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How to teach Englishto very young children

Udgircity.com


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Contents

Introduction ........................................................................................... 3

Why teach English to young children? .............................................. 4

Advice for teaching English to young children ................................5

Curriculum Development ...................................................................... 7

Classroom Management ...................................................................... 11

Curriculum for 5-year-olds ................................................................. 12

Units ................................................................................................ 13

My Body ................................................................................... 13Animals .................................................................................... 14

School ...................................................................................... 15The Weather ........................................................................... 16Transport ................................................................................. 17The House ................................................................................ 18The Family ............................................................................... 19Food .......................................................................................... 20Clothes ..................................................................................... 21

Example lesson plans .................................................................... 22

Games ..................................................................................................... 28

Songs ...................................................................................................... 30

The First Lesson ................................................................................... 36

Bibliography .......................................................................................... 38


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Introduction

Many nurseries and pre-school classes in India offer English as part of their curriculum.However, there is a lack of teachers who have the skill to teach it.

This document has been written with these trainee teachers in mind. However, otherteachers who have been asked to teach English to pre-school children may also be unsurehow to start. I hope it will prove useful to everyone who comes looking for help.

It is the fruit of three years teaching English to Any children (aged 3-6) in a state primaryschool, alongside research I have since done on teaching languages to young children. Assuch, it is by no means exhaustive or perfect! I do not claim to be an expert in this field andam very open to all suggestions and constructive criticism. Please take the informationcontained here and add to it, change it in any way you decide is necessary. I would ask that,in order to help fellow teachers, you would let me know how it works for you; what youlike, what you dont like, what changes you make.

Although this document is designed primarily for teachers of 5-year-olds, it can easilybe adapted for younger children; most of the songs and games are also suitable forchildren as young as 3.

The curriculum set out in later pages is designed from a Udgircity perspective, becauseUdgircity teacher training college and all children in Udgircity schools are required to betaught about God.

To God be the glory.

Udgircity.comUdgir,Maharashtra,India July 2010

[email protected]


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Why teach English to young children?

The children find it easy to accept a new linguistic code because they are still learningtheir own.They find it easy to pronounce the new sounds for the same reason.They dont feel self-conscious about sounding different.If they have a good experience of learning a language at this age, they will remember itwith fondness, so will find it easier to learn languages later in life.

Long-term educational aims of teaching languages to young children:To encourage open-mindedness by preparing the child for the understanding andtolerance of different ways of thinking and learningTo help to improve cognitive development, by offering a further instrument fororganising knowledgeTo encourage greater creativity as a consequence of a constant comparison betweentwo different linguistic codesTo lay the foundations for continuous linguistic education, allowing the formation of atype of education that is not exclusively centred on ones own mother tongue and thatleads to an easier study of foreign languages at higher school levels. This is particularly

relevant in Paraguay, with its bilingual education in Spanish and Guaran.


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Advice for teachinginging English to young children

The emphasis should be on listening and speaking the language, see below forcomments on reading and writing.Relate what you teach to what they already know in their own language; dont use thenew language as the basis for teaching new concepts.Use as much English as possible, talk to them all the time, so that the children hear asmuch as possible. This gives them more opportunity to begin to understand the languageand absorb its rhythm.Your first aim should be that the children understand the language they are being taught.Allow the children to respond in their first language, then repeat back to them inEnglish what they said.Once they understand, then you should aim for them to produce the language.Start with simple vocabulary: just words, not sentences.Go slowly, with much repetition, to give the children as much opportunity aspossible to really learn; theres no rush.Gradually introduce sentences, when the children are ready, always making surethe children understand the language.

The lessons must be fun! The most important thing is that the children enjoy the lessons;the children will not learn if they do not enjoy the lessons and the childrens motivationto learn is in order to participate in the lessons.Have a routine, so the children know what to expect and feel comfortable in the lessons.Start each lesson with a visual signal, to show the children that its now the timewhen another language is spoken.Use body language, facial expressions and visual aids to make yourself understood; donot resort to translation!Use lots and lots of visual aids; the more visual the better, so the children have achance to understand even before they know the words.Use games, to involve the children and make it fun.Use songs, because through these, the children learn vocabulary, grammar and the

rhythm of the language without trying.Use stories, because the children love them and it gives them a real experience ofthe language.Use short activities, to keep the children attentive.Use active activities, to change the rhythm of the lesson, to keep them attentive, tostop them fidgeting.End the lesson with a quiet activity, to calm the children down for their next lesson.Speak in English as much as possible (all the time, if practical!). This allows the children toget used to the rhythm of the language and to pick up some words without really trying.Use the childrens first language only when necessary, for example, to explain a gameor for discipline purposes.


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Reading and Writing

It is best if the children learn how to read and write in their own language before learningthese skills in the foreign language. This minimises the confusion of looking at the sameletters and hearing different sounds.

