to the fox's head. Make the puppet jump on to your head.
SNAP! went the fox's mouth. With your free hand close your fingers like
a mouth.
And that was the end of the gingerbread man. Make the gingerbread man disappear
behind your back.
IN CLASS 1 Give the children their gingerbread men to eat, reminding them
what they are called.
2 Then they make 'gingerbread man' puppets (see 3.29) so that they can use them
whilst you are telling the story.
3 Using your puppet, show the children that he can walk, jump, hop, dance, and run.
4 Call out run, hop, etc. Encourage the children to make their puppets do the actions.
5 Ask the children who the puppet is.
6 Show them the pictures of the animals in the story and try and elicit the English
names.
7 Stick the pictures on the blackboard or wall in the following order: cat, cow, horse,
goat, fox.
8 Tell the story, moving your gingerbread man puppet and pointing to the animals.
FOLLOW-UP 1 Play the 'gingerbread man' game (3.19).
FOLLOW-UP 2 In another lesson tell the story again, eliciting as many words as
possible. Then get the children to act it out.
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3.21 Spot's birthday: the book
AGE All
TIME 10-15 minutes
AIMS Language: listening, animal vocabulary, Where is ...?, numbers
Other: introduction to books, deducing from clues, drama
DESCRIPTION The teacher reads a story to the children, who act it out.
MATERIALS The book Spot's Birthday by E. Hill, a picture or model of a birthday
cake with candles (see 3.3); pictures of the following animals: a dog, a lion, a hippo,
a bear, a penguin, a monkey, a crocodile, and a tortoise.
IN CLASS 1 Revise or teach the words for the different animals.
2 If possible, get the children to sit on a mat round your chair.
3 Show the picture of the birthday cake and ask the children if they know
what it is and when we eat it. Point to the candles and count them encouraging
the children to join in with you.
4 Show the children the book. Point to Spot and say: This is Spot. He's a dog.
Then point to Spot and the birthday cake and say: It's Spot's birthday today
(translate if necessary).
5 Open the book at the first page, point to the big dog and say: This is Spot's
mummy. Point to the balloons and say: Spot's having a party.
6 Point to Spot with his eyes closed and say: Spot's playing a game of hide-
and-seek with his friends. (The children may know the name for this game in
their own language. If they do, you could elicit it.)
7 Say: Where are Spot's friends? Go through the pages, encouraging the
children to guess which animal is hidden in each place. Then lift the flaps to
show them and tell them the character's name.
8 Ask for ten volunteers to act out the story and call them to the front of the
class. Give them roles according to the characters in the book.
9 Tell 'Spot' to close her/his eyes and count to ten (with your help). Tell the
others to hide under the desks, behind the curtains, in cupboards, etc.
10 When 'Spot' has finished counting, get her/him to say: Ready or not, here I
come. She/he then has to try to find the other characters.
COMMENTS You may find that the youngest children will not sit still while they are
not involved, so you can let them all hide. It does not matter if they are not
well concealed. Like Leo the lion, a lot of very young children think that if
they can't see you, you can't see them.
VARIATION 1 Another useful book on the theme of birthdays is My Presents by
Rod Campbell (see Further Reading). It also consists of surprises hidden
behind flaps and could be exploited in a similar way.
VARIATION 2 You might like to make your own flap book on the theme of
birthdays or 'hide and seek'.
1 Get the children to draw different animals on sheets of paper.
2 Cover each animal with a picture of a different place in a house: a curtain, a
bed, a fridge, etc. Stick the picture down with sticky tape along one edge only.
3 Staple or sew the pages together.
This idea can be adapted to different topics, such as: 'Where are the animals on
the farm?' 'Where are the children at the seaside?' 'What food is in different
containers?'
You can then read the class their own story, which gives a great sense of
achievement.
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3.22 Spot's birthday: the video
AGE All
TIME 10minutes
AIMS Language: animal vocabulary, Where's / Where are ...?, Who's...?, numbers
Other: deducing from clues, drama
DESCRIPTION The children watch a video and try to guess who the different animals are.
MATERIALS The video Children's TV Favourites Volume 2, pictures of a lion, a hippo, a bear, a
penguin, a crocodile, a tortoise and a dog, a picture of a birthday cake.
PREPARATION Watch the video before the lesson and make sure you know when to stop it.
IN CLASS 1 Revise or teach the animal vocabulary.
2 Show the cake and ask the children if they know what it is. Point to the candles
and count them, encouraging the children to join in.
3 Start the video and pause it on the frame of Spot and his mother. Point to Spot and
say: It's Spot's birthday today. Point to Spot's mother and say: This is Spot's mummy.
4 Continue showing the video, pausing it just before interesting scenes, and ask
questions as in 3.21. Encourage the children to join in while Spot is counting up to
ten and when his friends sing 'Happy birthday to you'.
5 Show the whole video again without stopping it.
6 Play 'hide and seek' as in 3.21.
MATERIALS 1 Practise the colours and the parts of the face, and the question What colour is ...?
2 Divide the class into pairs.
3 Put one child from each pair on one side of the screen with the paints and paper
plate, and the other child on the other side with the picture.
4 The child with the paints asks, for example, What colour is the nose? When the
other child replies, for example, Yellow, the first child paints a yellow nose on the
paper plate, and so on until the face is complete.
COMMENTS 1 Do not be too strict about the children's language as long as it is
English. The object is for them to communicate with the language resources they
have, for example: Nose—what colour? Nose—yellow.
2 If it is difficult for you to rig up a screen, the children could simply sit on chairs
back to back.
3 If you have a large class, you may find it necessary to give some of the children a
quiet activity to do while you are involved with those who are doing the face-
painting, or spread it over several lessons.
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3.24 Pizza faces
AGE 4,5,6
TI ME 20 minutes
AIMS Language: food vocabulary, parts of the face, understanding instructions
Other: preparing food, exploring creative possibilities with food, task-based learning
DESCRIPTION The children create faces with food materials.
MATERIALS Some hamburger buns (half of one for each child), and ingredients
to make the 'faces', for example: tomato sauce (skin), chorizo/pepperoni/sausage
(eyes), slices of fresh tomato (nose), slices of red pepper (mouth), slices of green
pepper (eyebrows), slices of mushroom (ears), grated cheese (hair/beard).
These ingredients are merely a suggestion—what you actually use depends on what
is available or in season.
PREPARATION Prepare all the ingredients and place them in bowls. It is advisable
to have several bowls of each type of food in case some children cannot reach. Put
the halved buns on separate pieces of tin foil for the children to work on.
IN CLASS 1 Teach the children the parts of the face (away from the food if
possible).
2 Show them the food ingredients.
3 Elicit the word skin, show them the tomato sauce, and tell them the English word.
Put some on a bun.
