3-6 Years old - CL Granada

Rv:05/03-09-15. Pág 1/51

PRE-CAMBRIDGE ENGLISH

ASSESSMENT:

YOUNG LEARNERS EXAMS

3-6 Years old

Rv:04/03-09-15. Pág 2/51

TEACHERS’ PLANNING: INFANT EDUCATION/ PRE-STARTERS 2015-2016

CONTENTS

01. Introduction 03

02. How to use this guide 03

03. Week planning 04

04. Activity 17: My class 32

05. Worksheet 1: The rainbow song poster

33

06. Worksheet 2: Wall circle sheet 34

07. Worksheet 3: Animal flashcards 35

08. Worksheet 4: Old Macdonald’s Farm song poster

37

09. Worksheet 5: Animal worksheet 38

10. Worksheet 6: Numbers 39

11. Worksheet 7: Match the numbers with your hand

40

12. Worksheet 8: Morning routines flashcards

41

13. Worksheet 9: Morning routines song poster

44

14. Worksheet 10: My morning 45

15. Worksheet 11: Body parts flashcards

46

16. Worksheet 12: Head? Shoulder? Eyes?

47

17. Worksheet 13: Where are my things?

48

18. Worksheet 14: Where are the animals?

49

19. Worksheet 15: The weather song 50

20. Worksheet 16 What do you wear when it’s...?:

51

Rv:04/03-09-15. Pág 3/51

1. INTRODUCTION

First of all, I would like to thank you for your participation and effort. Remember

you can count on CL for all the support you may need. Due to the great demand for preparation of official exams, the main objective of

this planning is to introduce kids in the format of Reading, Writing, Listening and Speaking Papers for the Young Learners of English Cambridge ESOL exams. Note that the specific paper and the level are indicated below the title of each worksheet.

We can never forget that we work with CHILDREN, and, for this reason, we have a

huge responsibility; everything should be perfect, we cannot make any mistakes. Thus, please, USE COMMON SENSE. From the first day of the course our only concern should be children’s learning.

This guide is meant to make the first days easier for you. These first few days are

fundamental to getting the children familiar with the lesson routine. Any doubts you have, let us know as soon as possible:

• The first day may be chaotic. You may even have more students than on your list, so write their full names and their course year on your list.

• Explain to your group where they have to wait for you. Go to the classroom in order, walking and without shouting. At the time we have the lessons, there will be other teachers having lessons as well and we could disturb them.

• Once in the classroom, establish some basic rules and explain the way the lessons are going to be organised.

• Before finishing the lesson, make sure children tidy up all the material they have used, and that the classroom is tidied up as well. You should be the first to enter the classroom and be the last to leave.

• You will find chalk in the classroom that you have been assigned to in schools and we will give you a board pen for the lessons in the academy.

• For the first lessons use the songs and games suggested below or any other activities you are familiar with.

• Don’t expect your students to bring their pencil cases the first day. Once you meet them tell them to do so for the following lessons.

• Remember: THE MORE ENGLISH YOU USE IN CLASS, THE MORE ENGLISH CHILDREN WILL LEARN.

2. HOW TO USE THIS GUIDE

In this guide you will find lots of songs and games to practice as you see fit. Remember that very young learners have very short attention spans so you will need to change activities often. On the other hand, they love repetition, so you will often sing the same song or play the same game various times every class.

Rv:04/03-09-15. Pág 4/51

Remind students they can practise at home with the resources they can find on our website: “Área de Padres y Alumnos”. The answers for every worksheet are on the web as well. There are resources for teachers as well.

3. WEEK PLANNING

CL GROUPS: we want everybody to do at least one part of a lesson in the first couple of weeks using the CL website. You should find an extra-worksheet and instructions on “Teacher’s corner: General English Resources”. The same worksheet is available for students in “Área de Padres y Alumnos: Recursos Idiomas: Kids”.

WEEK 1

SONG 1 Using a Hello song at the beginning of class signals the start of the lesson and helps provide a nice transition into a learning environment. With younger learners, use the same hello song several weeks in a row so that students get to know it well. This will build their confidence and give them a sense of security at the start of the lesson as they immediately know what to do.

� Instructions:

Gestures to use with The Hello Song

These are quite straight forward. First time you play the song do the gestures and

encourage everyone to do them with you.

• Wave as you sing the “Hello, hello” parts.

• Gesture as you sing “Let’s sing”, “let’s play” or “knock, knock, knock”

Using The Hello Song in class

Use the song each lesson as the warm up to the class. Here is a suggested warm up

routine which you can use in each of your young learners’ classes:

1. Greetings: Greet the students by name as they enter the classroom and gesture for

them to sit down.

Rv:04/03-09-15. Pág 5/51

2. Name Tags: Before class prepare some name tags (stickers or pin-on tags) with

each student’s name written on in lower-case letters. Sit down with your students

and lay out the name tags in front of you. Pick up each tag and call out the name.

Try and encourage each student to put their hand up and say “yes”. Hand over the

tags and help to pin / stick on. Later on as your students recognize their written

names you can have each student in turn pick out their own name tag.

3. Glove Puppet greetings: Use a glove puppet (such as a Sesame Street puppet) to

greet the students. Keep him in a cloth bag. Bring out the bag, open it enough to

see in and shout into the bag the puppet’s name (e.g. “Cookie Monster!”). Then

move your ear to the opening to listen – nothing. Go to each student and encourage

them to shout the puppet’s name into the bag – each time nothing happens. Finally,

get all the students together to shout the name at the same time. This time the

puppet wakes up and jumps out of the bag! The puppet then chats to each students:

“Hello”, “What’s your name?” “Goodbye / See you” before going back into the bag

and back to sleep.

In later lessons (as the students learn the words to the Hello Song) you can practise

using the target vocab via conversations between the puppet and each student (E.g.

Puppet: Hello, how are you today? Student: I’m fine, thank you. And how about

you?”).

4. Sing “Hello Song”:

Sit in a circle and sing along to the song. Encourage students to clap along, pat their

laps or use gestures in time with the music. The Hello Song is a good song to start

the lesson with, especially as it has an accompanying See you later song to sing at

the end of the lesson.

