Adaptation

Pack
Joanne Ramsden

1
 Adaptation
Pack

1 Introduction page 4
What is the Kids Can! Adaptation Pack?

Introducing the course characters and puppet page 5

2
Ideas for using the Sam the squirrel puppet in a variety of
ways to develop both language and social skills.

3 Getting used to Primary school page 7

Ideas for establishing basic classroom routines through
the use of flashcard games, chants and songs, as well as
suggestions for activities to familiarise pupils with different
spaces in the school.

4 Classroom routines and games page 9

Games, songs and mindfulness activities to change the
dynamic within a class and activate language learning.

5 Language review page 12

A selection of games and worksheets for both circle time
and table time activities to review the key language from
the Pre-Primary syllabus.

6 Sample lessons page 27

Four suggested ready-to-go lessons containing ideas from
the bank of activities from sections 3 to 5 of this pack!

7 Puppet mask and flashcards page 31

Joanne Ramsden 3
1

Introduction
What is the Kids Can! Adaptation The section Getting used to Primary school
Pack? presents ideas for establishing basic classroom
routines through the use of flashcard games,
The move from Pre-Primary to Primary is an
chants, jingles and chit-chat routines, as well as
especially important time for young learners. Many
suggestions for activities to familiarise pupils
will have had different experiences during their
with different spaces in the school. The section
time in the Pre-Primary environment and will have
Classroom routines and games provides more
reached different physical, social, emotional and
ideas on how to incorporate games, chants and
academic milestones. The Primary curriculum will
the course songs to help children get used to more
present new challenges and new ways of learning;
classroom routines at the beginning, middle and
it is therefore vital to make this transition as smooth
end of lessons.
as possible and dedicate a few sessions to bridging
the gap. This will help children feel comfortable The section Language review includes a selection
in their new environment by creating a warm, of games and worksheets for both circle time and
welcoming experience before beginning the Pupil’s table time activities to review the key language
Book. from the Pre-Primary syllabus. This will re-familiarise
children with basic lexis such as numbers, colours
This Adaptation Pack is a bank of activities and
and shapes, as well as simple functional language of
ideas to help you as a teacher support children in
greetings and expressing feelings.
this transition period. By dipping in and out of the
pack, you will find plenty of ideas on how to slowly The final section, Sample lessons, provides four
incorporate strategies which will help children suggested lessons containing ideas from the
transition into the Primary school environment and bank of activities from sections 3 to 5 of this pack.
later, the Pupil’s Book. These can serve as ready-to-go lesson plans for the
first two weeks of the term (assuming these will
After a long summer break, pupils may need time
comprise two lessons per week) and provide you
to readjust to the school environment, and many
with a template for planning subsequent lessons.
will have had little or no contact with English.
Depending on the catchment system of the school, Thanks to these activities, we hope that your
some may have to make a completely new set learners will quickly become more autonomous, at
of friends. This booklet provides ideas for how to ease and confident in the new school environment,
revisit the sets of language familiar to the children ready to continue their English language learning
along their Pre-school journey, while gently journey with the Pupil’s Book.
introducing them to the routines and activity types
they will meet in early Primary. These will include
ways of helping them interact and feel at home
with their new classmates to create an inclusive and
cohesive learning experience.
Their new friend Sam the squirrel, the class puppet,
can play an important role in helping them adjust,
by creating a loveable and engaging focus through
which learning can take place. Therefore the first
section, Introducing the course characters and
puppet, provides ideas for using the Sam puppet
in a variety of ways to develop both language and
social skills.