4 Continue to do this for the whole 'face', making the pizza as you go.
5 Let the children make their pizzas. The children could say what they are doing as
you go round monitoring.
6 You can cook the pizzas for a class snack if you have the facilities, or you could
wrap them in the foil for the children to cook at home.
VARIATION If cooking is a problem in your school then you could stick pictures
of food on to paper plates (the pizza base). On Worksheet 3.24 (page 161) there are
some drawings of the food so that you can photocopy them and cut them out, ready
for the children to colour and stick.
3.25 My family
AGE All
TIME 15 minutes
AIMS Language: family vocabulary
Other: drawing
DESCRIPTION The children draw pictures of their families and talk about them.
MATERIALS Paper, coloured pencils or crayons, a photo of your family (optional)
IN CLASS 1 Show the children a photo of your family if you have one, or draw
a simple picture on the board. Point to the people and talk about them: This is my
mummy. This is my sister. Her name's .... This is my baby. This is me.
2 Ask the children to draw pictures of their families.
3 As they draw, go round talking to the children individually about them in English.
(Be sensitive to different family circumstances.) Encourage the children to point to
their family members and say who they are in English.
4 Display the pictures on the wall. Point to some of the people and talk about them:
This is Mima's brother. Who's this? Encourage the children to join in.
FOLLOW-UP Encourage the children to bring in photos of their families and talk
about them.
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3.26 Make a bus
AGE 4,5,6
TIME 15-20 minutes
AIMS Language: to understand instructions, to revise bus and family vocabulary
Other: eye-hand co-ordination
DESCRIPTION The children make a model bus following instructions.
MATERIALS Photocopies of Worksheet 3.26 (see page 162), coloured
pens/pencils/crayons, scissors, butterfly clips, glue, cardboard.
PREPARATION Make a photocopy of Worksheet 3.26 for each child. Make a bus yourself as in the
illustration.
Cut the cardboard up into pieces about the size of this page.
IN CLASS 1 Give each child a photocopy of the bus and a piece of cardboard.
2 Tell them to glue the photocopy on to the cardboard.
3 The children draw pictures of their family/friends in the bus windows.
4 They colour the bus as they like.
5 Make small holes in the centre of the wheels and in the places marked on the bus.
6 Help the children to fix the wheels on to their buses using the butterfly clips.
FOLLOW-UP Sing the song 'The wheels on the bus' (see 3.9; this song is on the Super Songs
cassette). The children could make the wheels go round as they sing the song.
VARIATION If you cannot get butterfly clips you can use string: thread a needle
with the string and make a big knot at one end. Pull the string through the wheel and
then through the hole on the front side of the bus. Then make a big knot on the other
side.
COMMENTS For more on transport, see Chapter 5, 'The world around us'.
FOLLOW-UP Sing the robot song (see 3.7) and play the robot game (see 3.18).
Method:
1 Put all the ingredients in a bowl and mix to form a dough.
2 Roll a piece of dough into a ball between the palms of your hands and flatten it on
to the aluminium foil. (This is the head.) Press on currants or make holes for his
eyes, nose, and mouth.
3 Roll five more pieces into sausage shapes to form the body, arms, and legs.
4 Flatten these on to the foil, joining the pieces together by pressing them.
5 Place the foil on the baking tray and bake in a pre-heated oven (Temperature:
180° C) for about 10-20 minutes. The gingerbread men are done when they start
going brown.
IN CLASS 1 Show the children your gingerbread man. Give a little bit to each child to taste.
2 Show them how to make one.
3 Let the children make more gingerbread men with the rest of the dough. Go round
helping them and praising them in English, reinforcing 'body' vocabulary. Remember
to mark each child's initials on her/his gingerbread man.
COMMENTS 1 Gingerbread men are a traditional favourite with children. This is an adaptation of
the usual recipe to make it simpler and a better consistency for the children to handle.
2 If any of the ingredients are unavailable in the country where you teach, make up
any dough mixture that you are familiar with and let the children mould men from it.
You can still call it a 'gingerbread man'.
3 If there are cooking facilities in your school, you can bake the gingerbread men
whilst you are telling the story in 3.20. If this is not possible, you can stack the
gingerbread men in a plastic box and cook them at home. The biscuits keep for up to
five days when kept in an airtight container, which means you could make them on a
Friday, take them home to bake, and use them on Monday.
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3.29 Gingerbread man puppet
AGE 4,5,6
TIME 10-15 minutes plus cooking time
AIMS Language: to follow instructions, vocabulary for actions
Other: eye-hand co-ordination
DESCRIPTION The children make a puppet and manipulate it during the telling of the 'gingerbread
man' story (see 3.20).
MATERIALS A photocopy of Worksheet 3.29 per child (see page 163), colours.
PREPARATION Photocopy the puppet in Worksheet 3.29 and stick the photocopies
on to cardboard. If your children have problems handling scissors you may need to
cut out the puppets before the lesson.
IN CLASS 1 The children colour the puppet brown and his nose, eyes, and
mouth black (for currants).
2 They then cut round the outline.
3 Make holes in the lower part of his body for their fingers to go through.
4 The children put their fingers through the holes and play with
their puppet, making them walk, run, jump, etc.
■
5 Give the children instructions that the gingerbread men must obey: Gingerbread
man, jump! etc.
FOLLOW-UP The children listen to the 'The Gingerbread man' story (see 3.20), getting their puppet
to run and jump at the appropriate points.
2 Introduce the song by asking how many bottles there are. Then use a green
piece of chalk to colour them. Elicit the colour.
3 Teach the song in the following way. Point to the ten green bottles and sing:
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Ten green bottles
When the bottle 'falls', rub out the bottle on the board.
3 Sing the song encouraging the children to join in with the actions and then with the
words.
FOLLOW-UP Play the 'Gone fishing' game (see 4.8).
COMMENTS This song is on the Jingle Bells cassette.
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4.3 Ten little teddy bears
AGE All
TIME 5-10 minutes
AIMS Language: to practise numbers
DESCRIPTION The children practise the numbers one to ten, sing a song, and pretend to be teddy
bears.
MATERIALS A real teddy bear or a picture of one.
PREPARATION See 'Teddy bear face prints' (4.12).
IN CLASS 1 Show the teddy bear and teach the word. Revise the numbers 1-10.
2 Sing the song right through, showing the numbers by holding up your fingers as
you sing.
IN CLASS 1 Draw a bird on the board and ask the children what it is. Then get them to say: One
little bird. Then draw another bird and get them to say: Two little birds.
Draw another bird and elicit: Three little birds. Then draw another bird and elicit:
Four little birds.