5. Do “Exercise Routine” activity: Say the following and have the students follow

your lead: “Stand up (teacher stands and so does everyone else), “Hands up /

hands down” (x 3-5), “Jump” (x3-5), “Run! / Stop!” (x3-5), “Turn around! / Stop!” (x3-

5), finally “Sit down”. Throughout the course you can introduce other commands,

such as “Hop”, “Wiggle”, “Crouch” and so on.

Extra activity: Once your students have got to know these exercises you can play

“Teacher Says” using these actions.

Rv:04/03-09-15. Pág 6/51

6. Review past lesson vocab / structures / games / songs / etc.: Reviewing past

lessons is very important – students need constant practice of new vocab,

structures, songs, games and so on. Always review your last lesson as well as

some parts from other previous lessons. You can spend 5-10 minutes reviewing –

it’s fine to recycle games and activities from your past lessons to review as kids

enjoy playing familiar games (although be careful not to play a game to death).

THE HELLO SONG

♫ Hello! (Hello!) [Wave with your right hand.]

Hello! (Hello!) [Wave with your left hand.]

Come in. [Motion to come inside.]

Let's sing. [Pretend you are singing into a microphone.]

Let's play. [Run in place.]

Hello! (Hello!) [Wave with your right hand.]

Hello! (Hello!) [Wave with your left hand.]

Knock, knock, knock. [Pretend to knock on a door.]

Come on in! [Motion for someone to come inside.]

Let's sing. [Pretend you are singing into a microphone.]

And play. [Run in place.]

And learn together. [Tap your finger on your temple.]

Knock, knock! [Thrust your fist in the air.] ♫

http://supersimplelearning.com/songs/original-series/one/knock-knock-hello/

SONG 2

"Clean Up!" is the perfect simple song to signal clean up time in the classroom. Use this song to transition easily from one activity to another by having kids help with putting things away.

� Instructions:

The easiest way to introduce the song is simply to start playing it each time you clean up after an activity. Children will very quickly associate this song with clean up time.

When using the song for the first time, use a puppet to demonstrate cleaning up some blocks or other small items.

Rv:04/03-09-15. Pág 7/51

Challenge the children to have everything cleaned up and put away before the song is finished. It's incredible how quickly they start moving towards the end of the song.

CLEAN UP

♫ Clean up, clean up. Everybody, let's clean up.

Clean up, clean up. Put your things away.

(Repeat 3x)

Clean up! Clean up! Clean up! Put your things away. Pick up your toys.

Pick up your books. Pick up your shoes.

Put your things away.

Clean up, clean up. Everybody, let's clean up.

Clean up, clean up. Put your things away.

(Repeat) ♫

http://supersimplelearning.com/songs/original-series/one/clean-up/

SONG 3

This is a great song to end a class with. It's upbeat, easy to learn, and ends class on a positive note. It's a fun way for the kids to say, "Goodbye" to each other and to the teacher.

� Instructions:

Gestures to use with See you later

These are quite straight forward. First time you play the song do the gestures and

encourage everyone to do them with you.

• Wave as you sing the “Goodbye, goodbye” parts.

• Hold your hand above your eyes (as you would when you are looking into the

distance and keeping the sun out of your eyes) and look at another student as you

sing “See you later”.

Rv:04/03-09-15. Pág 8/51

• Tap watch (or imaginary watch) and then point to the door as you sing “It’s time to

go”.

Using See you later song in class

Use the song each lesson as the wrap up to the class. Here is a suggested wrap up routine

which you can use at the end of your young learners’ classes:

1. Say Goodbye to glove puppet: Take out the bag again and get everyone to wake

up the glove puppet by shouting its name into the bag (e.g. “Cookie Monster!”).

Bring out the puppet and go through the same routine as in the warm up – go to

each S and say hello, ask their name and the say goodbye / see you later. Then put

the puppet back in the bag (back to sleep). After the students get to know the See

you later song, then the puppet and students can use some of the target vocab

when saying goodbye (e.g. See you later, It’s time to go).

2. Sing “See you later” :

The “See you later song” is a good way to sign off the class. Sit together in a circle

and sing and clap along or use the song gestures.

3. Do “Quick Check”: Time to leave the class. Make sure everything is put away and

the students have gathered their belongings. Have them line up at the door and

place yourself between the door and the students. For each student check one new

word (e.g. hold up a colour or fruit and ask “What’s this?”). For very young kids you

can hold up one of the worksheets you did in the lesson and ask them to touch an

object (e.g. “Touch the apple”). When they give you an answer say goodbye (and

say a target phrase, such as “See you later”) and let them leave.

SEE YOU LATER

♫ See you later. [Make circles with thumbs and index fingers around each eye, and then extend your arms out and point out to the class.]

See you later. See you later.

Take care. [Wave with one hand.] Goodbye. [Wave with the other hand.]

It's time to go. [Point to your watch, or where your watch would go on your wrist.] I'll see you later. [Make circles with thumbs and index fingers around each eye, and then

extend your arms out and point out to the class.]

Rv:04/03-09-15. Pág 9/51

It's time to go. See you later. [Make circles with thumbs and index fingers around each eye.]

Goodbye. [Extend your arms out and point out to the class.]

See you later. See you later. See you later.

Take care. Goodbye. ♫

http://supersimplelearning.com/songs/original-series/one/see-you-later/

WORKSHEET 1+2: I can sing a rainbow

Revise or teach your pupils colours in English. Ask each pupil in turn to stand up and TOUCH or POINT TO something red in the classroom, something blue, something purple,M A good way to practise colours in English is by using The Rainbow Song together with its worksheet.

� Instructions:

Gestures and activities to use with The Rainbow Song

There are a number of activities you can do as you sing along to the song:

• Simply pat your knees or clap in time with the music as you sing the song.

• Give each student a print out of the Rainbow Song poster (Worksheet 1). Ask them

to colour it. As they sing along they touch each colour or picture.

• Give out the 7 colours to students (coloured paper, origami paper, coloured blocks,

coloured pencils – anything will do) and have students touch the colours in time with

the song.

• Put coloured paper up around the walls of the classroom. Have all of your students

point to each colour as it is sung.

Using The Rainbow Song in class

This is a wonderful song to use when teaching the colours – even the youngest child enjoys

singing along to this tune.