4
 2
Introducing the course characters
and puppet
It is important that the children feel safe and Children who are not on task will be encouraged to
comfortable during this initial adaptation period. participate or behave well so that they too can be
The presence of a puppet can help to create a safe praised by Sam.
learning environment. The Sam the squirrel puppet
is friendly and dynamic, so encourage the children Introduce Sam the squirrel and
to interact with him by waving and saying hello. The the course characters
presence of a puppet can help the children to relax Move Sam around animatedly and have him wave
in an unfamiliar environment. to the children. Encourage the children to wave
Use your Sam puppet to greet the children at the back and say Hello, Sam. Hide Sam behind your
beginning and say goodbye at the end of the class. back and make him suddenly appear. Each time
Even the shyest children won’t be able to resist the children see the puppet, they call out Hello,
replying and interacting with the puppet. Sam. Repeat several times. Use the flashcards to
introduce Jack, Grace and Daisy in the same way.
Initially it may be difficult to keep the children’s
Hide the puppet and flashcards behind your back.
attention. Use the puppet to attract their attention
Produce them in turn and children call out Hello,
through humour, perhaps pretending that Sam
Sam, Jack, Grace or Daisy depending who they see.
the squirrel is shy and appears little by little.
Alternatively highlight Sam’s mischievous character
Tell Sam your name
by hiding him in the classroom before the start of
the lesson and encouraging the children to help you Use the puppet to say Hello, I’m Sam to you and
find him. respond by saying Hello, I’m (Laura) and say your
name.
Use the puppet to interact with you showing the
children how to answer a question correctly. First, Use the puppet to say Hello, I’m Sam to individual
ask the question to Sam and have him whisper children and encourage them to respond with their
the answer in your ear. Nod encouragingly and name: Hello, I’m (David).
then ask the same question to the class. It is also
useful to have the puppet demonstrate that it’s Puppet activities
fine to make a mistake. Have Sam mispronounce a
word, or give a wrong answer. Encourage the class
Pass the puppet
to say, It’s ok Sam! or Try again. Learners can be Play Pass the puppet. Play some lively music.
encouraged to help Sam by telling him the correct Encourage the children to pass Sam around the
answer or by repeating a word to help Sam with his circle. Pause the music and the child holding Sam at
pronunciation. that moment says Hello to him and gives him a hug.
Use the puppet as a control technique. Tell the
Sam says
children that Sam squirrel doesn’t like loud noise. If
the noise level in the classroom becomes too high, Give the children a series of instructions, but they
hide Sam away until the children quieten down. only carry out the instruction when you say Sam
says. Have Sam whisper in your ear, then say Sam
Sam can also be used to give positive reinforcement
says stand up. The children stand up. Then say Sit
to the class. Praising the children gives them a sense
down. The children should remain standing. Repeat
of wellbeing. Being singled out for encouragement
with other useful actions such as listen, look, think,
by Sam can help motivate pupils and keep them on
point to…, etc.
track. It’s also a useful classroom management tool.

5
2

How are you feeling? Tell Sam your name game

Saying how you feel is a vital area of our children’s Use Sam to go around the circle asking different
social and emotional learning. Have the pupils children their name. As the children respond,
guess how Sam is feeling: encourage them to stroke Sam or give him a hug.
How are you feeling today, Sam? Are you sad? Are you Encourage the rest of the class to say Hello (Adriana)
angry? Are you happy? etc. to the child after they say their name.

Sam’s question time Wrong names! game

Use Sam to ask different questions to the class. Have your Sam puppet say Hello to the children but
Choose the questions that you wish to review and get the names wrong. Encourage the class to help
have Sam whisper them in your ear: What’s your him learn the names correctly.
name? How old are you? What colour is (the ball)? etc.
Share with Sam
Sam’s guessing game Use the Sam puppet to help the class with turn
Sam the squirrel can be converted into a handy taking. Ask a question and the child holding the
rucksack which you can use as a feely bag. Hide the puppet answers. They then pass the puppet to the
flashcards or objects that you wish to review in the next child in the circle. Holding the puppet focuses
mini-rucksack and encourage the class to guess their attention. They quickly learn that they can only
what they are: Is it a (square)? Sam shakes his head: speak when they are holding Sam.
No, it isn’t. They ask again: Is it a (circle)? Sam nods
enthusiastically: Yes, it is!
Sam mask
Use the Sam the squirrel mask (see page 31) to let
Learning name games pupils familiarise themselves with the character.
At the beginning of the year, the children have yet Allow them to be creative and colour Sam any way
to learn each other’s names. Play some games to they like. Stick the finished masks on lolly sticks and
help them get to know each other and yourself. encourage the class to walk around asking each
other questions while playing the role of Sam.
Ball game
Use your puppet to introduce the question, What’s
your name? First ask the question to Sam - Sam
replies - and then have Sam ask you. Have Sam roll
a ball to one of the children to indicate who is the
next person to respond. Encourage the children to
ask each other What’s your name? and answer.