2 Draw a branch under the birds, point to the first bird, and say: One little bird is
sitting in a tree. Get the children to repeat after you. Then point to two birds and say:
Two little birds are sitting in a tree. Do the same with: Three little birds and four
little birds. Make a flapping movement with your arms, clean off the first bird and
say: Fly away little bird. Do the same with the other birds.
3 Call out four children, put the wings on them, and get them to stand to one
side. Point to a part of the floor and say: This is the tree.
4 Beckon to the first child to come and 'perch' in the tree and sing the first two
lines of the song:
One little bird is sitting in a tree,
One little bird is looking at me.
(Point to your eyes to mime 'looking'.)
5 Beckon to the second child to come and perch in the tree and sing the next
two lines of the song:
Two little birds are sitting in a tree,
Two little birds are looking at me.
6 Repeat step two with the third child and three little birds.
7 Repeat step two with the fourth child and four little birds.
8 Sing Fly away, little bird and get the first child to pretend to fly away.
9 Do the same with the second, third, and fourth children.
10 If time permits, repeat the song with four more children.
VARIATION You could use the song 'Two little dicky-birds' from the Super Songs cassette.
3 Chant the words with the children, pointing to the colours on the board.
4 Then sing the song through once.
5 The second time, encourage the children to join in.
Chorus
Red and orange and green, Point to the colours in the rainbow you have
yellow, purple, pink and blue, drawn Point to the clouds and fields
Black and white and grey and brown,
These are the colours for you. Sweep your hand in front of the 'rainbow}
and then point to the children
Verse
Look for the rainbow, Point to your eye then to the rainbow, and
look around
Look for the rainbow in the sky, Continue pointing to your eye and point to
the sky
Look for the rainbow, As before
Look for the rainbow in the sky. As before
(S. M. Ward)
VARIATION 1 Make copies of Worksheet 4.6 (page 164) for the children to colour in.
VARIATION 2 An alternative song is 'Sing a rainbow' which is on the Super Songs cassette.
COMMENTS For more activities on the weather, see Chapter 5, 'The world around us'.
FOLLOW-UP Do 4.13, 'My favourite colour'.
Games
4.7 Please, Mr Crocodile
AGE All
TIME 10 minutes
AIMS Language: to listen for colours, asking permission
Other: taking part in an organized game
DESCRIPTION The children ask the 'crocodile' for permission to cross the 'river'
and the crocodile gives permission to those wearing a certain colour, Those who are
not wearing that colour try to cross and the crocodile tries to catch them.
MATERIALS A large piece of blue material (a bed sheet) or blue paper to act as water, or two long
skipping ropes to define the banks of the river.
PREPARATION Clear an area in the classroom and place the 'water' or the 'river banks' on the floor in
the middle.
IN CLASS 1 Pre-teach the question: Please, Mr Crocodile, can we cross the river?
Explain that the crocodile only likes certain colours and he will only let you cross his
river if you are wearing that colour.
2 You are the crocodile at first. Stand in the middle of the river. Say: I'm a crocodile
and Hike to eat children. Make snapping noises and look fierce. Elicit the question:
Please Mr Crocodile, can we cross the river?
3 Choose a colour that one of the children is wearing and say: Only if you're wearing
(red). Those that are wearing that colour can cross safely. When they have crossed,
the others have to try to run across while you try to catch them. Any children caught
join you as crocodiles.
4 Continue this procedure. When you feel the children are confident enough, one of
them could give the instructions.
VARIATION If your pupils wear a uniform, you could choose colour of hair or family, for
example: Only if there's a Jose in your family.
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4.8 Gone fishing
AGE All
TIME 5-10 minutes
AIMS Language: general vocabulary, I've got a ...
Other: eye-hand co-ordination
DESCRIPTION The children take turns to try to catch a 'fish'.
MATERIALS Pictures from old catalogues or magazines, cardboard, paper clips,
string, small magnets, some sticks, a big box or tray.
PREPARATION Cut out small pictures from an old catalogue or magazine, for example, a watch, a
bike, a doll, a radio, a television, a car, etc. Make more than enough for all the class.
Stick the pictures on to small pieces of card in the shape of fish. Attach paper clips to
the end of all the cards (see diagram). Make 'fishing rods': attach one magnet to the
end of each piece of string and attach each piece of string to a cane, a piece of stick,
or a ruler.
IN CLASS 1 Revise the words for the things in the pictures on the 'fish'.
2 Show the children the 'fish' and then put them in the box or on the tray.
3 Take one of the 'fishing rods' and try to catch a card by getting the magnet to pick
up a paper clip.
4 When you have caught one, look at the picture on it and say: I've got a (cat). Do
this once or twice until the children get the idea.
5 Call out as many children as you have rods for and let them try to catch a 'fish'.
When they have caught one, they must say what it is.
COMMENTS This game can be played in conjunction with the song 'One, two, three, four, five'
(see 4.2).
Red Hen lived in a house in a big green tree. Point to the pictures as you tell the story. Point
Brown Fox wanted to eat Red Hen so he took a to the pictures.
black bag and went to Red Hen's house.
When Red Hen came down to get some water Mime getting water from a river with a bucket.
from the river, Brown Fox jumped up into the big, Point to picture of tree; mime climbing and
green tree and hid in Red Hen's house. hiding.
When Red Hen came back she saw Brown Fox's Point to the fox's tail. Mime jumping; point to the
a hanging out from her door, so she jumped up on roof of the house.
to the roof.
You can't come up here, Brown Fox,' she said. Make a dismissing gesture.
Go away.'
I can't come up there,' said Brown Fox, 'but you ‘II Make a beckoning gesture.
come down here.'
Oh. no, I won't.' said Red Hen. Shake your head.
'Oh, yes, you will.' said Brown Fox. Repeat the last two lines several times-children
enjoy this.
Brown Fox ran round and round and round and Repeat this as many times as you like. Roll your
round and round and round ... until Red Hen was head round several times. Mime falling down,
so dizzy that she fell down into Brown Fox's big point to bag.
slack bag.
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Ha, ha, ha, ha, ha, ha, ha,' laughed Brown Fox. Mime jumping down. Repeat this as many times
Tm going to eat Red Hen for my dinner'. He as you like. Wipe your brow. Mime sitting down
jumped down from the tree and he ran and ran and sleeping.
and ran and ran and ran and ran ... until he was
50 hot that he had to sit down and have a sleep.
While Brown Fox was asleep, Red Hen got out of Mime the actions. Repeat as many times as you
the big, black bag and filled it with big, grey like.
stones. Then she ran and ran and ran and ran
and ran ... all the way home.
Brown Fox woke up, yawned, and stretched. Mime yawning and stretching.
He picked up his big, black bag and he ran and Mime the actions. Repeat as many times as you
ran and ran and ran ... and as he ran he sang a like.
little song:
'I'm going to eat Red Hen, I'm going to eat Red Make up any tune.