Rv:04/03-09-15. Pág 10/51

1. Start by teaching the vocab. Depending on the age / level of your students you

may want to teach a just few words per class, building up to the full 7 colour words

over a series of lessons. Prepare coloured paper (origami paper is great for this) –

enough colours for each student in your class (so, 1 red per student, 1 yellow per

student, etc.). Hold up the first coloured paper and elicit the colour (e.g. red). Chorus

and practise saying the colour. Then pass the coloured paper around the class so

each student can hold and say the colour. Do this for the rest of the colours.

2. Play “Colour Stand Up and Jump”. Give out all of the coloured papers, 1 colour

per student. Tell your students to sit down. Say a colour (e.g. “red”) and the

students holding that colour have to quickly stand up, jump and then sit down. Start

off slowly and get faster and faster.

3. Play “Touch the Colours on Posters”. If your classroom has lots of colourful

posters on the walls, this is a great activity to do. Demonstrate by shouting out a

colour (e.g. “Red”). Run to a poster and touch anywhere that has a red colour. Do

the same for another colour (e.g. “Blue”). Each time run to a new poster. Now have

the students do the activity – shout out a colour and have them all run around the

classroom touching the colours on posters.

4. Do “Colour the Circles” activity. Before class, prepare 7 large sheets of white

paper (or if you are teaching less colours that day, enough sheets of paper for the

colours you are teaching). On each sheet draw a large circle which fills up the sheet

(or print the wall circle sheet –worksheet 2-). Then stick the sheets on the walls of

the classroom, at a height your students can reach. At this point of your lesson,

take out your coloured pencils/crayons and demonstrate the activity. Walk around

the class and colour a small part of each circle with one colour (always say the

colour as you are colouring). So there will be one circle with some red colour in it,

one with yellow, and so on. Next, tell your students to take out their coloured

pencils/crayons. Have them walk around the classroom, colouring in a bit of each

circle with the same colours you used. Make sure they say the colour as they do

each colouring.

5. Play “Point at the Coloured Circles”. Have all of your students sit down. Call out

a colour and demonstrate by pointing at the coloured circle on the wall. Do all of the

colours in the order of the song, with the students pointing at the different coloured

circles.

Rv:04/03-09-15. Pág 11/51

6. Sing “The Rainbow Song”. The first time you play the song, put up the Rainbow

Song poster on the board (worksheet 1). Quickly elicit the colours. Play the song

and sing along, touching the colours as you sing. You can even invite a student to

come up to the board and touch the colours with you. Next, give out all 7 colours

(e.g. coloured paper, pencils, etc.) to each student. Get each student to lay out the

colours in front of him/her, in the order of the song. As you play the song again,

have all students touch each colour and sing along.

THE RAINBOW SONG

Red and yellow and pink and green, Purple and orange and blue.

I can sing a rainbow, Sing a rainbow,

Sing a rainbow too!

Listen with your eyes, Listen with your eyes,

And sing everything you see. You can sing a rainbow,

Sing a rainbow, Sing along with me.

Red and yellow and pink and green,

Purple and orange and blue. We can sing a rainbow,

Sing a rainbow, Sing a rainbow too

https://www.youtube.com/watch?v=E-SbZpfAAAw

WORKSHEET 3+4+5: Old MacDonald

� Instructions:

Gestures and activities to use with Old MacDonald

There are a number of activities you can do as you sing along to the song:

Farmer - Pretend to hold on to your overall straps.

Cow - Pretend to milk a cow.

Horse - Place your thumb on your right temple and bend your index and middle fingers up

Rv:04/03-09-15. Pág 12/51

and down.

Pig - Push the tip of your nose up with one finger.

Sheep - Pretend to pet a sheep.

Duck - Open and close your full hand in front of your mouth, imitating a duck's bill.

Rooster - With your fingers spread wide, touch your thumb to your forehead, representing

a rooster's comb.

Using the Old MacDonald song in class

All kids love this song, with its animal sounds and catchy tune. Use it with your farm animal

themed lessons.

1. Use farm animal plastic toys for “play time”. If you have a small class, start off

sitting together playing with the farm animals and any other farm toys to go with

them (buildings and barns, tractors, pens, other animals, etc.). For larger classes, if

you have enough sets you can put the class into groups with the animal toys to play

with.

2. Introduce the vocab. As you are playing, start saying the animal vocab and animal

sounds. E.g. “This is a pig – oink, oink!”. As you and your students play with the

animals tell them the animal names and sounds in English.

3. Teach & practice the vocab. After playing for a while collect all of the toys and put

them away, keeping the cow, dog, sheep, duck and pig out. You’ll also need the

same farm animal flashcards (worksheet 3). Put the flashcards on the floor. Hold up

one of the plastic animals and chorus the vocab, as follows:

T: “cow, cow, cow”

Ss” “cow, cow, cow”

T” And a cow says Moo. Moo, moo, moo”

Ss: “Moo, moo, moo”

Then ask which flashcard (on the floor) is the cow. Encourage your students to

point or touch the correct flashcard. Then place the animal on its corresponding

flashcard. Do for all of the animals.

4. Play “Put the animal on the flashcard”. Now you have 5 animals toys sitting on

their flashcards. Pick up each animal toy and throw it somewhere in the classroom.

Rv:04/03-09-15. Pág 13/51

Call out different students to pick up an animal and place it back on the correct

flashcard.

5. Play “Flashcard touch” and “The missing flashcard” game. Put the animal toys

away. Keep the flashcards on the floor. Tell your students to sit around the

flashcards on the floor (or on a table) and to put their hands up in the air. Say a

flashcard (e.g. “Pig”) and students have to quickly touch the correct card. Play a

few rounds. After that, tell your students to close and to cover their eyes. Turn over

one of the cards. Say “Open your eyes”. The students have to shout out the

missing card.

6. Sing “Old MacDonald”. Either stick the flashcards in the order of the song on the

board or use the Old MacDonald song poster (Worksheet 4). First, practise the

gestures (above) for the farmer and the animals. Then play the song and

encourage your students to sing along with you as they do the actions.