6
 3
Getting used to Primary school
Introducing routines Tidying up
Establishing routines is the first step towards a calm, Introducing a rhythmic tidy up chant motivates
organised classroom. Routines give structure to the children to clear up their workspace with energy
children’s day and add security in the knowledge of and enthusiasm in addition to reinforcing key
what’s coming next and how to go about it. Use this classroom vocabulary. Replace scissors and box
initial adaptation period to introduce your routines with the other items to be tidied, e.g. glue in the
and show the children exactly how you want them box / pencils in the pencil case / paper in the bin, etc.
to come into the classroom, line up, sit down in a Children will begin to chant along with you as they
circle, etc. learn where all the items go.
A fun way to establish routines is by using jingles
or chants. Sing the jingle and do the actions
Tidy up chant
yourself, encouraging the class to join in. Show the Tidy up! Tidy up!
relevant flashcard (from pages 32 - 52) to reinforce It’s time to tidy up.
comprehension. Once the routine jingles or chants
have been introduced, use them each time you Put the (scissors) in the (box).
want the children to perform that particular routine. Let’s tidy up!
In a short while, children will be performing the
Alternatively, you could use the Tidy up! song from
routines automatically and joining in with the
Unit 1 (see page 11).
jingles, too.
Line up
Teacher’s tip
You may need to take the children out to the
Use a variety of well-known tunes for your
playground or bring them in as part of your
routines. A simple, repetitive tune such as Frère
session. Show them how to line up as part of the
Jacques can work very well. Other examples are
lesson before you need to move them to a new
London Bridge is falling down, The Muffin Man
place. Move to the line-up area and show the Line
and Old MacDonald had a farm. Alternatively,
up flashcard while you sing the song. Use Sam to
you can use a rhythmic chant.
encourage the children to get into the right place.
Entering the classroom Line up chant
Lead the children into the classroom in a line and
Everybody line up, (Gesture along the line up area)
walk slowly around the circle area with the children
following you. It’s a good idea to walk backwards One behind the other.
so that you can direct the children. Show the Circle Everybody line up
time flashcard and beckon with one hand while you
Just like me. (Point to yourself)
chant.
Everybody line up, (Gesture along the line up area)
Follow the teacher chant One behind the other.
Follow the teacher! Everybody line up
Follow me! Come on, let’s go! (Gesture moving forward)
Round the circle!
Follow me!

7
3

Going to the toilet Play Where’s the (bathroom)?

Children of this age group may still need to go to Place the flashcards around the room. Use Sam to
the toilet regularly. Use the bathroom flashcard to ask the class Where’s the playground? Encourage the
introduce the question Can I go to the toilet, please? children to point and say It’s here! Take Sam to the
and show the children the way to the toilet. Allow corresponding place. Repeat with the other places.
them to go as often as necessary in these first
weeks. Play Guess which place
Turn the flashcards face down and mix them up
Teacher’s tip on the floor. Point to one flashcard. Children guess
Use Sam to introduce the language and show what it is. Then say Let’s find out! Turn the flashcard
the children where the toilet is. Pretend he over and children say the word. Repeat with all the
needs to go to the toilet by having him whisper flashcards.
in your ear. Ask the class to help you teach him
the new question and show him where the Play Follow the leader
toilet is. Place the school area flashcards (classroom,
bathroom, playground) in three different corners
Drinking water of the classroom, clearly visible, naming them as
Consult with the tutor about the water routine. you do so. Say Stand up! Show the children how
Children will probably bring their own bottles of to line up one behind the other. Say Let’s go to
water to the class. Encourage them to ask Can I drink the playground! Lead the line to the playground
water, please? when they are thirsty. flashcard. Move to the back of the line and allow
one of the children to be the leader.
Learning about school spaces
Presentation of school spaces vocabulary
Place the flashcards in the Sam the squirrel
rucksack. Tell the children that Sam has something
to show them. Remove the flashcards one by one.
Say the words and have the children repeat the
words. If possible, take the children to each place,
showing the corresponding flashcard when you get
to each one. Use the Line up chant before you go.

8
 4
Classroom routines and games
In initial sessions, don’t try to do too much. Bye bye routine
Introduce the routines little by little and allow time
At the end of the session, encourage the class to say
for the children to get to know each other and learn
Bye bye to Sam before lining up.
each other’s names. Try out different games to get
to know what type of games are more popular with
the class. Use the more popular games in future
Introducing circle time
sessions to increase enjoyment. Children of this age group are used to sitting on
the floor for circle time in Pre-school. The familiarity
It can be useful to think of sessions as divided into 4
of circle time helps them feel more secure at the
segments:
beginning of the year. Use the Circle time flashcard
• Opening activities: greetings, Hello song, weather and indicate where they need to sit to form the
• Main activities: introduction of a new routine, circle. If you wish, introduce a short chant to show
song, or game them how to sit and listen.

• Table time: worksheet Circle time chant

• Closing activities: lesson review, cooling down Sit down in a circle.
activity, goodbye
1, 2, 3
Introduce the Hello song Cross your legs.
State your name to the class and then walk around Look at me!
saying Hello to the children. Ask their names and
reply, It’s nice to meet you.
Sit down in a circle.
Play the Hello song. Encourage the class to stand up
and do the actions with you. 1, 2, 3
Hands together.
Hello song (Click here for audio) Listen to me!
Hello! Hello, I’m Daisy.
Let’s run, let’s play.
It’s nice to meet you.
What’s your name?