Hen, I'm going to eat Red Hen, For my dinner.'
When Brown Fox got home he wanted to cook Mime the actions.
Red Hen in a big pot of hot water, so he opened
the big, black bag and dropped the big, grey
stones into the water.
'Ow, ow, ow, ow, ow, ow, ow,' screamed Brown Look distressed.
Fox as the hot water splashed all over him.
Where is Red Hen? Point to picture of hen. Look around you.
And where do you think she was?
Yes. She was safe at home watching television. Mime relaxing.
4 Tell the story again. This time point to each picture before saying the word and see
if the children can call it out. Say the word again and encourage them to all say it in
chorus.
FOLLOW-UP The children can draw a picture about the story using their imagination.
COMMENTS You may find it easier to do this with small groups of children at a time.
4.14 Pockets
AGE 4,5,6
TIME 15 minutes
AIMS Language: colours, following instructions
Other: to group pictures according to colour
DESCRIPTION The children choose pictures from magazines and put them in pockets of the
appropriate colours.
MATERIALS Envelopes (approximately A5 size), coloured paper or labels, one large piece of
white card (approximately A3 size) for each group, magazines, scissors, glue, a
stapler.
PREPARATION 1 Collect magazines.
2 It might be a good idea to find out in a previous lesson what the children's
favourite colours are to avoid disputes.
3 Prepare the posters with pockets: stick or staple four envelopes to the big piece of
card. Label the pockets with the colours. Older children could help prepare the
pockets.
IN CLASS 1 If you have a large class, divide them into groups. Each group needs a poster with
pockets and some magazines.
2 The children cut or tear out pictures from magazines which correspond with the
colours of their 'pockets'. They have to find five pictures for each colour and put
them inside.
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COMMENTS Many magazine pictures of course include several colours, so be prepared to mediate
in arguments or discuss interpretations of which picture is which colour.
FOLLOW-UP The children can continue to collect pictures, adding them to their 'pockets'.
blue green
COMMENTS 1 The concept of colour mixing is important in a child's development. Many teachers
now feel it is a good idea to introduce it at pre-school level.
2 At this age we are not aiming for the children to remember the colour variations.
We are merely showing them that by mixing some colours with others they can
create colours. This will help in free painting classes as they will be able to
experiment with secondary colours as well as primary ones.
FOLLOW-UP Let the children mix some coloured paints in egg boxes or plastic
cups and allow them some free painting time.
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4.16 Plasticine shapes
AGE All
TIME 10 minutes
AIMS Language: the names of shapes, following instructions
Other: to encourage the children to use their hands to model
DESCRIPTION The children make shapes out of modelling clay according to the teacher's
instructions.
MATERIALS Plasticine or other modelling materials such as clay or dough.
PREPARATION Get enough plasticine or dough so that all the children can use it at the same time.
IN CLASS 1 Give each child a piece of plasticine.
2 Tell them to make a circle (demonstrate first if necessary). Go round observing
and helping them.
3 When they have finished, do the same for other shapes like square, rectangle,
triangle, etc.
VARIATIONS You could make a simple biscuit mix (see 'Cook a gingerbread man', 3.28). The
children mould the biscuit mix into shapes. You can either cook them in school if
you have the facilities, or at home. Alternatively, you can make salt dough using this
recipe. The children can help to make it.
COMMENTS If you do not wish to use the dough immediately, you can keep it for a few days if
you wrap it up in plastic or cling film or put it in an airtight container and store it in a
cool place.
The size of the cup is not important as long as the same cup is used for each
measurement.
You can cook the finished models in an oven heated to 180°C (how long for depends
on the size of the model!). The children can then paint the models.
1 Sieve the flour and salt into a bowl and add the glycerine.
2 Pour in the water, stirring continuously.
3 Continue stirring until the mixture is fairly stiff.
4 Knead the mixture together. If it is too dry, add more water and if it is too wet, add
more flour.
6 This child weaves in and out to the singing of the second verse, followed by the
first child. At the end of the verse she/he puts her/his hands on a third child's
shoulders.
7 The third child leads the growing line of children in and out of the circle while all
the children sing the third verse.
8 Repeat the first three verses, while more and more children weave in and out.
9 Everyone stands in a circle to sing the last verse and do the actions.
5.3 Sirens
AGE All
TIME 5-10 minutes
AIMS Language: names of vehicles used for emergency services, Total Physical Response
Other: awareness of emergency services and how to phone for them
DESCRIPTION The children talk about the emergency services and sing a song.
MATERIALS Pictures of a fire engine, an ambulance, and a police car from the
country you teach in. You could also have some pictures of British or American ones
if they are available, just to show the children what they look like (see the flashcards
on page 184).
IN CLASS 1 Show the children the pictures of the emergency service vehicles
and ask if anyone knows what they are and when we might need to call them out.
Teach them the English names.
2 Ask children if they know which number you ring to call these services. Get them
to repeat the number after you in English.
3 Play the game 'Sirens' (see 5.13).
4 Sing the following song, encouraging the children to join in.
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Sirens
5 Sing the song again. The children can join in and pretend to drive round while
singing the song.
6 If you have a very large class you could divide them into fire engines, ambulances,
and police cars, and get each group to sing their verse.
FOLLOW-UP Sing 'London's burning' (from the Jingle Bells cassette), which also
refers to the emergency services, and act it out.
It's raining, it's pouring, Wiggle your fingers downwards like rain
falling
The old man is snoring, Pretend to snore
He went to bed and bumped his head Lay your head on your hands and then rub
your head
And couldn't get up in the morning. Pretend to try to pull your head from the
pillow
Rain, rain, go away, Make a shooing movement with your
hands
Come again another day. Make a beckoning gesture
Rain, rain, go away, Make a shooing movement
Come again another day. Make a beckoning movement
2 Sing or play the song again. Encourage the children to join in.
FOLLOW-UP Make 'Raindrop people' (see 5.18). You can also go on to do the
other 'weather' activities in this chapter: 5.8, 'The weather', 5.14, 'Weather game', and
5.17, 'Weather mobile'.
COMMENTS This song is on the Super Songs cassette.
5.5 Animals
AGE All
TIME 5-10 minutes
AIMS Language: animals, adjectives, it likes, action verbs, Total Physical Response
Other: awareness of animals and their characteristics
DESCRIPTION The children learn the names of animals, mime them, and sing a song.
MATERIALS Pictures of wild animals, including: a lion, an elephant, a crocodile,
a snake, a monkey, a camel, a hippo, a parrot (see the flashcards on pages 178-82).
IN CLASS 1 Show the children the pictures and tell them the names of the animals. Do this once
or twice.
2 Stick the pictures on the board in the order of the song and elicit the names from
the children.