7. Do an animals worksheet. To finish off this section of the lesson, give out

worksheets to practise and learn new animals. You may need to teach some new

animals your SS don’t know. As your students are doing the worksheets, ask

questions (e.g. “what animal is that?”, “What noise does it make?”, etc.) (worksheet

5)

OLD MACDONALD

♫ What does a COW say? [Cow gesture.]

Moo. [Say, "Moo" while making the cow gesture.]

Old McDonald had a farm. E-I-E-I-O. [Farmer gesture.]

And on that farm he had a COW. E-I-E-I-O. [Cow gesture.]

With a moo moo here. [Continue making the cow gesture and "moo, moo" to the

left.]

A moo moo there. ["Moo, moo" to the right.]

Here a moo. ["Moo" to the left.]

There a moo. ["Moo" to the right.]

Everywhere a moo moo. ["Moo, moo" as you move your head in a circular

motion.]

Old McDonald had a farm. E-I-E-I-O. [Farmer gesture.]

Rv:04/03-09-15. Pág 14/51

What does a HORSE say? [Horse gesture.]

Neigh, neigh. [Say, "Neigh, neigh" while making the horse gesture.]

Old McDonald had a farm. E-I-E-I-O.

And on that farm he had a HORSE. E-I-E-I-O. [Horse gesture.]

With a neigh neigh here. [Continue making the horse gesture and "neigh, neigh"

to the left.]

A neigh neigh there. ["Neigh, neigh" to the right.]

Here a neigh. ["Neigh" to the left.]

There a neigh. ["Neigh" to the right.]

Everywhere a neigh neigh. ["Neigh, neigh" as you move your head in a circular

motion.]


What does a PIG say? [Pig gesture.]

Oink, oink. [Say, "Oink, oink" while making the pig gesture.]

Old McDonald had a farm. E-I-E-I-O. And on that farm he had a PIG. E-I-E-I-O.

[Pig gesture.]

With an oink oink here. [Continue making the pig gesture and "oink, oink" to the

left.]

An oink oink there. ["Oink, oink" to the right.]

Here an oink. ["Oink" to the left.]

There an oink. ["Oink" to the right.]

Everywhere an oink oink. ["Oink, oink" as you move your head in a circular

motion.]


What does a SHEEP say? [Sheep gesture.]

Baaa, baaa. [Say, "Baaa, baaa" while making the sheep gesture.]


And on that farm he had a SHEEP. E-I-E-I-O. [Sheep gesture.]

With a baaa baaa here. [Continue making the sheep gesture and "baaa, baaa"

to the left.]

A baaa baaa there. ["Baaa, baaa" to the right.]

Here a baaa. ["Baaa" to the left.]

There a baaa. ["Baaa" to the right.]

Everywhere a baaa baaa. ["Baaa, baaa" as you move your head in a circular

Rv:04/03-09-15. Pág 15/51

motion.]


What does a DUCK say? [Duck gesture.]

Quack, quack. [Say, "Quack, quack" while making the duck gesture.]


And on that farm he had a DUCK. E-I-E-I-O. [Duck gesture.]

With a quack quack here. [Continue making the duck gesture and "quack,

quack" to the left.]

A quack quack there. ["Quack, quack" to the right.]

Here a quack. ["Quack" to the left.]

There a quack. ["Quack" to the right.]

Everywhere a quack quack. ["Quack, quack" as you move your head in a

circular motion.]


What does a ROOSTER say? [Rooster gesture.]

Cock-a-doodle-doo! [Say, "Cock-a-doodle-doo" while making the rooster

gesture.]


And on that farm he had a ROOSTER. E-I-E-I-O. [Rooster gesture.]

With a cock-a-doodle-doo. [Continue making the rooster gesture and "cock-a-

doodle-doo" to the left.]

Cock-a-doodle-doo. ["Cock-a-doodle-doo" to the right.]

Cock-a-doodle-doodle-doodle-doodle-doodle-doo. ["Cock-a-doodle-do" as you

move your head in a circular motion.]

Old McDonald had a farm. E-I-E-I-O. ♫

http://supersimplelearning.com/songs/original-series/three/old-mcdonald-learn-it/

WEEK 2

WORKSHEET 6+7: Numbers, numbers, numbers

� Instructions:

Gestures to use with The Numbers Song

First time you play the song do the gestures and encourage everyone to do them with you.

Rv:04/03-09-15. Pág 16/51

• As the music is in a marching-style start off with everyone marching enthusiastically

on the spot to the rhythm. With the little kids’ versions, you can ask them to do the

gestures from the song.

• Whilst marching, count off the numbers on your fingers as the numbers are sung.

Using The Numbers Song in class

This song is great to use when you are teaching numbers and counting, but it can also be

used as a fun warm-up or played at any point in the lesson. If you are teaching numbers:

1. Play the song: Before even teaching any of the numbers, you can begin with this

song. Get everyone to stand up and march along. You can teach your SS to do

some actions at the same time as they say a number. For example, when they say

one they can jump, two they can kick, three they can clap their hands,... In the little

kids’ versions, your SS can do the gestures as indicated in the song.

2. Teach numbers vocab: Depending on the age of your class you can teach the

numbers over a series of lessons. For under 3s, two or three numbers each lesson

is fine, older students can learn more each lesson. Sit the students down so they

are facing you. Show them worksheet 6, so that they can see the numbers. You

can also use some familiar objects to teach the numbers (e.g. in this case we’ll use

plastic fruit). First, elicit each of the fruit and put each one on the floor / table in front

of you in a line. Then touch each fruit and slowly count (T: “1 M. 2 M. 3″). Do this

two or three times. Then have the class all repeat as you count / touch each fruit.

Finally, model this with a couple of students – ask one or two kids to touch and

count the fruit as the rest of the class watches (give lots of encouragement and

congratulate them when finished).

3. Students practise numbers: Put the students in pairs and give each pair a number

of objects (e.g. 3 plastic fruit, 3 cars, 3 pencils, etc.). Have the Ss practise counting

and touching the objects.

4. Play “Put in the box”: Now get a big box of objects and make sure you have

enough objects of each category for the numbers you are teaching (e.g. 3 plastic

fruit, 3 cars, 3 pencils, etc.). Throw the objects all around the classroom. Then

choose a student and say “Marcus, put three (pencils) in the box”. As the student

picks up each object make sure everyone counts along (1M 2 M 3). Then have the

student count the objects as s/he puts them in the box. Do this with everyone.