Hello! Hello, I’m Grace.

Let’s sing, let’s play.
It’s nice to meet you.
What’s your name?

Hello! Hello, I’m Daisy.

Let’s dance, let’s play.
It’s nice to meet you, too.

9
 4

Weather Teacher’s tip

Use Sam to introduce the question, What’s the weather Use Sam to show the class how to work with a
like today? Take him over to the window and look partner. Tell them to turn and face their partner,
out. Say Let’s look! and mime looking out. Show the Say Eyes to eyes, knees to knees. Show them how
weather flashcards and introduce a mime for each one. to practise active listening and how to take turns.
Mime one of the weather conditions and have Sam
Play The weather song and encourage the class to join
guess. Then have Sam mime a weather condition
in with the actions.
and guess yourself. Say It’s your turn, Sam and
It’s my turn as you change roles to indicate the
The weather song (Click here for audio)
children should take turns to play the game.
It’s hot. (Mime fanning yourself)
It’s sunny. (Use one hand to mime sunny) Introducing table time
It’s hot and sunny. (Mime hot and sunny) Use the Table time flashcard to indicate that you want
the class to sit down at their tables.
What’s the weather like today? (Shrug your shoulders)
Let’s look! (Point to your eye and look through a Class rules
window) Consult with the tutor to establish the rules for good
behaviour. Use your Sam puppet and pretend he is
What’s the weather like today? (Shrug your shoulders) behaving badly to introduce the rules, e.g. make him
run around and say No, Sam! Walk, please. Have him
It’s cloudy. (Wave your hands over your head)
say some words in the children’s shared language and
It’s rainy. (Wiggle your fingers slowly downwards) say No, Sam! Speak English, please. Include any other
It’s cloudy and rainy. (Mime cloudy and rainy) rules that you have agreed on. Once Sam learns the
rules, use him for positive reinforcement, praising any
What’s the weather like today? (Shrug your shoulders) pupils who are following the rules.
Let’s look! (Point to your eye and look through a
window) Focusing attention
Introduce a short chant or jingle as a way of quickly
What’s the weather like today? grabbing the children’s attention. These can be used
to gain the attention of the class in order to give
It’s cold. (Hug yourself and shiver)
instructions or to bring a pair work activity to a close.
It’s windy. (Wave your arms about above your head) Count backwards from five, getting gradually quieter
It’s cold and windy. (Mime cold and windy) as children stop or introduce a call and response
statement, e.g.
What’s the weather like today? (Shrug your shoulders)
Teacher: 1, 2, 3. Eyes on me!
Let’s look! (Point to your eye and look through a
window) Class: 1, 2. Eyes on you!

What’s the weather like today? (Shrug your shoulders) or

Teacher: Macaroni cheese!
The weather game
Class: Everybody freeze!
Name each type of weather in turn and encourage the
Alternatively you could shake a rain stick or ring a
children to do the corresponding action. Reverse roles
small bell as a signal that the class should stop what
after a while, doing the action yourself and having
they are doing and listen.
them name the weather. Pupils play the game in pairs.

10
 4

Calm down Understanding and responding to

Introduce one of the mindfulness activities from the
simple commands
classroom routines and games bank to settle the class Introduce each instruction one at a time. Make sure
after a lively activity. you show the flashcard and do the action yourself
as you give the command: stand up / sit down / listen
Breathing hands / sing / draw / colour / look / think / walk / run / jump.
Do the following activity and invite pupils to copy: Encourage children to join in with you. Little by little,
spread one hand out like a star. Use the index finger stop doing the actions and remove visual support of
on your other hand to trace the outline of your hand. the flashcards as children learn to understand and
Take a deep breath in as you move to the top of each respond to the commands on their own.
thumb / finger. Breathe out as you move down each
thumb / finger. Repeat until you have taken five slow
Sam says
deep breaths. Use your Sam puppet to practise the classroom
commands. First practise all the instructions having
Tidy up the children join in as you say them. Then, explain
After the children have completed a worksheet, that they only do the action when Sam says. Give the
encourage them to keep their workspace tidy by children a series of instructions, but they only carry
introducing the Tidy up! song from Unit 1. out the instruction when you say Sam says. Have Sam
whisper in your ear, then say Sam says stand up. The
Tidy up! (Click here for audio) children stand up. Then say Sit down. The children
should remain standing. Repeat with the remaining
Oh no! Look at my things. classroom commands: listen, look, think, draw, colour,
Where’s my rubber? sing, walk, run, jump…, etc.
Where’s my pencil?
Mirror Game
Where’s my yellow ruler?
Reinforce the classroom commands by playing the
It’s here. Mirror Game. Pupils stand facing each other in pairs.
Your yellow ruler’s here. One pupil thinks of an action and acts it out. The other
pupil copies their partner and says the word. If the
word is correct, it is their turn to choose an action.
Tidy up! Tidy up!
Put your things Robots
In your pencil case. Call out instructions. Pupils act out the instructions
pretending to be robots.
(Repeat)

Where’s my rubber?
Where’s my crayon?
Where’s my orange sharpener?
It’s here.
Your orange sharpener’s here.