3 Ask one of the children to pretend to be a lion. While she/he is doing this, explain
that we call the lion 'the King of the Jungle'. (Most children will now be aware of this
because of the film The Lion King.)
4 Ask another child to pretend to be an elephant. While she/he is doing this describe
the elephant's characteristics (big, strong).
5 Continue in this way with the other lines of the song, eliciting the description
wherever possible.
6 Sing the song, miming the characteristics as suggested.
7 Sing it again a couple of times, encouraging the children to do the actions and join
in.
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Animals
The lion is the king of the jungle, Walk round looking proud
The elephant is big and strong. Walk round swinging your
arm in front of your nose
The crocodile is very dangerous, Open and close your hands
like a crocodile's jaws
The snake is very long. Move your arm like a snake
The monkey likes to swing Pretend to swing
through the branches,
The camel likes to walk, walk, Walk round
walk,
The hippo likes to sit in the mud all day, Make a gesture for fat and pretend to sit
The parrot likes to talk, talk, talk, talk, Open and close your hand like a beak
talk, talk,
Talk, talk, talk, talk, talk.
(S. M. Ward)
VARIATIONS There are many traditional songs which mention animals, for example: 'Old MacDonald
had a farm', 'The animals went in two by two', and 'Baa baa black sheep', which are on the Jingle Bells
cassette. See also 'Ladybird, ladybird' (5.10).
4
3 Say the rhyme again, getting the children to copy the actions.
4 Say the rhyme again, encouraging the children to join in.
FOLLOW-UP Make a photocopy of Worksheet 5.6 for each child. The children colour it in. While
they do so you can go round praising their work, and talking about the picture.
IN CLASS 1 Point to the spider and ask the children if they know what it is. Tell them the
English word for it. Ask them if they have ever seen a spider in the bath tub.
2 Say the rhyme, doing the actions.
Incy wincy spider climbed up the spout. Spread your hand to look like a spider
and make it climb up
Down came the rain and washed poor Imitate the rain falling with your fingers
Incy out.
Out came the sun and dried up all the Spread your fingers over your head to
rain. represent the sun
Incy wincy spider climbed up the spout As for the first line
again,
(traditional)
FOLLOW-UP Make a spider as in 5.19.
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5.8 The weather
AGE All
TIME 5 minutes
AIMS Language: vocabulary about the weather
Other: Total Physical Response
DESCRIPTION The children say a rhyme about the weather and do the actions.
MATERIALS Four pictures to represent the snow, the rain, the sun, and the wind
(see Worksheet 5.17 on page 168).
PREPARATION Prepare the pictures.
IN CLASS 1 Show the picture of the snow and say: It's snowing. Wrap your arms around
yourself and shiver (as in the song below). Get the children to repeat.
2 Repeat this procedure with the other pictures.
3 Put the pictures up on the board in the order of the rhyme.
4 Say the rhyme, doing the actions.
5 Repeat a couple of times, encouraging the children to join in.
Weather rhyme
It's snowing, it s snowing, Move your hands downwards slowly wiggling your
fingers
Brr, brr, brr, Wrap your arms round yourself and shiver exaggeratedly
It's raining, it's raining, Move your hands downwards quickly, wiggling your
fingers
pit-a-pat, pat, Tap your fingers lightly on the top of your head
It's sunny, it's sunny, Spread your fingers out and sweep them in a big circle
over your head
Phew! Phew! Pretend to wipe the sweat from your brow
It's windy, it's windy,
Whoosh! Whoosh! Fill your cheeks with air and make a whistling or blowing
sound
(V.Reilly and S.M. Ward)
FOLLOW-UP 1 The children can make ' Weather mobiles' (see 5.17) and play the 'Weather
game' (see 5.14).
FOLLOW-UP 2 When the children come to school each day, ask them What's the
weather today? The children can record each day's weather using a big calendar and
the symbols from the weather mobile in 5.17, or make a 'Weather clock' as in Young
Learners by S. Phillips, in this series, page 120 (see Further Reading).
Miss Polly had a dolly who was sick, Rock the doll in your arms
sick, sick,
So she called for the doctor to be Pretend to phone
quick, quick, quick,
The doctor came with her bag and Pretend to swing a bag and take a hat off
her hat,
And she knocked on the door with a Rap your knuckles on the table
rat-tat-tat.
She looked at the dolly and she Look solemn and shake your head
shook her head
And she said 'Miss Polly, put her Wag your finger and mime putting the doll to
straight to bed.' bed
She wrote on a paper for a pill, pill, Mime writing on the palm of your hand
pill,
'I'll be back in the morning with my Make whatever gesture is customary for
bill, bill, bill.' paying in the country you teach in
(traditional)
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3 Say the rhyme again, encouraging the children to do the actions with you.
4 Call out two children to be the doctor and Miss Polly. They do the actions
while you recite the rhyme. Encourage the other children to join in with words
like sick, sick, sick.
5 Let other children do the mime. Do not insist on the children reciting the
whole rhyme—the important thing is that they understand what it says. If you
repeat it in subsequent classes, they will pick up on other words.
VARIATION You can use this rhyme instead:
2 Tell the children they are going to say a rhyme about a ladybird.
Ladybird, ladybird
• • • •
Ladybird, ladybird, fly away home,
• • • •
Your house is on fire, your children are gone.
• • • •
All except one; her name is Ann
• • • •
And she has crept under the frying pan. (traditional)
3 Get the children to repeat the rhyme after you line by line.Tell them what it means.
4 If you have made the ladybirds from 5.20, the children can pretend to make their
ladybirds fly and act out the story.
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Games
5.11 Going to the doctor's
AGE All
TIME 15 minutes
AIMS Language: to learn to say what is wrong when they are not well
Other: to role-play
DESCRIPTION The children learn how to describe common ailments and role-play being at the
doctor's.
MATERIALS An overall, a toy stethoscope (if available) or an improvised one with a bit of rubber
or plastic tubing; a picture of a doctor.
IN CLASS 1 Show the picture of the doctor and ask the children if they know who it is and if
they have ever been to the doctor's. Ask if they know the name of their doctor. (This
stage could take quite a long time if the children want to regale you with all the
illnesses they've had. You will need to use your own discretion depending on
how long the lesson lasts.)
2 Hold your head and start moaning: Oh, oh, I've got a headache. Then hold
your stomach, moan, and say: I've got stomach-ache. Then put your hand on
your jaw and say: I've got toothache. Wipe your brow and say: I've got a
temperature. Pretend to sneeze and say: I've got a cold.
3 Do this once or twice then call out one of the children. Say: I've got a
headache and see if she/he can mime the action. Do this with other children
and the other expressions.
4 Call out one of the children to do a mime and the other children have to say:
headache, toothache etc.