How to teach reading and writing in the foreign language to young children:

First, the children need to be familiar with a wide range of vocabulary.Begin by reminding the children of the word, then show them the written word. Thusthey learn to associate the shape of the word with the sound, rather than relying onthe individual letter sounds to begin with.Once they have become familiar with a range of written words, they can be introduced tothe sounds of certain letters, as they appear in the words they already know.Once they have learnt the sounds of certain letters and combinations of letters (th, ch,sh, etc), they can be introduced to more, and taught to work out how to read unfamiliarwords, using the knowledge of how each letter or combination of letters sounds.However, the emphasis must always be on the children learning the words orallyBEFORE they see the written words, to minimise confusion and mispronunciation.The fine motor skill of learning to write is best left to the first language. There is nopoint in teaching how to write each letter in two languages. Therefore, the childrenneed to learn how to write in their own language before being asked to write in English.

Pre-requisites for a teacher of English to young children

The teacher needs to be familiar with this age group because she needs to understand somethingof the needs of small children in order to teach them another language effectively. She alsoneeds to have a reasonable level of English herself to be able to teach it. She needs to be able tospeak with some fluency in order to give the best example to the children. If the teacher herselflacks confidence, the children will not learn as well as they could.


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Curriculum Development

When designing a curriculum to teach English to young children, there are certainthings we need to consider:

INTENDED CLASSROOMMANAGEMENTOUTCOMES How are we going to

What do we want the manage the childrenchildren to know/be and structure the

able to do etc? lessons?

AIMSWhat do we hope

to achieve byteaching Englishto 5-year-olds?

ACTIVITIESWhat kinds ofactivities will

we use toteach English?

UNITSWhat kinds of

topics do weEnglish as a want to cover?foreign language

CURRICULUMFor 5-year-olds

GRAMMARWhat

grammaticalstructures will

we teach?

EVERYDAYLANGUAGEWhat everyday

expressions and vocabdo we want the

children to learn?

These seven areas are developed over the page.


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Aims

(What the teacher aims to do herself, in teaching the children English)

To share an awareness of the wonder of Gods creation by his provision of differentways of communicationTo teach each child as an object of Gods love and therefore to teach with an

attitude of love and acceptanceTo teach to the best of our ability, with the aim of glorifying God through our workTo teach basic English vocab and simple grammar structuresTo provide a positive, encouraging atmosphereTo build the childrens self-esteemTo use activities that the children enjoy, thereby making learning fun and givingthe children motivation to learnTo provide fun activities which give the children a desire and a need to communicateTo give the children some awareness of a different culture

Intended Outcomes(What the teacher wants the children to achieve as a result of the English lessons)

That the children would develop a positive attitude towards English andlanguages in generalThat the children would increase their confidence in the lessons and be willing tohave a goThat the children would learn some simple songs in EnglishThat the children would understand spoken instructions, vocab and simple phrasesThat the children would be able to say simple words and phrases, including askingsimple questions and making simple requests


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Possible Units

AnimalsFoodSchool/ The ClassroomTransportThe HouseThe World Around Us (tree, street, shop)

The BodyThe WeatherThe FamilyClothesHolidaysSize & Shape

Types Of Activities

Games

SongsStoriesArt activitiesRole-playRoutine

Everyday Language

In games; its your turn, whos won?

Requests for help; please help me, please tie my laces, please open thisGreetings; hello, how are you? Whats your name, good morning/good afternoonRequests for things; please may I have..?Please may I go to the toilet?ColoursNumbersActions (bend, wiggle, wave)EmotionsInstructionsClassroom management language


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Here is a suggested way to set out each unit

UNIT TITLE

AIMS INTENDED OUTCOMES VOCABULARY

GRAMMAR EVERYDAY EXPRESSIONS ACTIVITIES


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Classroom Management

Use a wide variety of activities during a lesson in order to keep the children motivated.Have different activities where the children have to move around.Intersperse active activities with quiet ones.End the lesson with a quiet activity.Encourage the children to raise their hand when they wish to participate, not shout out.Sit on the floor with the children (the closer you are to their level the better so theyidentify with you when you demonstrate an activity and you realise howuncomfortable it can be!).Sit the children so that they all have equal access to the activity (in a circle orsemi-circle is best).Allow the use of L1 until the children are ready to produce L2. Wheneverappropriate, say what they have said in L1 back to them in L2.If you notice a particular child is becoming restless then involve him directly in thelesson immediately, e.g. give him the next turn at the game or give him a job to do(collect the cards from the others or stick the pictures on the wall etc)Give lots of encouragement and praise.

Try to avoid misbehaviour by using the above strategies, but when it happens,as is inevitable,1. Make sure the misbehaviour is not the result of misunderstanding your instructions.2. Use L1 if necessary so the child understands what is happening.3. If possible, discipline the child on his own, not in front of the whole group (not

always possible!)4. Use punishments appropriate to the age of the child and consistent with the

whole school policy (if there is such a thing!)5. Have strategies already thought-out, for example a rising scale of punishment if the

child continues to misbehave, which can be communicated to the whole class andtherefore all the children know what to expect if they misbehave. For example:

I. Warning; if you do that again, youll have to sit apart from the groupII. Sit the child apart from the group for a short and specified period of

time (e.g.1 minute for each year of their life)III. Send the child to another teacher to be disciplined verballyIV. The child loses a few minutes of break time

BE CONSISTENT; use the same strategies with all children and every time thereis misbehaviour and if you threaten a punishment make sure you carry it out.