Rv:04/03-09-15. Pág 17/51

Finally, for a bit of crazy fun, throw all the objects out and let everyone scramble to

find, count and put all of their objects back in the box again (all at the same time!).

5. Play “Classroom Touch”: Get everyone to stand up and then the teacher shouts

out classroom objects for the kids to run to and touch (e.g. T: “Everyone touch three

tables!”, “Everyone touch three books!”). Possible classroom objects to touch:

tables, chairs, pencils, crayons, books, windows, shoes, etc. A good idea is to

prepare some pictures of items (e.g. 3 apples, 3 super heroes, 3 monster faces,

etc.) and stick them on the walls before class. Then the students can run and touch

these as well.

6. Sing “The Numbers Song”: Sing the song again (with all the actions) to conclude

the action part of this lesson topic.

7. Do numbers worksheet: Finish with some quiet time doing a numbers related

worksheet . If you are teaching to read and write the numbers, you can do this with

worksheet 7 .

THE NUMBERS SONG

♫ Let's get started with some counting! [Make a circle or a line.]

Can you count to 20? [Everybody jumps up and says "YEAH!!!"]

Here we go! [Start marching! The march leader, either teacher or a student, sets

the pace.]

One!

Two!

Three!

Four!

Five!

Six!

Seven!

Eight!

Nine!

Ten!

Eleven!

Twelve!

Rv:04/03-09-15. Pág 18/51

[The music quiets down here, sing quietly or whisper. If you are marching, start

tip-toeing.]

Thirteen.

Fourteen.

Fifteen.

Sixteen.

Seventeen!

Eighteen!

Nineteen!

Twenty!

YAY!!!!!! [Everybody claps, jumps up and down, and says "YAY!" ]

That was fun! ♫

http://supersimplelearning.com/songs/original-series/two/count-and-move/

TEN IN THE BED (FOR LITTLE KIDS)

♫ Here we go!

There were ten in the bed [Hold up 10 fingers.]

and the little one said, [Hold your hands close together, indicating 'small.']

"Roll over, roll over" [Roll hands around each other, or each student turns to the right and

says, "Roll over! Roll over!"]

So they all rolled over and one fell out. [Everyone rolls to the right and the student in the first

chair 'falls out' of the bed.]

Nine! [Hold up 10 fingers and then take one away, leaving 9.]

There were nine in the bed [Hold up 9 fingers.]

and the little one said,

"Roll over, roll over"

So they all rolled over and one fell out.

Eight! [Hold up 9 fingers and then take one away, leaving 8.]

There were eight in the bed [Hold up 8 fingers.]




Rv:04/03-09-15. Pág 19/51

Seven! [Hold up 8 fingers and then take one away, leaving 7.]

There were seven in the bed [Hold up 7 fingers.]




Six! [Hold up 7 fingers and then take one away, leaving 6.]

There were six in the bed [Hold up 6 fingers.]




Five! [Hold up 6 fingers and then take one away, leaving 5.]

There were five in the bed [Hold up 5 fingers.]




Four! [Hold up 5 fingers and then take one away, leaving 4.]

There were four in the bed [Hold up 4 fingers.]




Three! [Hold up 4 fingers and then take one away, leaving 3.]

There were three in the bed [Hold up 3 fingers.]




Two! [Hold up 3 fingers and then take one away, leaving 2.]

There were two in the bed [Hold up 2 fingers.]



So they both rolled over and one fell out.

One! [Hold up 2 fingers and then take one away, leaving 1.]

There was one in the bed [Hold up 1 finger.]


Rv:04/03-09-15. Pág 20/51

"I'm lonely...[sigh]" [The one remaining student lays down on the chair, then everyone shouts

"WAKE UP!" and the student falls out of bed.] ♫

http://supersimplelearning.com/songs/original-series/one/ten-in-the-bed/

FIVE LITTLE MONKEYS (FOR LITTLE KIDS)

♫ Five little monkeys [Hold up five fingers.]

jumping on the bed. [Jump up and down.]

One fell off [Hold up one finger and then roll your hand down towards the floor.]

and bumped his head. [Tap your head with your fist.]

Mama called the doctor and the doctor said, [Put your pinky to your mouth and thumb to your

ear like a telephone.]

"No more monkeys jumping on the bed!" [Put one hand on your hip and wag your index

finger.]

Four little monkeys [Hold up four fingers.]

jumping on the bed.

One fell off

and bumped his head.

Mama called the doctor and the doctor said,

"No more monkeys jumping on the bed!"

Three little monkeys [Hold up three fingers.]

jumping on the bed.

One fell off

and bumped her head.



Two little monkeys [Hold up two fingers.]

jumping on the bed.

One fell off

and bumped his head.



One little monkey [Hold up one finger.]

jumping on the bed.

Rv:04/03-09-15. Pág 21/51

She fell off

and bumped her head.


"No more monkeys jumping on the bed!" ♫

http://supersimplelearning.com/songs/original-series/one/five-little-monkeys/

WORKSHEET 8+9+10: Morning routines

� Instructions:

Gestures and activities to use with “The Morning Routines Song”

As you sing the song, follow these actions:

• “Good morning! Good Morning!” – stretch your arms up (as if just waking up)

• “It’s time to wake up” – point at imaginary wrist watch for “It’s time to” and open your

hands in front of your eyes for “wake up” (to gesture opening your eyes)

• “I have to get up” – do an energetic star jump on “get up”.

• “I wash my face (wash, wash, wash)” – gesture washing your face

• “I brush my hair (brush, brush, brush)” – gesture brushing your hair

• “I get dressed (dressed, dressed, dressed)” – gesture getting dressed

• “There’s such a lot to do!” – gesture wiping your forehead and looking tired out

• “I eat my breakfast (eat, eat, eat)” – gesture eating breakfast

• “I brush my teeth (brush, brush, brush)” – gesture brushing your teeth

• “I put on my shoes (put on, put on)” – gesture putting on your shoes

• “It’s time to go to school.” – point at imaginary wrist watch for “It’s time to” and wave

goodbye for “go to school”.

Using “The Morning Routines Song” in class

The song is great fun with loads of easy gestures. It helps make teaching morning routine

verbs fun.