5 Drill the sentences, getting the children to mime as they say them.
6 Put on the overall and put the stethoscope round your neck and say: I'm the
doctor. Ask for a volunteer to come out and be the patient.
7 Ask the 'patient': What's the matter with you?
8 Get her/him to mime and say: I've got...
9 Pretend to write a prescription and say: Here you are.
10 Repeat this with one or two more children and then let them do the role-
play in pairs.
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5.12 Traffic lights
AGE All
TIME 10-15 minutes
AIMS Language: colours, following instructions, Total Physical Response
DESCRIPTION The children pretend to be cars and go fast or slow or stop according to which
traffic sign is shown.
MATERIALS One green, one red, and one orange circle of cardboard (or whatever colours
are used in the country where you teach).
PREPARATION Prepare the circles.
IN CLASS 1 Hold up the green circle and elicit the colour.
2 Do the same with the orange and red circles.
3 Get the children to form a circle round you and tell them that they are
driving cars. They must walk round you quickly when you say 'green', slowly
when you say 'orange' and they must stop when you say 'red'.
FOLLOW-UP This game ties in with the song 'Beep beep beep' (see 5.2).
IN CLASS 1 Hold up pictures of a hare and a tortoise and say what they are (in
English). Ask if the children have ever seen one. Elicit/explain that hares can run
very fast, but tortoises can only walk very slowly (mime these actions).
2 Tell the story, miming the actions.
3 Repeat the story, encouraging the children to join in the actions.
4 Pairs of children can mime the story as you tell it again.
5 The children draw pictures of the hare and tortoise.
VARIATION You can move a cardboard cut-out hare and tortoise on a felt or Velcro board to
illustrate the story as you tell it.
One day the tortoise was walking slowly along the Hold up the picture of the tortoise and pretend to be the
road. tortoise walking slowly along.
Suddenly she saw the hare, who was running and Show the picture of the hare and mime running and
skipping along. skipping.
When the hare saw the tortoise she began to laugh: Point to the hill on the board.
'Ha, ha, ha. You are so slow.' The tortoise said; 'Yes,
I'm slow but nothing stops me. Look. Do you see that
hill?'
'Yes', said the hare. 'I can see it. So what?' 'Well, I'll Run your finger up the path from the bottom to the top.
race you to the top.' said the tortoise.
'Ha, ha, ha,' laughed the hare. 'You race me? That's You can give the names of different animals here.
great!
Ha, ha, ha.' Then the hare called all her friends. Beckon Show the pictures of other animals and elicit or
'Hey. Come on everybody,' she said, 'We're going to say their names.
have a race. Come and watch us.' All the other
animals came and the hare and the tortoise lined up.
The fox said: 'Ready, Steady, Go!' and the hare went Mime this.
running off.
Meanwhile the tortoise started walking slowly along: Mime this.
plod, plod, plod, plod, plod,...
After a while the hare stopped and turned around. Mime this. Shield your eyes and look down; and into the
She looked down the hill. There was the tortoise a distance. Point.
long, long, long, long, long way away.
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'Ha, ha, ha,' said the hare. 'That tortoise will never Laugh. Mime these actions.
catch me up. I've got time to have a little sleep.' So
she sat down under a tree, closed her eyes, and went
to sleep.
Meanwhile the tortoise carried on walking: plod, Mime the tortoise plodding. Cup your hand to your ear.
plod, plod, plod, plod, plod, plod, plod, plod ... Make the noise of someone snoring.
Suddenly she heard someone snoring.
'Who's that?' She looked round and there was the Look around; point. Mime being asleep.
hare fast asleep under a tree.
'Ha, ha, ha,' said the tortoise. 'She thinks she's better Laugh and walk slowly on.
than me.' And she carried on walking up the hill:
plod, plod, plod,plod, plod, plod ...
After some time the hare woke up. 'Where's the Mime waking up, standing up, looking down the hill.
tortoise?'she said. She stood up and looked down the
hill.
She could not see the tortoise anywhere. Then she Mime turning around, look surprised.
turned round and there was the tortoise at the top of
the hill!
'Ha, ha, ha,' shouted the tortoise. 'Slow but sure wins Raise your arms to celebrate winning.
the race.'
All the animals at the bottom of the hill clapped and Clap and encourage the children to join in.
shouted 'Hooray! Good old Tortoise!'
Figure 1 Figure 2
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VARIATION Use the pictures to make a weather chart (see 5.8).
COMMENTS This activity follows on from 5.4, 'It's raining, it's pouring' or 5.14,
'Weather game'.
5.19 Spiders
AGE 5,6
TIME 10-15 minutes
AIMS Language: to follow instructions, to revise vocabulary
Other: eye-hand co-ordination, learning to use scissors
DESCRIPTION The children learn to make a spider from a paper cup.
MATERIALS A paper cup for each child, scissors, black powder paint mixed with a little glue,
elastic.
PREPARATION Make a spider to show the children the finished product.
IN CLASS 1 Give each child a paper cup.
2 Get them to colour it black.
3 While you are waiting for the cups to dry you could do the rhyme 'Incy wincy
spider' (see 5.7).
4 Show the children how to cut the cup as in the illustration.
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5.20 A ladybird
AGE 4,5,6
TIME 10-15 minutes
AIMS Language: to follow instructions
Other: eye-hand co-ordination
DESCRIPTION The children make a ladybird.
MATERIALS Photocopies of the ladybird from Worksheet 5.20 on page 169
(one for each child), black and red crayons, scissors, glue.
IN CLASS 1 Give each child a photocopy of the ladybird.
2 Tell them to colour the ladybird's body red and to colour its head and spots black.
3 The children cut round the ladybird and its wings. You will have to be careful to
make sure they do not cut tabs A and B off. You may need to do that bit for them.
4 Show the children how to stick tabs A and B in the correct places. Again you may
need to help them with this.
5 If there is time, or in another lesson, you could organize a 'ladybird race'. Two
children at a time blow their ladybirds across a smooth surface (such as a table) and
see which is the winner.
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6 Festivals
Festivals are a good way of introducing children to the culture of the countries where English is
spoken. Children also enjoy the celebrations immensely and can get very excited. We have
included Christmas, Carnival, and Easter in this chapter as they are very popular with young
children and they lend themselves to games, dressing up, and colourful activities to which family
and friends can be invited.
Although these three festivals are part of the Christian calendar, many of the elements are based on
ancient pagan celebrations and many of the ideas could be adapted to other festivals, such as a
dragon procession for Chinese New Year or making presents for Eid ul-Fitr. For children of pre-
school age the main interest lies in Christmas presents, Easter eggs, and Carnival processions, and
the celebrations need not have any religious significance at all. Whether or not you include these or
other festivals is at your discretion depending on your teaching situation.