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English Curriculum for 5--year--olds

Introduction

The following units are to be used as a guide; they are not perfect! If you realise that

there are better ways of doing something or more appropriate vocabulary or grammaretc to teach, or better songs or better games etc, then please feel free to adapt andimprove on whats provided!Feel free to change the order of the units, as appropriate. As far as practical, teachthe same units as are being taught in the childrens L1, at the same time, in order tomake the learning relevant.The ideal lesson time would be about 30 minutes, every dayTeach no more than about 4 words at a time. When most of the children understandthese words then move on to another 4 words. It might take a couple of lessons untilthe children are ready to move on, it might take a week. Take it at their pace; theresno point in rushing it because the children wont learn anything well.Keep repeating activities, vocabulary, songs, in order to help the children learn better.

Keep revising what youve already covered.Bring in everyday language as and when suitable and convenient.If you do not have as much time as is specified to spend on each unit, then cut outsome of the vocabulary. Focus on a few words only so that the children can learn afew words well rather than a lot of words badly.


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UnitsHere are nine example units, in a possible order, with a progression in skills andknowledge. These will probably have to be adapted to suit your individual situation.All the games and songs mentioned are found in the lists from page 21 onwards.

MY BODY

Unit no. 1Duration: 4 weeksLesson time: 30 minutes every day

AIMS INTENDED OUTCOMES VOCABULARYTo introduce the names To be able to point to head shake yourof different parts of the the part of the body shoulders headbody when they hear the knees bend your

wordTo introduce the English kneestoesTo begin to be able tolesson as a fun time clap youreyes

To share the fact that say the names of some handsearsparts of the bodyGod made us and were stamp yourmouthall special To be able to do the feetnoseTo introduce simple action when they hear wiggle yourarmthe instructiongreetings fingerslegTo enjoy the EnglishTo introduce basic shrug yourhandlessonsinstructions shoulders

fingersTo be able to sayTo introduce numbers 1- numbers 1-5hello feet5 stand up, sitTo be able to say their downname in response toWhats your name?To begin to be able tocount along with theteacher, up to 5

GRAMMAR EVERYDAY LANGUAGE ACTIVITIESpossessive; your numbers 1-5 Total Physical Response;questions; wheres ...? whats your name? children to do actions, following

the teachers example to begincommands; point to, hellowithshake, stamp etc goodbye

Games:how many?Heads down, thumbs upThrough theUsing flashcards; Terrys game,accompanyingpoint to pelmanism, guessingworksheets:game, swapping places

o ColourSongs:

o CutHead, shoulders, knees and toeso StickHand upon your headI have two eyes, two ears, onenose (S&K)Clap hands, follow meRoly poly polyIm a little bear, my name isTeddy

Story:Sometimes I like to curl up in aball


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ANIMALS


AIMS INTENDED OUTCOMES VOCABULARYTo introduce the names To be able to point to hippo redof different animals the picture of the animal lion yellowTo share the fact that when they hear its name monkey blueGod made the animals To begin to be able to bear greenand he made them all say the names of some crocodile browndifferent because he animals bird colourlikes variety To begin to be able to

dog numbers 6-To practise greetings count up to 10 with thecat 10To introduce colours teachercowTo begin to recogniseTo introduce numberssnakethe numerals 1-56-10pigTo be able to correctlychickenidentify objects of a

particular colour horseTo be able to associate duckanimal noises with tortoiseparticular animals elephant

GRAMMAR EVERYDAY LANGUAGE ACTIVITIESQuestions: What colour is? Practise the sounds of different

Whats this? Its a Whose turn is it? Its animalsHow many ? your turn Games:

Pointing to flashcards on walls,Who? Whos won?putting flashcards into hoopsPoint toSwapping placesNumbers 6-10Running gamered, red, blueGuessing gameJumping into hoops of differentcoloursWhats missing?Memory matching

Songs:Im a happy, happy hippoOld McDonald had a Farm

God made cats to miaow likethatStories:

Wheres Spot?Old McDonald had a FarmNoisy FarmOh Dear!


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SCHOOL


AIMS INTENDED OUTCOMES VOCABULARY

To introduce vocabulary To be able to point to the table shutassociated with the correct object when they chair openschool hear the word carpet inTo practise numbers, To begin to be able to say door oncolours and greetings the names of some window underTo introduce classroom objects ceilingprepositions in, on, To be able to put things pencilunder on the correct item of

scissorsTo introduce commands furniture when askedglueTo be able to carry outin relation to schoolbookobjects certain instructions whenboardasked

To be able to say the schoolnames of the colours red, classroomyellow, green, blue whenasked

GRAMMAR EVERYDAY EXPRESSIONS ACTIVITIESShut the touch TPR: teacher to give theOpen the put in/on/under the children instructions in relation

to the schoolThe same or different?Games:Whats this?

Pointing to flashcards on walls,putting flashcards into hoops

Swapping placesRunning gamered, red, blueGuessing gameWhats missing?Memory matching

Songs:Open, shut themPoint to the ceiling

Story:Wheres Spot?