Rv:04/03-09-15. Pág 22/51

1. Teach the morning routines verbs. Start with a guessing game. Before class print

out the flashcards for morning routines (worksheet 8). Start with an easy one –

“brush my teeth” – look at the card but don’t show it to anyone. Do the action for

brushing your teeth and ask “What am I doing?”. It’s OK if the students answer in

their first language – whoever answers first is the winner. Try and elicit the English

or if not, teach “brush my teeth”. For the next card, the winner can look at the card

and do the action. Again, elicit / teach the English. Continue until all the cards /

actions have been guessed.

2. Practice the morning routines verbs. Put the cards randomly on the board (stick

on with blue-tak or tape) and draw a circle around each card. Start by chorusing

each card quickly (T: “wake up”, Ss: “Wake up”). Go through chorusing all the cards

at least three times, getting quicker and quicker as you go. Next, point to a card and

say “What’s this?”. Get everyone to say the card together. Point to each card and

get the class to shout out the verbs together as you touch each card. Finally,

remove one card from the board – the circle it was in will still be there. Point to the

empty circle and again say “What’s this?” – get everyone to shout out together the

missing card. Point to other cards and elicit them, slowly removing all the cards

from the board leaving just their circles. See if everyone can remember the words

without any cards being there!

3. Play “Flashcard touch” on the board. Put the cards back on the board, at a

height that everyone can reach. Model the game first – select a student and say

“Touch put on my shoes”. The student should go to the board and touch the correct

card. Then get the student to do the same for you. When everyone has got the

idea put them in pairs and get each pair to stand at the other end of the room. In

pairs, each student says a verb phrase as their partner runs to the board and

touches the right card.

4. Do “Morning Routines” Drawings. Give out a large sheet of paper (e.g. A3) to

each student and model the activity. Draw things you do in the morning (e.g. brush

your teeth, eat toast, watch TV) – it doesn’t have to be just the activities from the

flashcards / song, anything that you do is good. Then encourage each student to

draw what they do. As they are drawing, go around the class asking questions (e.g.

What’s this? Do you really eat chocolate for breakfast, etc.?). At the end, get

everyone to stick their sheet of paper on the classroom walls. Pair up students and

get them to try and guess what the pictures are.

Rv:04/03-09-15. Pág 23/51

5. Sing “The Morning Routines” song. Put the morning routine flashcards up on the

board in the order of the song, or alternatively, use the song poster (worksheet 9).

Get everyone to stand up and teach the actions and gestures for the song. Then

play the song and get everyone to sing and do the actions along with you. Play

twice so everyone gets the hang of it.

6. Do the “My Morning″ worksheet. Give out the My Morning worksheet (worksheet

10) to each student. Tell your SS to match the pictures with the sentences. As

everyone is working on their worksheets go around the class and ask questions

(e.g. Do you brush your teeth in the morning?).

7. Play charades. To finish the class, get together the morning routines flashcards.

Divide the class into 2 teams. One student comes to the front of the class and acts

out the flashcard you show to him/her. The first person to shout out the correct

answer wins a point for his/her team.

THE MORNING ROUTINES SONG

Chorus:

Good morning! Good Morning!

It’s time to wake up.


I have to get up.

Verse 1:

I wash my face (wash, wash, wash),

I brush my hair (brush, brush, brush),

I get dressed (dressed, dressed, dressed),

There’s such a lot to do!

Chorus:


It’s time to wake up.


I have to get up.

Rv:04/03-09-15. Pág 24/51

Verse 2:

I eat my breakfast (eat, eat, eat),

I brush my teeth (brush, brush, brush),

I put on my shoes (put on, put on),

There’s such a lot to do!

It’s time to go to school.

http://www.eslkidstuff.com/blog/songs/new-song-the-morning-routines-

song#sthash.F6sIDEkm.dpbs

https://www.youtube.com/watch?v=eyPfpSt-SXc

WEEK 3

WORKSHEET 11+12: Head, shoulders, knees and toes

� Instructions:

Gestures and activities to use with Head, Shoulders, Knees & Toes

Doing the gestures with this song is a must! They are very simple and the kids will pick

them up really quickly as they follow you.

Everyone needs to stand up. Simply touch the parts of your body with both hands in time

with the song.

Using Head, Shoulders, Knees & Toes in class

This song can be used as a fun, energy burner at any time but it is also a very nice way to

teach parts of the body. Here are some ideas on using the song in your ESL kids lessons:

1. Start by teaching the vocab. Depending on the age / level of your students you

may want to teach a just few words per class, building up to the full 8 words over a

series of lessons. Prepare flashcards of the parts of the body used in the song

(worksheet 11). Slowly reveal each flashcard card and have your students touch

their part of the body (so, when you show the “head” flashcard get everyone to

touch their heads). Chorus each word three times and then ask your students to

individually say each word.

Rv:04/03-09-15. Pág 25/51

2. Practise the vocab. Lay the flashcards that you have just taught in front of you,

facing your students (or lined up on the board). Randomly touch each card and have

your students touch that part of their body and say the word. Do a final round with

the cards in the correct order of the song (so they are basically doing a practice run

of the song).

3. Play the song. Everyone stand up. As the song plays the teacher sings and does

all the actions, touching each part of his/her body with two hands in time with the

song. Make sure your students are following along. It’s easy and fun so your

students will love doing this. Each verse gets faster so by the last verse it will be

frantic but great fun.

4. Play “Teacher Says”. This is the game “Simon Says” but using the word “teacher”,

or your name, instead. Go straight into the game (no explanations necessary) by

saying “Teacher says touch your (knees)”. Do the action and make sure everyone

else follows along. Do a few more “touch your eyes, touch your toes”, etc. Then at

some point give a command without the “Teacher says” part (e.g. “Touch your

mouth”). First time round, everyone will touch their mouth, so make it very clear that

they shouldn’t do this when you don’t say “Teacher says”. After a while your

students will get the hang of it. Play the game faster and faster. When a student

makes a mistake they have to sit the rest of the game out. The last student

standing is the winner.