Christmas
Christmas is a festival which is very important for children in many countries where English is
spoken. In schools many hours are dedicated to decorating the classroom, preparing school
concerts and nativity plays, and making Christmas cards to send to family and friends. It is perhaps
the most important festival for children: full of colour, fun, and surprises. Children mark the days
off on a calendar until Christmas Eve (24th December), when Father Christmas brings presents in
the night. Usually children get up very early on Christmas Day (25th December), often having only
slept a couple of hours, to see what Father Christmas has brought them. They then spend the day
with their family eating turkey, Christmas Pudding (a hot cake-type dessert with raisins and other
dried fruit), and lots of chocolate.
Twinkle, twinkle, little star, Start with fists closed then open your hand on
each word
How I wonder what you are. Point and look upwards and look puzzled
Up above the world so high, Point to the stars
Like a diamond in the sky; Put fingers in a 'diamond' shape
Twinkle, twinkle, little star, Start with fists closed then open your hand on
each word
How I wonder what you are. Look at the stars and stroke your chin pensively
(traditional)
COMMENTS 1 The star is an important element in the Christmas story (see 6.9, 'Nativity play').
Stars are used as decorations and often put at the top of the Christmas tree (see 6.7).
2 This song is on the Super Songs cassette.
O Christmas tree
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O Christmas tree, Make your arms into a triangle shape by
O Christmas tree, joining your hands
FOLLOW-UP You could continue the theme of the Christmas tree with the rhyme
'Here is the tree' (6.4), and then make a Christmas tree as in 6.7.
COMMENTS A Christmas tree is a small fir tree decorated with coloured baubles, tinsel, and
lights.
4 Each child has a turn at choosing a toy. They mime the action for it, which the
others imitate while singing the tune to 'la-la-la'.
COM M ENTS A 'fairy doll' or angel often sits on top of the Christmas tree (as well as, or instead of,
a star).
Here is a tree with its leaves so green.Make your arms into a triangle shape by
joining your hands and opening your
elbows wide
Here are the baubles that hang between. Make your hands into fists
When Christmas is over, the baubles Let your fists drop down
will fall.
Here is a box to gather them all. Join your arms in front of you making a
(traditional, adapted) circle
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6.5 Pull the cracker
AGE All
TIME 10 minutes
AIMS Language: rhythm
Other: to introduce the children to a British tradition
DESCRIPTION The children chant a rhyme.
MATERIALS A picture of the cracker to show the children.
PREPARATION Make a cracker before the lesson (see 6.10) or bring one in if you have one.
IN CLASS 1 Show the cracker to the children and explain that it is something
British people have at Christmas. When we eat our Christmas meal, two people each
pull one end. Crackers make a bang when they break.
2 Say the rhyme and get the children to do the actions.
Pull the cracker. BANG! Pretend to pull and then say 'BANG!'loudly
Pull the cracker. BANG! Repeat the actions
Do not run and hide. Shake your head
Let's see what's inside. Pretend to look inside something
Pull, pull, pull the cracker. Actions as before
BANG!
(E. Yorke and M. Robinson)
Nativity play
This is just a suggestion as to how the play might be performed. You can adapt it to
your own situation.
Characters
Mary
Joseph
The innkeeper
Angel Gabriel Other angels
Chief shepherd Other shepherds
Kings: Gaspar, Melchior, Balthasar
Place two chairs and the crib on the right of the stage. Hide the baby doll under
Mary's chair. Mary and Joseph walk on to the stage from the left and Joseph
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pretends to knock on a door. The innkeeper appears.
Joseph: Have you got a room?
Innkeeper: No, I haven't, but here's a stable. (Points to the two chairs and the crib.)
Joseph: Thank you very much. Mary and Joseph go and sit down. Mary takes the
baby doll, rocks it gently, and then puts it in the crib.
Mary: My name's Mary and this is baby Jesus.
Joseph: My name is Joseph and this is my family.
The shepherds come on to the stage from the left and sit down. The angels appear
and the shepherds look afraid.
Chief shepherd: (to Gabriel) Oh! Who are you?
Gabriel: I'm the Angel Gabriel. Come with me to see the baby Jesus.
The shepherds follow Gabriel across the stage. Gabriel goes behind Mary and
Joseph and stands on a chair as though in the air. The shepherds kneel down one
by one to present their gifts.
Shepherds: Here's a gift for the baby Jesus.
The three kings enter on the left and cross the stage. They kneel down one by one
to present their gifts.
Gaspar: I'm Gaspar. Here is gold for the baby Jesus.
Melchior: I'm Melchior. Here is frankincense for the baby Jesus.
Balthasar: I'm Balthasar. Here's myrrh for the baby Jesus.
6.10 Crackers
AGE 4, 5,6
TIME 20 minutes
AIMS Language: sto listen to instructions
Other: to develop hand co-ordination
DESCRIPTION The children make something typical to celebrate Christmas by listening to
instructions from their teacher.
MATERIALS Pieces of thin card cut into pieces of 15cm by 10cm, pieces of crepe
paper 30cm by 20cm, strips of string or ribbon, sweets, and sweet papers to decorate.
IN CLASS 1 Bring the children round a desk where they can all see what you
are doing and tell them what to do whilst showing them.
2 First place the crepe paper on the table.
3 Then place the piece of card in the middle of the paper (see diagram).
4 Now put some sweets in the middle and start to roll the cracker into a tube.
5 Ask one of the children to hold the cracker and tie a piece of string or ribbon as
close as possible to the card.
6 You will have to help the children to tie the ribbon. However, it is well worth all
the hard work.
7 Finish decorating the cracker by gluing sweet papers on to it.
The children can take their crackers home if they celebrate Christmas.
FOLLOW-UP Chant 'Pull the cracker' (see 6.5).
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Carnival
In many countries Carnival is celebrated in the early spring and usually consists of
processions of lorries decorated with imaginative scenes. Some of the most famous
Carnival processions are held in Rio de Janeiro and Cadiz on Shrove Tuesday.
People wear fancy dress and dance through the streets to music. In Britain, this day is
normally only celebrated by the cooking and eating of pancakes. In Britain, Carnival
processions take place in different towns at different times of the year, usually in the
summer months. The most famous of these is Notting Hill Carnival, which is
organized by the West Indian community and is held in late August.
Chorus
Carnival, Carnival,
Everybody loves Carnival.
Carnival, Carnival,
Everybody loves Carnival.
We're going to have a party,
We're going to have a party,
We're going to have a party,
And I'm going as ...
(S. M. Ward)
COMMENTS Before the lesson you could improvise some instruments and get
some of the children to be a 'band'. Plastic bowls or buckets can be used as
drums, wooden spoons as castanets, plastic containers filled with rice or beans
can be maracas, and some children can hum into combs with paper placed in
front.