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THE WEATHER

Unit no. 4Duration: 2 weeks

Lesson time: 30 minutes every dayAIMS INTENDED OUTCOMES VOCABULARYTo introduce vocabulary To be able to point to sky happyrelated to the weather the correct picture sun sadTo introduce a weather when they hear the cloud angry

wordslot into the routine of the rain tiredlesson To begin to be able to stormTo share the fact that God say what the weather coldis like on that daymakes the weather and he hotcontrols it To be able to act an

sunnyTo introduce vocabulary of emotion in response tocloudythe teacher saying theemotionsrainingword

To begin to be able to windysay how they feel

GRAMMAR EVERYDAY LANGUAGE ACTIVITIESIts(sunny etc) Whats the weather Have a little weatherAre you hot or cold? like today? display and as part of the

What colour is the sky daily routine, ask what theHow are you feeling?today? weather is likeIm(hot/happy etc)

Games :Pointing to flashcards onwalls, putting flashcards into

hoopsSwapping placesRunning gameGuessing gameWhats missing?Memory matching

Songs:The sky is blue todayI like the rainIf youre happy and you knowitIm happy, Im happy


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TRANSPORT


AIMS INTENDED OUTCOMES VOCABULARYTo introduce the To be able to point to bike/bicycle wheelsnames of different the correct vehicle when car ticketvehicles asked lorry/truck driveTo introduce the verbs To begin to be able to bus riderelated to the say the names of the aeroplane flydifferent vehicles vehicles boat sailTo emphasise the To begin to be able to fire engineorder of adjective- count, along with the

ambulancenoun teacher, up to 10To provide a real- To recognise the orderlife situation through of adjective-nounrole play of a bus ride To use the language

associated with a busride in a role play

GRAMMAR EVERYDAY EXPRESSIONS ACTIVITIESadjective + noun Please Bus ride role-play (put chairs in(colours, e.g. red bus, Thank you rows, have bus driver,blue car etc) passengers get on, ask for asit down

ticket, driver makes sure all arebe quietsitting down and being quiet,

Were here then announces their arrival.Passengers get off the bus and

thank the driver.)Mime riding a bike, driving a caretc

Games:Pointing to flashcards on walls,putting flashcards into hoopsSwapping placesRunning gamered, red, blueGuessing gameWhats missing?Memory matching

Songs:The wheels on the busLook, I am a fire engineTen little teddy bears


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THE HOUSE

Unit no. 6Duration: 3 weeks

Lesson time: 30 minutes every dayAIMS INTENDED OUTCOMES VOCABULARYTo introduce vocabulary To be able to point to house stairsrelated to the house the correct room upstairs

room/piece ofTo revise furniture from bedroom downstairsfurniture when theyschool unit living room roofhear the wordTo reinforce bathroom gardenTo begin to be able toprepositions on, under, kitchen inside

in and introduce say the names of cooker outsidedifferent rooms andprepositions inside,fridge treepieces of furnitureoutsidesofaTo practise numbers 1- To be able to placetelevisionobjects in the correct

10 positions in relation to bedfurniture and house toiletetc bathTo be able to count, showeralong with theteacher, up to 10To begin to be able torecognise the numbers6-10

GRAMMAR EVERYDAY LANGUAGE ACTIVITIESWheres the? As appropriate for routine put different objects and

etcIn the (room) characters into different rooms ina toy house or a large picture ofIs it in the (room)?onechildren to point to differentrooms/ name rooms as teacherpoints to each oneguessing game; wheres ?

Games:swapping placesrunning gameMemory matchingWhats missing?

Songs:Ive got a house


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THE FAMILY


AIMS INTENDED OUTCOMES VOCABULARYTo introduce the To be able to identify Mum/myvocabulary of immediate the correct member of Dad/dymembers of a family the family when they BrotherTo share the fact that hear the word Sister

To begin to be able toGod gave us our family Babyto love and look after us say the names of the FamilyTo relate the vocabulary members of the family GrandmaTo bring in ato the childrens own

Grandpalives photograph of ownTo practise vocabulary family and, depending

on ability, either pointfrom the House unit

to the different familymembers when askedor name them

GRAMMAR EVERYDAY LANGUAGE ACTIVITIESPossessive; my As appropriate Using characters of familywho members and the house from the

last unit, place the differentfamily members in differentrooms, etcBring in a photograph of ownfamily and talk about it to theclass

Games:Guessing game; wheres (Mum)?Whos missing?

Songs:My mummy, my daddy and babyGod made daddies (S&K)


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FOOD


AIMS INTENDED OUTCOMES VOCABULARYTo introduce the To be able to point to Apple Hungrynames of some fruit the correct food item Pear Cakeand vegetables and when they hear the Plum Biscuitother food items word Strawberry SandwichTo share the fact that To begin to be able to Orange ChocolateGod made fruit and say the names of the Lemon Other food itemsvegetables for us to different food items as appropriateBananaenjoy and to make us To begin to be able to for the childrenCarrotbig and strong express likes and (eg what theyPotatoTo give the children a dislikes bring at snack

Tomatoreal experience of time)fruit, in which to use Pepperthe language theyre Grapeslearning FruitTo introduce like Vegetablesand dont like

GRAMMAR EVERYDAY LANGUAGE ACTIVITIESI like As appropriate Have a fruit tasting lessonI dont like Make a fruit salad with theDo you like? children

Games:Terrys gameWhats missing?Swapping places/ running gamered, red, blue

Songs:What is yellow?5 red apples, hanging in a treeWho made apples?