5. Do a body worksheet. To finish off this section of the lesson, give out worksheets

which have body parts. Review the words and teach them the new words that may

appear in the worksheet (worksheet 12). Ask your SS to colour the monsters

according to the instructions and to write the body parts. As your students are doing

the worksheets, ask questions (e.g. “which part of the body is that?”, etc.).

HEAD, SHOULDERS, KNEES AND TOES

Verse 1:

Head, shoulders, knees and toes,


Eyes and ears and mouth and nose,

Head, shoulders, knees and toes.

Rv:04/03-09-15. Pág 26/51

Verse 2:





Verse 3:





http://www.eslkidstuff.com/blog/songs/head-shoulders-knees-and-

toes#sthash.AKsVogN4.dpbs

https://www.youtube.com/watch?v=lMQcwNZVUO8

WORKSHEET 13+14: Where are my things?

� Instructions:

Using the “Where are my Things?” listening in class

The song is great for an active listening exercise (you will have to read it aloud)!

1. Teach the prepositions vocab. For this you’ll need a box and a small toy animal.

Before class, put the animal inside the box. In class, sit your students down and

take out the box. Rattle the box and have your students rattle the box and try to

guess what is inside. Take out the toy and introduce it to the class. Also elicit the

word “box”. Sit the toy on the box and ask “Where is it?”. Elicit/Teach the

preposition “on” and then “It’s on the box”. Do the same for the rest of the

prepositions (on, under, in, behind, next to, in front of, between)

2. Practise the prepositions. Put students in pairs and give each pair a box and toy –

or anything which can be used to practise the prepositions (e.g. a pencil and pencil

case). Have each pair ask and answer questions using the prepositions.

3. Play “Where Is / Where Are”. Take out a pen and elicit the word. Have everyone

close their eyes. Hide the pen somewhere in the classroom (e.g. inside a book).

Rv:04/03-09-15. Pág 27/51

Tell everyone to open their eyes and ask them “Where is the pen?”. Have each

student guess using the structure “Is it (under) the (chair)?”. When the pen is finally

found take out a pair of shoes (can be a dolls pair). Elicit / Teach “They’re shoes”

and show the contrast between “It’s” and “They’re”. Again, have your students close

their eyes as you hide the shoes. Students try and guess their location by asking

questions such as “Are they (behind) the (desk)?”.

Now put students in pairs and have each pair hide objects and ask where things are

using the prepositions and structures.

4. Read “Where are my Things” with listening worksheet. Give everyone

worksheet 13. Elicit the items on the worksheet. Ask the students to listen to you

and tell you where the pen and shoes are on the worksheet. Read it twice to give

everyone a good chance of getting the answer right.

5. Play “Prepositions Pictionary”. For smaller classes you can play this on the board

– larger classes can use paper to play in groups. Start by modelling the activity.

Bring a student up to the class. Say “Draw a cat on a car”. The student has to draw

the picture. Then get the student who drew the picture to say a new sentence and

another student to draw the picture. Keep playing so that everyone has a chance to

draw and say a sentence.

6. Do a preposition worksheet: To finish off this section of the lesson, give out

worksheet 14 and ask your SS to complete it drawing the animals in the right place.

WHERE ARE MY THINGS?

It’s time to go to school but where are my things?

Verse 1:

Where are my things? Where are my things?

Where are my things? Where can they be?

Where is my pen? Where is my pen?

Is it on the table?

No!

Rv:04/03-09-15. Pág 28/51

Is it under the desk?

No!

Is it in the drawer?

No!

Where is it?

It’s behind the curtains!

Verse 2:

Where are my things? Where are my things?

Where are my things? Where can they be?

Where are my shoes? Where are my shoes?

Are they next to the TV?

No!

Are they in front of the door?

No!

Are they between the sofa and the chair?

No!

Where are they?

They’re on your feet!

WEEK 4

WORKSHEET 15-16: What’s the weather like?

� Instructions:

Gestures to use with The Weather Song

There are some easy gestures you can do as you sing along to the song:

1. For the question part “How’s the weather?”, sing along and do the ‘palms of the

hands up’ question gesture.

2. For the “Look outside” part, face the window and put your hand over your eyes (like

a salute), as if you were looking into the distance.

Rv:04/03-09-15. Pág 29/51

3. Use hand gestures for the weather words:

• sunny: slowly spread your arms out

• rainy: wiggle your fingers downwards like rain

• windy: gesture wind blowing out of your mouth

• cloudy: make cloudy shapes with your hands

• snowy: wiggle your fingers downwards like snow and shiver

• foggy: close your eyes and put your hand out in front like you are trying to feel for

something you can’t see

• hot: fan your face

• cold: shiver and wrap your arms around your body

Using The Weather Song in class

This is a song you can use to teach the weather and you can also use it as part of your

lesson routine to check and review the weather every lesson.

1. Start by teaching the vocab. Before class prepare weather pictures for the vocab

sunny, rainy, windy, cloudy, snowy, foggy, hot, cold. You can use worksheet 15.

Stick them around the walls of your classroom.

2. Play “Touch the cards”. Once the class has started, the teacher walks around the

classroom touching the weather cards. As you touch each card do the song gesture

while saying the vocab (e.g. it’s sunny!). As you do this encourage your students to

do the gestures and say the words with you. Next, get all your students to stand up.

Teacher shouts out a weather word (e.g. “It’s rainy!”) and students have to run over

to the correct picture, touch it and do the gesture. If you have a lot of students it is

worthwhile having multiple pictures of each card placed around the walls of the

room.

3. Talk about the weather outside. Motion for your students to come over to the

window (or even outside). Say a few times “How’s the weather?”, “Look outside”.

Elicit from the class the weather and if it’s hot or cold (you can also teach “warm” if

Rv:04/03-09-15. Pág 30/51

necessary). E.g. “It’s cloudy and rainy and cold”. Then ask each student in turn

“How’s the weather?” and encourage them to reply.

4. Play the song. First put the weather flashcards on the board in the order of the

song. Have all the students stand up and watch you as you sing along and use the

gestures. Encourage them to join in and sing along. Play the song two or three

times.

5. Play flashcard concentration. Put the class into groups of 4. Each group will need

two sets of weather flashcards. Model the activity first by having everyone watch

you play with one group: shuffle the cards and lay them out face down on the floor.