FOLLOW-UP 1 The children all dress up as their favourite characters and have a
procession round the classroom or school. They can make hats as in 6.12 or
masks as in 6.15.
FOLLOW-UP 2 The children colour in the picture of a Carnival procession in
Worksheet 6.11 (page 172).
d Fold the corners of the flaps round and seal with sellotape.
2 Tell the children to paint the outside of the hat with black paint.
3 Stick a skull and crossbones on each hat as in the illustration.
VARIATION 1 If you want to make Robin Hood hats, paint them bright green
instead of black and stick a feather on the side of the hat.
VARIATION 2 If you want to make a clown hat, colour it all different colours and
stick a paper pom-pom near the top.
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VARIATION 3 Older children could help make the skulls and crossbones, but this
will add some time to the lesson.
COMMENTS Little children love wearing hats. These hats could be used for
Carnival and other festivals or for drama activities and pretend play.
Easter
Although Easter is an important Christian festival, the traditional symbols such as
eggs, chicks, and rabbits are celebrations of spring. In some places the Easter Bunny
(rabbit) brings chocolate eggs on Easter Sunday. In Britain, on Easter Monday (the
following day) there are many different traditional games and contests such as Hunt
the Egg, Egg Rolling, Egg and Spoon Races, and Egg Painting. Some villages
compete against each other with 'Tug-of-War' (rope pulling) or ball games.
1 Sift 100g of flour into a large bowl. Mix the yeast with the milk and water, stir it
into the flour and leave in a warm place for 15-20 minutes, until frothy. Sift the
remaining flour, salt, spices, and sugar into a large bowl.
2 Add the butter, egg, flour mixture, and dried fruit to the yeast mixture and mix to a
soft dough.
3 Turn on to a floured surface; knead until smooth.
4 Put in a large greased bowl, cover with oiled polythene; leave to rise until it has
doubled in size.
5 Turn on to a floured surface and knead.
6 Divide the dough into pieces and roll them into balls.
7 Arrange them well apart on floured baking tray, cover, and leave for 30 minutes.
8 Bake at 190°C/375°F for 15/20 minutes.
DESCRIPTION The children sing a traditional Easter song. A Hot Cross Bun is a sweet bun made
with dried fruit, which has a cross marked on the top. It was traditionally eaten on
Good Friday but it is now eaten at other times.
MATERIALS Ingredients for the buns (optional).
PREPARATION If you would like to show the children what hot cross buns are, you can make some
before the lesson.
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IN CLASS 1 Tell the children that at Easter people in Britain eat hot cross
buns and tell them that they are going to make some.
2 If possible let the children shape their bun.
3 Take a piece of dough and show them how to roll it into a ball using the palm of
your hand. Then press down to flatten it a little and finish it off by drawing a cross on
top.
4 Put the buns on the baking tray and leave, as in the recipe.
5 Sing the song whilst the buns are rising and cooking.
FOLLOW-UP 1 Tell the story again, letting the children pretend to be different
animals: jumping like a frog or hopping like a rabbit. Children love to act out this
story and to wear animal masks (see 6.15).
FOLLOW-UP 2 Children can make rabbit puppets using the same technique as in
3.29, 'Gingerbread man puppet'.
FOLLOW-UP 3 The children can invent their own stories about other animals.
Acknowledgements
This story is adapted from one in jet magazine called 'Mr Rabbit's long ears'.
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6.15 Animal masks
AGE 4, 5,6
TIME 15-20 minutes
AIMS Language: names of animals, colours
Other: hand co-ordination, colouring in
DESCRIPTION The children make masks to act out the story 'Why do rabbits have long ears?' (6.14).
MATERIALS Photocopies of the masks (see Worksheets 6.15A-6.15C, pages 173-5), coloured
pens/pencils, cardboard.
PREPARATION Photocopy Worksheets 6.15A-6.15C for the groups of children.
Other animal masks can be made by adapting these (see the illustration).
IN CLASS 1 Divide the class into their groups for the story (see 6.14). Give
them the names of their animals: Group 1—lions. Group 2— monke s , etc.
2 Talk about the animals, for example, What colour is it? What colour eyes has it
got? etc.
3 Give the masks to the groups.
4 The children colour them.
5 Stick the masks to card and cut round them. If your children have problems with
cutting and sticking, you could do this before the lesson so they just have to colour
in.
6 Put elastic on the masks to hold them on.
FOLLOW-UP Do 5.15, 'Animal movements'.
DESCRIPTION A typical activity for children at Easter is to go on an egg hunt. An adult hides a
chocolate egg and the children have to find it. As this could prove a bit hectic in a
class of 30 children it may be better for the children to find the eggs in a picture.
PREPARATION Photocopy the picture on Worksheet 6.16 (page 176) for each child—or you could
make a poster by photocopying it on to A3 paper.
IN CLASS The children must find the eggs. Encourage them to tell you where the eggs are.
FOLLOW-UP The children colour in the picture.
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6.17 Egg and spoon race
AGE 4,5,6
TIME 15 minutes
AIMS Language: following instructions: Hold the spoon, ready, steady, go ,run, don't drop
the egg, come on Kate, etc.
Other: eye-hand co-ordination, taking part in a team game
DESCRIPTION The children have a team race while holding an egg on a spoon.
MATERIALS 4 wooden spoons or dessert spoons, 4 hard-boiled eggs or ping-pong balls.
IN CLASS 1 Divide the class into four or five teams.
2 Get the members of each team to stand one behind the other and line up the first
member of each team so that they are level.
3 Give the first member of each team a spoon with an egg in it.
4 Tell the children that they have to run (or walk) to the board (or wall) without
dropping the egg, touch the board, return, and hand the spoon with the egg in it to the
second member of their team. They must use only one hand while racing but if they
drop the egg, they can put it back in the spoon and continue.
5 When the second member of the team returns from touching the
board, she/he hands over the spoon and egg to the third member of the team and so
on until all the members of the team have done it.
6 The last member of each team must bring the spoon to you. The first team to do so
is the winner.
COMMENTS 1 Children can get very excited and noisy while playing this game so it is better if
you can play it outside.
2 Make sure no children cheat by holding the egg with their finger.
WORKSHEET 3.26
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WORKSHEET 3.29
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WORKSHEET 4.6
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WORKSHEET 4.15
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WORKSHEET 5.6
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WORKSHEET 5.9
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WORKSHEET 5.17
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WORKSHEET 5.20
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WORKSHEET 6.8
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WORKSHEET 6.9
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WORKSHEET 6.11
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WORKSHEET 6.15A
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WORKSHEET 6.15B
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WORKSHEET 6.15C
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WORKSHEET 6.16
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