Story:The Very Hungry Caterpillar


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CLOTHES


AIMS INTENDED OUTCOMES VOCABULARYTo introduce words for To be able to point to t-shirt squarecommon items of the correct item of skirt circleclothing clothing when asked trousers triangleTo introduce shapes To begin to able to talk shorts rectangleand sizes about what theyre trainers bigTo reinforce the order wearing (sandals) smalladjective-noun To identify the correct shoes littleshape when asked

socksTo begin to be able tojumpername shapesjacket/ coatTo be able to identify

whether something isbig or small

GRAMMAR EVERYDAY LANGUAGE ACTIVITIESWhat are you wearing? As appropriate Games:Are you wearing? Please Mr CrocodileIm wearing Running gameWhats this? red, red, blueIts a Guessing game

Whats missing?Memory matching

Songs:

Are you wearing red today?Whats this?


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ExampleExEx Lesson Plans

Here are some example lessons, one to go with each of the first six units. This is to give you anidea of how to structure a lesson, what kinds of activities to choose, with what aims. Eachlesson is designed to take place somewhere in the middle of the unit, and assumes that thechildren have already been taught the basic vocabulary and are now practising it.

Unit 1 The BodyTime Aims Activity Resources

5 mins To practise the routine Greetings; song; good morningand greetings, to sing Whats your name? Throw a ball to Ballthe song, to respond different children, asking them whatwhen asked what their their name isname is

5 mins To practise the names Song; Head, shouldersof parts of the body, to Sing it 3-4 times, sometimes fast, slow,sing the song, to do loud or quietsomething active

5 mins To respond to Point to your get chn to point toinstructions, to different parts of their bodyrecognise which part of How many? Ask chn how manythe body to point to, to (arms/eyes/heads etc) they havepractise the numbers 1and 2

5 mins To practise saying the Memory matching Bodywords for different body Flashcardsparts, to play a quietgame

5 mins To do an active activity, Song; Clap hands, follow meto practise the wordsfor different body parts,to follow instructions,to sing the song

5 mins To calm down, to say Terrys game Bodythe words for parts of Flashcardsthe body


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Unit 2 Animals

Time Aims Activity Resources

5 mins To practise the routine Greetings; good morning songand greetings, to ask Hello, whats your name? Chn to askand respond to whats eachother, in a circleyour name?

5 mins To practise recognising Animal flashcards; pointing game Animalthe names of different flashcardsanimals (active game)

5 mins To practise recognising Put flashcards in to different coloured Animalthe names of different hoops flashcardsanimals (quiet game) Coloured

hoops5 mins To do an active activity, Song; Clap hands, follow me

to follow instructions,to sing the song

5 mins To practise recognising Swapping places Animalthe names of different flashcardsanimals (fun game)

5 mins To calm down, to say Story; Wheres Spot? Bookthe words of the Wheresdifferent animals in the Spot?story


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Unit 3 School


3 mins To practise the routine Greetings; song; good morningand greetings Chn to repeat good morning

2 mins To practise the names Song; point to the ceilingof things in the

classroom, to sing thesong5 mins To practise recognising Ask chn to put objects on the Classroom

the names of classroom table/under the chair etc objects e.g.objects, to practise Ask chn where the objects are. Is it on pencil, chalkrecogn ising prepositions the chair? Is it under the table? etc

5 mins To practise saying the Whats missing? Classroomnames of classroom objectsobjects

3 mins To do an active activity, Actions; stand up, sit down, stamp yourto revise words for body feet, jump up and down, arms up, armsparts down, bend your knees, clap your

hands, wiggle your bottom5 mins To do a quiet activity, Terrys game Classroom

to practise saying the flashcardsnames of classroomobjects

2 mins To practise numbers up Number chant; count on your fingers upto 5, both saying them to 5, show me 3 fingers etc.and recognising them

5 mins To do a quiet activity to Heads down, thumbs upend the lesson


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Unit 4 The Weather


2 mins To practise the routine Greetings; song; good morningand greetings, to sing Song; Im a little (dog) my name isthe songs (Chester)

3 mins To practise the weather Whats the weather like today? Weather chart

vocabulary and relate it Ask a child to look outside to find and pictures toto reality out, then come back and choose the stickcorrect picture to go on the chart

5 mins To practise recognising Pointing game Weatherthe weather vocabulary flashcards

5 mins To introduce emotions Emotions; get the children to put onvocabulary happy faces, sad faces, angry faces,

tired faces.Everyone to put on a happy face,then say, Im happy etc

5 mins To do an active activ ity, Song; Hand upon your headto revise body Actions; sit down, stand up, clapvocabulary your hands etc