Turn over two cards. If they are different, turn them back over – it is the end of your

turn. If they are the same (e.g. two sunny cards) you keep the cards (remove them

from the game) and have another go. At the end, all of the cards will have been

removed. The player with the most cards is the winner.

6. Play Flashcard Basketball. Students, in teams, take shots with a ball (or

scrunched up piece of paper) at a trash can/box/etc. First show a flashcard to

student 1. If s/he answers correctly then s/he can have a shot at the basket. If the

student gets the ball in the basket then s/he wins 2 points. If the S hits the basket

without going inside then s/he wins 1 point. The with the most points is the winner.

7. Do a weather worksheet. To finish off this section of the lesson, give out worksheet

16. Teach your SS some clothes vocabulary, so that they can complete the activity.

As your students are doing the worksheets, ask questions (e.g. “what is that?”,

etc.).

THE WEATHER SONG

Verse 1:

How’s the weather? How’s the weather?

Look outside.


Look outside.

It’s sunny, it’s rainy, it’s windy, it’s cloudy.

It’s snowy, it’s foggy, it’s hot, it’s cold.

Verse 2:

Rv:04/03-09-15. Pág 31/51


Look outside.


Look outside.

It’s sunny, it’s rainy, it’s windy, it’s cloudy.

It’s snowy, it’s foggy, it’s hot, it’s cold.

http://www.eslkidstuff.com/blog/songs/the-weather-song#sthash.6yNrCk78.dpbs

https://www.youtube.com/watch?v=fWIhHTfJ34M

ACTIVITY 17: My class

� Instructions:

Teach your SS the most important classroom objects (pen, pencil, rubber, ruler, table, chair, door, window, door, desk, board, book) by pointing to them in the class. Then, play these games:

I spy

T says "I spy with my little eye something that begins with B". Ss try to guess the object (e.g. "book").

Label the Classroom

There are three versions of this:

1. For the very young: print and cut out images of classroom objects (worksheet 16), put some tape on the back and give some pictures to each S. Each time teach / elicit each object.The Ss then walk around the class stick the pictures on the objects. Once done, say to your Ss "Give me the (pencil) picture", and the kids go and fetch the correct picture and give to you. You could wait for this last part until the end of the lesson as a fun review.

2. Reading recognition: write labels of various classroom objects before class on post-its and stick them all around the room (on the wrong objects). Ss have to move the labels and stick them to the correct objects.

Rv:04/03-09-15. Pág 32/51

3. Writing practice: have your Ss write labels for various classroom objects on post-its. Then stick them to the correct objects. At the end of the class as a review, get all the Ss to rearrange the labels and then put back on to the correct objects again.

Touch

Have Ss run around the classroom touching things that T orders them to do (e.g. "Touch a desk", "Touch the door", "Touch your school bag", etc.).

Vanishing Classroom Objects Game

This is great fun. Set up the classroom so there are various objects visible, e.g. a book, a school bag, a chair, pens, pencils, a rubber, etc. - basically whatever vocab you have pre-taught. Give the Ss a minute to look at the room. Then ask everyone to leave the room. T then hides one object and asks the Ss to come back in. They have to say what is missing. It's good to start with some easy things and then get progressively harder. Variation: the S who guesses the missing object first can hide the next object.

Rv:04/03-09-15. Pág 33/51

VISUAL MATERIAL

WORKSHEET 1: THE RAINBOW SONG POSTER

Rv:04/03-09-15. Pág 34/51

www.eslkidstuff.com

WORKSHEET 2: WALL CIRCLE SHEET

www.eslkidstuff.com

Rv:04/03-09-15. Pág 35/51

WORKSHEET 3: ANIMAL FLASHCARDS

Rv:04/03-09-15. Pág 36/51

www.thedaycarelady.com

www.activityvillage.co.uk

Rv:04/03-09-15. Pág 37/51

WORKSHEET 4: OLD MACDONALD’S FARM SONG POSTER

Rv:04/03-09-15. Pág 38/51

www.eslkidstuff.com WORKSHEET 5: ANIMALS WORKSHEET

Rv:04/03-09-15. Pág 39/51

www.eslkidstuff.com

WORKSHEET 6: NUMBERS

Rv:04/03-09-15. Pág 40/51

http://loopz.bigcartel.com/product/alphabet-uppercase-and-lowercase-and-numbers-flash-cards

WORKSHEET 7: MATCH THE NUMBERS WITH YOUR HAND

www.worksheetfun.com

Rv:04/03-09-15. Pág 41/51

WORKSHEET 8: MORNING ROUTINES FLASHCARDS

http://www.slideshare.net/buckinsand/daily-routines-flashcards

Rv:04/03-09-15. Pág 42/51

Rv:04/03-09-15. Pág 43/51

http://www.slideshare.net/buckinsand/daily-routines-flashcards

http://www.slideshare.net/buckinsand/daily-routines-flashcards http://www.quia.com/jg/2206422list.html

Rv:04/03-09-15. Pág 44/51

http://thumbs.dreamstime.com/z/turtle-go-to-school-23422132.jpg

WORKSHEET 9: MORNING ROUTINES SONG POSTER

www.eslkidstuff.com

Rv:04/03-09-15. Pág 45/51

WORKSHEET 10: MY MORNING

www.eslkidstuff.com

Rv:04/03-09-15. Pág 46/51

WORKSHEET 11: BODY PARTS FLASHCARDS

http://www.eslkidstuff.com

Rv:04/03-09-15. Pág 47/51

WORKSHEET 12: HEAD? SHOULDER? EYES?

New Stepping Stones

Rv:04/03-09-15. Pág 48/51

WORKSHEET 13: WHERE ARE MY THINGS?

www.eslkidstuff.com

Rv:04/03-09-15. Pág 49/51

WORKSHEET 14: WHERE ARE THE ANIMALS?

www.eslkidstuff.com

Rv:04/03-09-15. Pág 50/51

WORKSHEET 15: THE WEATHER SONG

www.eslkidstuff.com

Rv:04/03-09-15. Pág 51/51

WORKSHEET 16: WHAT DO YOU WEAR WHEN IT’S...?

www.eslkidstuff.com

3-6 Years old - CL Granada

Documents

Transcript of 3-6 Years old - CL Granada