Kindergarten Course for Teachers
Description
Course Objectives
At the end of the session the student will be able to:
Materials
MP3 player, flashcards
Tips
Before you start you have the option to introduce your children to meditation
Description
It is a good idea to have a regular routine for meditation and to repeat the form of meditation you have already introduced so that it becomes a habit.
Beginning Meditation
However, it might be helpful to introduce the occasional new idea. Try asking your children in both their own language and in English: “Just for 30 seconds close your eyes and try not to move, try not to move, and try not to think. 30 seconds.” Then: “what was that like?”. It was easy to keep the body still but not so easy to keep the mind still. It can help to have a word that you say silently together. Maybe a word that does not have an image. For example, listen to the sound inside yourself of ‘Ma – ra – na – tha’. Say it slowly with the children as if it is four separate words. “Repeat after me ‘Ma – ra – na – tha’. And one more time so we get used to it ‘Ma – ra – na – tha’. That’s very good.”
Of course, you can use another word of your choosing. Now meditate with the children for 3 minutes.
Multiple Activities
Phonics
Say after me:
“Good morning”, “Good morning”, “Good afternoon”,
“Good afternoon”, “Good night”, “Good night”, “Goodbye”, “Goodbye”.
Sing
My name’s Benny
My name’s Benny
Good morning Benny
My name’s Benny
Good morning Benny
Good morning girls and boys
My names Sue
Good morning Sue
My names Sue
Good morning Sue
Good morning girls and boys
Sing the Alphabet song
Review
Practice
Letter B: Call students to the front of the classroom. Let them say the greeting individually.
Phonics
Flashcards
Writing
Colouring Sheet
Games and Song
Letter B Song
Letter B Song
Bring your bat and bring your ball b b
Bring your bat and bring your ball to the park to play
Musical Magic Box
Tent Game
The teacher improvises on the following example. Having arranged some chairs the teacher produces a sheet, saying, “What do you think we could use this for, huh?” “Maybe we can build a tent.” “Do you want to build a tent with it?” “Does that sound like a good idea to you?” (If she has enough hands she can also use her hand puppet, but this may be too much to cope with!).(You can make an entry with cardboard boxes.)
She starts to lay the sheet over two chairs. “It sounds like a good idea to me.” “We need some more chairs.” “Bring a chair. “Michael (any name of boy and girl) go and get a chair.” “And don’t sit on it.” She and maybe her classroom assistant or buddy or older child finish laying the sheet over the chairs. “Go inside.” “Go inside the tent.” “Come on guys, go inside the tent” “Go! Go! Go! ….. Very good Maria!” “We’re going camping….. Yes, we’re going camping” Show camping flashcard. “Do you like the tent?” She pops her head inside. “Oh it’s nice and warm in here.” “And what do I do if it rains?” “Oooh what happens if it rains?” Then she starts to sing. “Another day (child’s name) want to play, rain, rain go away. Come back another day” Then “Aah, we can stay inside and not get wet”
And what else do we need? If we’re going camping, what else do we need?” She takes a basket with red and yellow coloured paper and a lighted torch inside it. “Look, you guys. We’re going to build a fire. Come on. Who wants to go? Come on.(Name), what colour is this? Yellow. This one’s yellow, that’s right. And what about this one? Red.” So we did get warm in it. Ah, this is so nice! We can tell stories and we can carry it. We can tell stories around the fire. Yeah, that’s right. And what else can we do around the fire? No, don’t take the fire! Don’t take the fire! Don’t take the fire. You leave the fire here. No! Don’t touch it! It’s going to burn! It’s going to burn! Ow! Ow! Ow! [LAUGHING]Yes. And what is this? What is this? A torch. Oh, no! Yes, I know. The fire! The fire! The fire! I know. Gentle. Don’t touch. We can share. We can all share the fire and torch. No, no, no. So we can just get warm with the fire. Yes, I know. It’s a torch. No, no, gentle. Yes, I know. Oh, we don’t fight over this, OK? We can share. Yes, we can share the torch. We can share, yes? I know, I know, but it’s OK. OK, guys. Yes. Yes. Very good! Shall we take a little break now? Yeah?”
You may improvise this game.
Instructions
1. Form the class into teams in lines facing forward. The teacher demonstrates what to do.
2. The teacher then demonstrates with the students, so the first student in the line turns to the one behind and asks “What are you?” The next student replies, “I’m a boy/girl.” and then turns to the next student and asks “What do you play?” and the next student replies, “I play ball.” and so on. The teams take it in turn to play the game. Depending on their age, the teacher may have to guide them. The team with the most correct questions and answers wins.
Additional dialogues:
“What do you carry?” “I carry a basket.”
“What do you eat?” “I eat “a bun”/”bread”/ “breakfast”/”beans”/”birthday cake.”
“What do you love?” “I love a baby.”
“What do you sing?” “I sing Happy Birthday.”
“What do you see?” “I see a beautiful girl.” or “I see a bird.”
“What do you ride?” “I ride a bus.”
Certificate for you to design?
Rewards and Homework
The teacher gives each of the student a sticker or a Learn English through Drama certificate or something of your choice for doing so well in the competitions. Remind them to fill in their B colouring sheets by the next lesson or draw or paint any pictures with words beginning with the letter B.