11
 5

Language review
Pupils may be familiar with some basic vocabulary Games to review colours
and language from Pre-primary. If possible,
coordinate with the Pre-primary teacher to find out Change places
the topics and main language that children have Have the pupils stand up forming a large circle. Tell
covered so that you can begin with language that is them that you are going to call out a sentence, e.g.
familiar to the children. Useful topics to recycle at the I’ve got something blue. The pupils who have got or
beginning of the school year are numbers, colours, are wearing something blue change places with
shapes, body, feelings and family members. another pupil.
Wherever possible, use realia to reintroduce the
vocabulary, hiding items in your Sam the squirrel Ball game
rucksack to spark children’s curiosity and interest. Pupils sit in a circle on the floor. They throw or roll a
Once the items have been presented, play a variety soft ball to each other. Each time a pupil catches the
of games ranging from receptive to productive in ball, they say a word from the chosen category (e.g.
order to reactivate children’s knowledge. Consolidate colours).
the language with a simple worksheet which
allows pupils to settle into table time routines and Rainbow walk
consolidate classroom commands.
Pupils walk slowly around the classroom and look
Games to review numbers for something red, orange, yellow, green, blue and
purple. Repeat the colours, encouraging pupils to
Musical numbers notice something different each time.
Play some music. Pupils dance around the classroom.
Kim’s game
Pause the music and call out a number. Pupils must
form groups containing that number of children. Place 8-10 objects or flashcards of different colours
When most pupils have formed a group, play the on a desk where pupils can see them. Pupils look
music again. Repeat several times with different at the objects for thirty seconds. Tell them they
numbers. will have to remember them. Cover or remove the
objects. In pairs, pupils try to remember and say as
Slap, clap, snap, snap many objects / colours as they can.
Start a short rhythm going by slapping your legs,
clapping your hands, then snapping your fingers in
Games to review shapes
turn. Encourage the children to join in, then start Body shapes
counting from 1-10. Each number should fall on the
second snap. Count to ten collectively, then try to Call out different shapes. Pupils use their body to
go around the circle adding a number each time. If make that shape with a partner.
a mistake is made, start again from 1. If the children
Sam’s guessing game
reach 10, celebrate and have them try in pairs or
small groups. Put one of the cardboard cut-out shapes into the
Sam rucksack feely bag. Pupils take turns to put their
Musical jumps hand inside and try to guess what it is.
Play some music. Pupils dance on the spot. Pause
the music and call out a number. Pupils jump that
number of times.

12
 5

Flashcard race Listen to your body

Stick the flashcards on the board or on a wall. Put Pupils sit comfortably and close their eyes. They
pupils into two teams and have them stand in two breathe in and out deeply. Tell pupils to notice how
lines at some distance from the flashcards. The first their body feels. Is it awake or sleepy? Does it hurt?
two pupils start. Call out a word and have the two Start with the head and face, naming each body part.
pupils race to touch the flashcard. The first pupil to Pupils explore how that part feels inside. Slowly move
touch it gets a point for their team. Then the two down the body: arms, hands, fingers, tummy, legs, feet
pupils go to the back of the line and it is the next pair’s and toes. Encourage pupils to relax each part of their
turn. Continue until everyone has had a turn. body.