3 mins To practise weather What colour is the sky today?vocabulary and Song; The sky is blue todayemotions, to sing thesong

5 mins To practise recognising Swapping places Weatherweather vocabulary flashcards

2 mins To do a quiet activity to Song; Roly poly polyend the lesson, to singthe song


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Unit 5 Transport


2 mins To practise the routine, Greetings; song; good morningto practise greetings How are you? Ask and answer, chn

in a round1 5 mins To do a role-play of a Bus ride: put chairs in rows like on a Chairs, tickets

real situation, to bus, choose a driver who sits atpractise phrases and to the front, then all the passengerssing the song, practising get on the bus, saying one ticketbus vocabulary please. The driver steers the bus

and everyone sings The wheels onthe bus. The bus comes to a stopand the passengers all get off,saying thank you to the driver.

3 mins To do a quiet activity, Sing Open, shut them threepractising the song times, getting quieter each time

5 mins To practise transport Memory matching Transportvocabulary, both flashcardsrecognising and sayingit

5 mins To do a quiet activity to Heads down, thumbs upend the lesson


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Unit 6 The House


2 mins To practise the routine Greetings; good morning song Balland the song. To With a ball, throw to differen tpractise greetings children, asking them either whats

your name? Or How are you?

3 mins To practise the Show the house, look at the Large picture of avocabulary related to windows, door, roof, etc. Ask the house with roomsthe house children to name the different parts inside, or dolls

of the house as you point to them. house5 mins To introduce the song, Show a small house and a big tree; Small house

to practise some house tell the children that it is a tree. Large treevocabulary Stick the house in the tree.

Sing Ive got a house with actions5 mins To practise the names Play a guessing game; turn the Large house

of different rooms in house so that the children cannot Small cut-out ofthe house see inside it. Put a figure/character character

in a room. Ask the children,Wheres (Chester?)The children give suggestions; inthe bathroom, etcWhen they get it right, show thechildren, then hide (Chester) again.

5 mins To do an active Running game Furnitureactivity, to practise flashcardsfurniture vocabulary

5 mins To do a quiet activity, Terrys game Furnitureto practise furniture flashcardsvocabulary

5 mins To do a quiet activity to Sing Open, shut themend the lesson, to singthe song


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Games

Pointing to flashcards on walls:The teacher says a word and all the children point to the relevant picture on the wall.

Running to flashcards:The teacher says a word and the children run to the relevant picture.

Jumping into hoops:The teacher asks the children to jump into hoops laid out on the floor, saying, jumpinto the (red) hoop

Putting flashcards into hoops or onto furniture:The teacher asks the children to put flashcards in different hoops or ontodifferent furniture in the room, saying, put the (car) in the (red) hoop

Swapping places:Children sit in a circle, each child has a picture card. When the teacher says theirword, they stand up and swap places with another child who has the same word.Need: enough cards for every child to have one. At least 3 cards of each picture.

Running game:As above, children sit in a circle, each with a card. When the teacher says theirword, they run round, outside the circle until they get back to their place.

Red, red, blue:Children sit in a circle. One walks around the outside, saying a colour or name of anobject as he passes each child, touching them on the head. At one point, he says adifferent colour or object and the child he touches as he says the new word has torun around the circle and try to catch the first child. If he doesnt catch him, its histurn to walk around.

Heads down, thumbs up:

The children sit at tables , with their heads down, eyes closed and their thumbssticking up, on top of their head. 3 children at the front of the class then each touchone person (folding their thumbs down) and return to the front. They say headsup or open your eyes and the 3 children who have been touched stand up andguess who touched them. If correct, they swap places with their toucher. Ifwrong, they sit down again and the toucher has a second go.

(numbers) on backs:2 children stand at the front of the class, facing each other. The teacher puts a stickeron each childs back. They have to find out what the other childs sticker is and say theword. WITHOUT TOUCHING ONE ANOTHER! The first one to say the correct word, wins.

Guessing game 1:The teacher holds a flashcard so the children cannot see what it is. Ask thechildren, What is it? and the children guess the word. Whoever gets it rightgets to be the teacher.

Guessing game 2:For more advanced children!As above, the teacher holds a card, then asks the children What colour is it? Thechildren then ask, Is it (yellow)? When they get the colour right, they then ask, Isit a yellow (car)?


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Whats missing?:Put a number of flashcards on the floor, face up. Children close their eyes andthe teacher removes one card. Open your eyes. Whats missing?

Terrys game:The teacher holds the cards so that the children cant see them. Ask one child, is ita (lion) or a (hippo)? If the child guesses right, he can keep the card. Go round thewhole class, so that everyone gets a turn.

Memory MatchingPut two of each flashcard on the floor, face down. Children to have a go, one at atime, to choose one card, turn it over, say the word, then turn over a second cardand say that word. Teacher asks, Are they the same or different? If theyre thesame, the child keeps both cards. If theyre different, he puts both cards backwhere they were. The next child has a turn, until all the cards have gone.

Please, Mr CrocodileThe teacher is the crocodile, who stands in the river. The children have to try andget across the river without being caught by the crocodile. The crocodile allowssome children to pass without being caught, but the ones that are caught thenbecome helper crocodiles. The children stand behind a line against a wall, all facing

the teacher. They call out, in unison, Please, Mr Crocodile, can we cross theriver? The crocodile answers, Only if youre wearing (red) Then, all the childrenrun across the river and the crocodile tries to catch as many as possible who ARENOT wearing (red). Those who are caught then become helper crocodiles.


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Songs

This list is not exhaustive. You can also create your own songs by adapting familiar ones,changing the words or the tune to suit. They need to be simple, with a limited range ofwords. They are in the approximate order of the units in which they are mentioned.

By Topic

Greetings

Im a little (dog), my name is (Chester),(Chester), (Chester), Whats your name?

Good morning, good morning, and how are you this morning?Good morning, good morning, and how are you today?

Good afternoon, good afternoon and now its time for English

Good afternoon, good afternoon, were happy to be here.

The Body

Head, shoulders, knees and toes, knees and toes,Head, shoulders, knees and toes, knees and toes,And eyes and ears and mouth and nose,Head, shoulders, knees and toes, knees and toes.

Hand upon your head, hand upon your head,Up and down, up and down, hand upon your

head. Hand upon your knee etc

Clap hands, follow me, clap hands, follow me,Clap hands, follow me, what will we do the next time?

Stamp feet, follow me, stamp feet, follow me,Stamp feet, follow me, what will we do the next

time? Bend knees

Swing arms etc

Ive got 10 little fingers, Ive got 10 littletoes, Ive got two ears, Ive got two eyes,But just one little nose!

Roly poly poly, up, up, up,Roly poly poly, down, down, down,Roly poly poly, clap, clap, clap,


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Roly poly poly, put your hands behind your back.

I have two eyes, two ears, one nose,I have two hands, two feet.I have one mouth to smile and say,God made me just this way.

Animals

Im a happy, happy hippo, yes I am,Im a happy, happy hippo, yes I am,Im a happy, happy hippo, a happy, happyhippo, Im a happy, happy hippo, yes I am!

Im a good, good bear, yes I am

Im a bad, bad monkey, yes I am

Im a grumpy, grumpy lion, yes I am

Old McDonald had a farm, E, I, E, I, OAnd on that farm, he had some sheep, E, I, E, I,O With a baa baa here and a baa baa there,Here a baa, there a baa, everywhere a baabaa Old McDonald had a farm, E, I, E, I, O.

Old McDonald had a farm, E, I, E, I, OAnd on that farm he had some cows, E, I, E, I, OWith a moo moo here and a moo moo there,Here a moo, there a moo, everywhere a moomoo, Old McDonald had a farm, E, I, E, I, O.

Continue with other animals

God made cats to miaow like that, miaow like that, miaow likethat, God made cats to miaow like that, miaow, miaow, miaow.

God made dogs to woof like that, woof like that, woof likethat, God made dogs to woof like that, woof woof woof.

Continue with other animals

School

Open, shut them, open, shut themPut them on your lap, lap, lapOpen, shut them, open, shutthem, Give a little clap, clap, clap.Roll them, roll them, roll them, rollthem, Roll them just like thiiiiiiiiiiis!Wave them, wave them, wave them, wavethem Blow a little kiss


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Point to the ceiling, point to the floorPoint to the window, point to the door.Clap your hands together, 1,2,3,Put your hands upon your knees.

The Weather

The sky is blue today, the sky is blue today,Happy, happy, happy day, the sky is blue today.

The sky is grey today, the sky is grey today,Sad, sad, sad day, the sky is grey today.

I like the rain, it rains on me,God made the rain and God made me.

I like the sun, it shines on me,God made the sun and God made me.

Emotions

If youre happy and you know it, clap your hands ** Ifyoure happy and you kno w it, clap your hands **If youre happy and you know it and you really want toshow it If youre happy and you know it, clap your hands **

If youre happy and you know it, stamp your feet **

If youre happy and you know it, nod your head **

If youre happy and you know it, say we are (we are!)

Im sad, Im sad,Im sad all day long,Im sad, Im sad,Im sad all day longBoo hoo hoo, boo hoo hoo(x3) Im sad all day long

Im happy, Im happy,

Im happy all day long,Im happy, Im happy,Im happy all day long.Ha ha ha, hee hee hee(x3) Im happy all day long

Transport

The wheels on the bus go round and round,Round and round, round and round.


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The wheels on the bus go round and round,All day long.

The wipers on the bus go swish, swish, swish,Swish, swish, swish, swish, swish, swish.The wipers on the bus go swish, swish, swish,All day long.

The children on the bus go chatter, chatter, chatter

The driver on the bus goes please be quiet

(the verses can be changed to suit the circumstances!)

Look, I am a fire engine, fire engine, fire engine, Ohlook, I am a fire engine, ding ding ding ding ding.

Look I am a yellow car, yellow car, yellow car,Oh look I am a yellow car, beep beep beep beep beep.