Back-to-back Flashcard games to review other

In pairs, pupils draw shapes on each other’s backs with topics
their finger. Once they guess the shape, they change Flash the picture
roles.
Choose a flashcard and show it to pupils very quickly
Slow drawing then hide it or turn it around. Ask What is it? Ask pupils
if they want to see it again and show it again for a little
Very slowly, start to draw one of the shapes on the
longer. Repeat until a pupil guesses correctly.
board. Pupils guess the shape.
Guess the picture
Listen and jump
Have Sam the puppet hold a flashcard so that it is
Cut out the shapes from card – circle, diamond, star,
facing away from the children. Pupils take turns to
rectangle, square, triangle – and place them in a row
guess what the picture is on the flashcard.
on the floor. Invite a pupil to stand behind the row. As
you call out the words, the pupil must move from one Hide the picture
flashcard to the other in one jump.
Cover a flashcard with sticky notes so it’s entirely
Games to review feelings hidden. Invite pupils to guess what the picture is. After
each guess, remove one sticky note. Continue until a
Today’s feelings pupil guesses correctly.
For this routine, you will need to make a chart or
poster with pictures of different emotions. Ask pupils Missing picture
how they feel today, and encourage them to point Display the flashcards in a row. Pupils close their eyes.
to one of the pictures. Use Sam to model the feeling Remove one of the flashcards. Pupils open their eyes,
and review language. You could do this routine at the look at the row and say which flashcard is missing.
beginning of the lesson to find out the general mood
of the class. Yes or no?
Hold up a flashcard and make a true or false sentence
Games to review the body about it. For example, hold up a banana and say It’s
Touch your friend an apple. Pupils call out Yes or No. Encourage pupils to
correct false statements.
Have the children stand up and face a partner. Say
Touch your friend’s arm. The children touch their
partner’s arm. Repeat with other body parts, e.g. foot,
head, legs, hands, etc.

13
 5

Worksheet instructions

1 Numbers 2 Colours
Point to the pools on the worksheet and elicit Point to the different items on the worksheet and
the numbers. Count the fish in one of the groups ask the children to name the colour of each. Tell
and demonstrate matching the group to the the class to listen as you dictate the colours and
corresponding pool. colour the splodges accordingly: 1 green, 2 brown,
3 yellow, 4 red, 5 orange. Then, they follow the
maze and colour each item the corresponding
colour.

3 Shapes 4 Body
Draw one of the half shapes on the board. Explain Copy the face outline onto the board. Elicit the
that children have to finish drawing the shape parts of the face that are missing and draw them
and then colour. Complete the drawing yourself as children suggest them. Pupils then draw and
as a demonstration. Colour the shape and say The colour their own face. Encourage them to describe
(circle) is (red). Encourage the class to describe their their face when they have finished This is my nose.
worksheet to a partner. These are my eyes, etc.

14
 5

5 Weather 6 Family
Point to the different types of weather on the 1 Name the family members at random. Pupils
worksheet and elicit each one (cloudy, rainy, point on their worksheet. Encourage them take
windy, hot, sunny, cold). Name them in turn turns to point and say with a partner.
and encourage the class to point and do the 2 Pupils draw and colour their own family.
corresponding mime. Then, focus attention on
today’s weather. Pupils draw and colour the
weather today.

7 Adjectives 8 Toys
Elicit the name of each adjective (thirsty, sad, clean, Point to the toys at the top of the page and elicit
happy, hungry, dirty). Pupils colour the pictures the name of each one. Point to the scene and ask
and cut them out. They put their cards in a pile How many (balls) can you see? Encourage the class
and play Snap! with a partner, taking turns to to count and say the number. Pupils count each
reveal the cards. Alternatively they can mix their item and write the number in the box.
cards together with their partner’s pack and play
pelmanism, placing all the cards face down and
taking turns to pick up two cards.
15
 5

9 Odd one out 10 Action game

Point to the four items in number 1 and elicit Demonstrate how to play the game. Throw a dice,
what they are. Tell the class that three items make move your counter the corresponding number of
a group and one items is not in the group. Elicit squares, name the action and do the mime. Pupils
the odd one out. Demonstrate circling the item. play in pairs or small groups.
Repeat for the other groups.

16
Adaptation Pack
Worksheet 1: Numbers Count and match the fish to the pools.

9 2
5

6
3
4

7 10

Photocopiable © Macmillan Education Limited 2022

Adaptation Pack
Worksheet 2: Colours Listen, follow and colour.

Photocopiable © Macmillan Education Limited 2022

Adaptation Pack
Worksheet 3: Shapes

Finish the shapes. Colour and say.

1 2

3 4

5 6

Photocopiable © Macmillan Education Limited 2022

Adaptation Pack
Worksheet 4: Body Draw your face. Say.

Photocopiable © Macmillan Education Limited 2022

Adaptation Pack
Worksheet 5: Weather Listen and point. Mime.

What’s the weather like today? Draw.

Photocopiable © Macmillan Education Limited 2022

Adaptation Pack
Worksheet 6: Family

1. Listen and point.

2. Draw your family

Photocopiable © Macmillan Education Limited 2022

Adaptation Pack
Worksheet 7: Adjectives Colour, cut out and play.

Photocopiable © Macmillan Education Limited 2022

Adaptation Pack
Worksheet 8: Toys

How many can you see? Write the number.

Photocopiable © Macmillan Education Limited 2022

Adaptation Pack
Worksheet 9

Circle the odd one out.

Photocopiable © Macmillan Education Limited 2022

Adaptation Pack
Worksheet 10 Play the game. Say and do the actions.

START

FINISH

Photocopiable © Macmillan Education Limited 2022

 Lesson 1 Numbe
rs
6
Sample lessons
Lesson 1: Numbers
Opening activities 1, 2, 3, 4, 5 (Hold up five fingers in turn)
Once I caught a fish alive (Pretend to reel in the fish
• Use the Follow the teacher chant to enter the and put it on your lap)
classroom.
• Introduce the children to the Sam the squirrel 6, 7, 8, 9, 10 (Hold up the fingers on your other
puppet. Move him around animatedly and have him hand in turn)
wave to the children. Encourage the children to wave Then I let it go again. (Throw the cardboard fish
back and say Hello, Sam. Hide the puppet behind
back onto the floor)
your back and make it suddenly appear. Each time
children see the puppet, they call out Hello, Sam.
Why did you let it go? (Shrug your shoulders)
• Use the puppet to say Hello, I’m Sam to you and
respond by saying Hello, I’m (Laura) and say your Because it bit my finger so. (Make a biting action
name. Use the puppet to say Hello, I’m Sam to with one hand)
individual children and encourage them to respond Which finger did it bite? (Shrug your shoulders)
with their name: Hello, I’m (David).
This little finger on the right. (Wiggle your right
• Play the Ball game to get to know the children’s
names. pinkie finger)
• Introduce the Hello song.
• Use Sam to introduce / reinforce classroom actions • Sing the song again one or more times and
using the flashcards, beginning with the actions from encourage the children to join in with the actions
the Hello song. Play Sam says. and the numbers.
• Play Slap, clap, snap, snap.
Main activities
Table time
Introduce the numbers 1-10
• Introduce the Table Time routine with the flashcard.
• Before the class starts, collect different sets of
between one and ten items and set them out on the • Count and match worksheet: Point to the pools on
the worksheet and elicit the numbers. Count the fish
floor, e.g. 9 pencils, 7 rubbers, 5 pencil cases, etc. Pick
up one of the items, e.g. a pencil and use Sam to ask in one of the groups and demonstrate matching the
How many are there? Encourage the class to count group to the corresponding pool.
the pencils with you. Repeat with other items. • Introduce the Tidy up chant.

Teacher’s tip
Closing activities
If you notice that the children are not yet
confident with the numbers, use Sam to make the • Introduce the Line up chant.
same mistakes and allow the children to gently • Use Sam the squirrel to say Bye bye to the class.
correct him. Use the opportunity to point out that
it’s ok to make mistakes. Optional extra
• Play Musical numbers. • Chit chat routine: Working in pairs, pupils take
• Sing a traditional song 1, 2, 3, 4, 5, once I caught a turns to point to the items and ask How many?
fish alive. Their partner counts and answers.
• Cut out a fish shape from some card to give context
to the song. Put the fish on the floor, pretend to catch
it and let it go again as you sing the song.
27
 6 olours
Lesson 2 C

Lesson 2: Colours
Opening activities • Play Sam’s guessing game.
• Place different coloured objects in turn in your Sam
• Sing the Hello song. the squirrel rucksack. Encourage volunteers to come
• Play the Tell Sam your name game.
and pick out the item and say the colour.
• Play Musical jumps to review numbers.
• Introduce the Weather routine. • Play the Ball game.

Table time
Main activities
Introduce colours
• Listen, follow and colour worksheet: Point to the
different items on the worksheet and ask the children
• Before the class starts, collect items of the different to name the colour of each. Tell the class to listen
colours you want to introduce, e.g. a yellow banana, as you dictate the colours and colour the splodges
a red apple, a brown teddy, etc. Show them to the accordingly: 1 green, 2 brown, 3 yellow, 4 red,
class one by one focusing on the colour. Use Sam 5 orange. Then, they follow the maze and colour each
to ask the question What colour is it? Encourage the item the corresponding colour.
class to say the colour or repeat after you.
• Play Change places: Say I’ve got something blue!
Children wearing something blue change places. Closing activities
• Play Rainbow walk.
Teacher’s tip
• Use Sam the squirrel to say Bye bye to the class.
Use Sam to give positive reinforcement praising
children who are listening carefully and changing
Optional extra
places at the right time.
• Chit chat routine: Working in pairs, pupils take turns
• Sing the Rainbow song. to point to the items and ask What colour is it? Their
• Place your objects in a line in the correct order for partner answers with the colour.
the song. Point to them as you sing each colour in
the song.

Red and yellow and pink and green, (Point to the

colours)
Purple and orange and blue, (Point to the colours)
I can see a rainbow, (Point to your eye and gesture
a rainbow)
See a rainbow, (Wave your arms above your head
like a rainbow)

See a rainbow too!