Look I am a big big bus, big big bus, big big bus,Oh look I am a big big bus, on my way to school. (continued )

Look, I am a little bike, little bike, little bike, Ohlook, I am a little bike, ring ring ring ring r ing.

Numbers

One little, two little, three little teddy bears,Four little, five little, six little teddy bears,Seven little, eight little, nine little teddybears, Ten little teddy bears.

The House

Ive got a house in a big treeI live up there, happy and freeIve got a chair, Ive got a bedIve got a roof over my head

The Family

My mother, my father and babyMy brother, my sister and meMy mother, my father and babyHow happy together well be.

God made daddies, God made mummiesGod made brothers, God made sisters,God made children just like me,For his loving family.


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Food

What is yellow? What is yellow?Can you see? Can you see?Melons and bananas, melons and bananas,One two three, one two three.

Five red apples hanging in a tree,Five red apples hanging in a tree,And if one red apple should accidentally fall,Therell be 4 red apples hanging in a tree.

Four red apples hanging in a tree

etc Three red apples hanging in a

tree etc Two red apples etc

One red apple hanging in a tree,

One red apple hanging in a tree,And if one red apple should accidentally fall,Therell be no red apples hanging in a tree.

(the fruit and the starting number to be changed as appropriate)

Who made apples? God did, Goddid, Who made carrots? God did,God did, Who made bananas? Godmade them, All for us to eat!

Clothes

Are you wearing red today, red today, redtoday? Are you wearing red today, yes or no?

(change the colour as appropriate)

Other

Whats this, whatsthis? Its a cat, its acat. This cat is very fat.This cat is very fat.

Whats this, whatsthis? Its a pig, its apig. This pig is very big.This pig is very big.

Whats this, whats this?Its a ball, its a ball.


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This ball is very small.This ball is very small.

Whats this? Its a cat, its very fat.Whats this? Its a pig, its very big.Whats this? Its a ball, its verysmall. A cat, a pig, a ball.


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The First LessonMany teachers are unsure of how to begin to teach English to young children. Below is apossible plan for the first lesson.

There needs to be a lot of repetition, to give the children lots of chances to understand.The activities need to be short, to keep the children interested.It is important that the children feel comfortable and are not put under any kind ofpressure at all. This does not mean you have to speak in their first language. Smile a lotand give lots of encouragement, saying good!, Well done! etc. Make su re yourgestures are clear, to help with understanding and you can do it all in English. If you canstart only speaking English, it will be easy to continue and the children will learn more.Only focus on a few things; greetings, simple commands, (both of which are very usefulfor future lessons) and the first few words of the topic.The next lesson would include revision of everything done in the first lesson, and thensome new vocabulary and commands, which would be repeated a lot.In following lessons, keep revising all the commands and greetings from the previouslessons, adding new things little by little and gradually placing more emphasis on thetopic vocabulary.

Unit 1 The Body

Time Aims Activity Resources3 mins To introduce greetings Start the lesson by showing the English Puppet

and to introduce self Time sign and putting it in a visibleand Chester the puppet place.

Say, Hello with a big smile on yourface and waving your hand to all thechildren; say it a few times to thewhole class, then say it to individualchildren.

Sing Good morning, several times,

until the children begin to join in.Indicate yourself and say your name, afew times.

Indicate the puppet and say his name,a few times.

5 mins To introduce the Sing the song, Im a little dog, my Puppetquestion, Whats your name is Chester, when it gets to thename? part, Whats your name? point the

puppet at yourself, then say yourname. Just say your name, do notsay, my name is or anything else.

Sing the song many times over, pointingthe puppet to different children, sothat they say their name.

2 mins To get the children Say, stand up and stand up yourself,moving and to teach gesturing to the children to stand upsimple commands too, and saying, everyone, stand up.


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Say, sit down and sit down yourself,encouraging the children to copy you.

Repeat this several times.

Try to catch the children out, by sayingstand up when theyre alreadystanding up, etc.

End by standing up.

5 mins To sing a song, to Sing, head, shoulders slowly, so thatintroduce some body the children hear the words, and theyvocabulary, to keep the have time to do the actions with you.children moving

Sing it several times, until the childrenbegin to join in.

Put your hands on your head, like in thesong, and encourage the children tocopy you, putting their hands on their

heads for them, if necessary. Say,head several times.

Repeat this with the different parts ofthe body in the song.

3 mins To practise saying their Sing Im a little dog again, to ask Puppetname in response to some children who werent asked thewhats your name? first time.

Then, just say,Whats your name?using the puppet, to individualchildren, to encourage them to

recognise the question.

2 mins To practise simple Say, Stand up.commands, to introduce While standing up, say, Hands up,up and down while raising your own hands, for the

children to copy. Then, Hands down,repeat with up and down a few times,then Shoulders up/down, Headup/down

3 mins To practise a song and Sing, Head, shouldersbody vocabulary

5 mins To practise saying their Roll a ball to a child and say, Whats A brightlyname in response to your name? Encourage them to coloured ballwhats your name? respond by saying only their name

2 mins To sing a song to end Sing Roly poly polythe lesson

At the end of the lesson, if you arelea ing the classroom sa b e b e

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