28
 Lesson 3 Shape 6
s

Lesson 3: Shapes
Opening activities Table time
• Sing the Hello song. • Finish the shapes worksheet: Draw one of the half
• Do the Weather routine. shapes on the board. Explain that children have to
• Play the Wrong names! game. finish drawing the shape and then colour. Complete
• Play Kim’s game to review colours. the drawing yourself as a demonstration. Colour the
• Introduce the Today’s feelings routine. shape and say The (circle) is (red). Encourage the
class to describe their worksheet to a partner.
Teacher’s tip
Use Sam to introduce feelings by asking him how Closing activities
he is feeling today. Have the class guess how he is
feeling. If a child is feeling sad or having a bad day, • Play Slow drawing.
Sam may choose to sit with them for a child to • Use Sam the squirrel to say Bye bye to the class.
give emotional support.

Optional extra
Main activities • Chit chat routine: Working in pairs, pupils take turns
to point to the shapes and ask What shape is it? Their
• Cut some shapes out of card before the lesson. Use
Sam to ask the question What shape is it? Say the partner answers with the name of the shape.
name of each shape and pass it around the circle so
that pupils can touch it as they say its name.
• Play Body shapes.
• Play Sam’s guessing game: Put one of the cardboard
cut-out shapes into the Sam the squirrel rucksack.
Pupils take turns to put their hand inside and try to
guess what it is.
• Play Flashcard race.
• Introduce Breathing Hands to settle the class after
the race.
• Play Back-to-back.

29
 6 od y
Lesson 4 B

Lesson 4: Body
Opening activities Teacher’s tip

• Sing the Hello song. During the drawing activity, children are usually
• Do the Weather routine. very motivated and quietly watch as you draw.
• Do the Feelings routine. However, depending on the time of day, their
• Play Sam’s question time to review names, ask how attention span may waver. Use Sam as a control
children are feeling and to review numbers, colours technique. If children begin talking, hide him
and shapes introduced so far. away and tell them that he doesn’t like loud noise.
• Play Listen and jump to review shapes.
• Play Touch your friend.
Main activities
• Use Sam to review / introduce the parts of the face Table time
and body: eyes, ears, mouth, nose, arms, legs, hands,
feet, tummy, head. Have him touch / tickle different
• Draw your face worksheet: Copy the face outline
onto the board. Elicit the parts of the face that
parts of your body and say Sam! That’s my leg! etc.
are missing and draw them as children suggest
• Play Sam says. Say Touch your (nose).
them. Pupils then draw and colour their own face.
• Sing the traditional song Head, shoulders, knees
Encourage them to describe their face when they
and toes: Tell the children that you are going to sing
have finished: This is my nose. These are my eyes, etc.
a song. Touch each part of your body as you sing the
word.
Closing activities
Head, shoulders, knees and toes
Knees and toes
• Play the Mirror game with pupils naming parts of the
body.
Head, shoulders, knees and toes
• Play Listen to your body.
Knees and toes. • Use Sam the squirrel to say Bye bye to the class.

And eyes and ears Optional extra

And mouth and nose
• Chit chat routine: Working in pairs, pupils take turns
Head, shoulders, knees and toes to name parts of their body and point to them.
Knees and toes.

• Sing the song again one or more times and

encourage the children to stand up and join in with
the actions.
• If you have a large sheet of paper, draw around one
of the children, naming the parts of the body as you
do so. Use it to play Flashcard race.

30
 Puppet Mask 7

31
Photocopiable © Macmillan Education Limited 2022
Circle Time

© Macmillan Education Limited 2022

 Sit Down

33
© Macmillan Education Limited 2022
 Stand up

© Macmillan Education Limited 2022

 Table Time

35
© Macmillan Education Limited 2022
 Line up

© Macmillan Education Limited 2022

 Listen

37
© Macmillan Education Limited 2022
 Sing

© Macmillan Education Limited 2022

 Draw

39
© Macmillan Education Limited 2022
 Colour

© Macmillan Education Limited 2022

 Look

41
© Macmillan Education Limited 2022
 Think

© Macmillan Education Limited 2022

 Walk

43
© Macmillan Education Limited 2022
 R un

© Macmillan Education Limited 2022

 Jump

45
© Macmillan Education Limited 2022
 Sunny

© Macmillan Education Limited 2022

 Rainy

47
© Macmillan Education Limited 2022
 Cloudy

© Macmillan Education Limited 2022

 Windy

49
© Macmillan Education Limited 2022
Classroom

© Macmillan Education Limited 2022

 Bathroom

51
© Macmillan Education Limited 2022
Playground

© Macmillan Education Limited 2022