Naming

Kindergarten Course for Teachers

Course 02

In this course, students learn English the painless, fun way, the same way they learn their mother tongue. Students ask and tell their name and gender. Students read and say words beginning with B. Sing the song “My name’s Benny”. Review saying everyday greetings and words beginning with A. Absorb English naturally through colouring, singing, playing games and drama. Students listen, speak, read and write English while enjoying themselves. Students work as a team and develop confidence.

Course Objectives

At the end of the session the student will be able to:

Ask and tell one’s name and gender.
Use “What’s your name? I’m……. I’m a boy/girl” appropriately.
Say “What’s your name? I’m……. I’m a boy/girl” properly.
Identify words with /b/ sound.
Pronounce words with /b/ sound.
Show/develop self-confidence.

Materials

MP3 player, flashcards

Tips

The teacher will need a lot of energy and variety of approach, as small children get very easily bored.

Meditation

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.

Naming

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

Review

Say everyday greetings and revisiting the sound of /A/ and /a/.

Practice

Show a picture card of a girl and a boy.
Let the students identify and differentiate the two.
Let the boys and girls say, “I’m a girl/boy” respectively.
Call a student to come to the front of the classroom.
Say “What’s your name?”
Prompt her/him to say, “I’m ….. I’m a girl/boy.” Students repeat.
Prompt them to say the words properly with appropriate gestures.
Call other students and repeat the activity several times.
Students repeat the conversation wholly then individually.

Letters

Letter B: Call students to the front of the classroom. Let them say the greeting individually.

Phonics

Listen and repeat the phonics: “B, b for boy, B, b for bus, B, b for bee, B, b for bread, B, b for ball, B, b for book, B, b for breakfast, B, b for banana, B, b for bird, B, b for baby, B, b for bean, B, b for b.
Present and produce letter /b/ sound. Let the students repeat.

Flashcards

Show flashcards with /b/ sound: breakfast, book, bus, bird, and bun. Teacher says the words. Students repeat.

Writing

Get your students to practice writing the letter B

Colouring Sheet

Give the students the colouring sheet.

Games

Games and Song

Letter B Song

Students identify the words with /b/ sound through a game. The game will consist of dividing the class into teams, showing the /b/ cards, and see who the first team to say, for example, “book”. Then sing 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

The teacher places several picture flashcards in the box.
The students sit in a circle.
The teacher plays music and the children pass the magic box until the teacher stops the music.
The child holding the box takes out a flashcard.
The other students shout ”What is it?”
And the student holding the card shouts “It’s a (tree or whatever).”

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?”

Drama Game

You may improvise this game.

Instructions

1. Form the class into teams in lines facing forward. The teacher demonstrates what to do.

She/he faces the class and says “what are you?”
She/he then turns round facing where she was and replies, with gestures, “I’m a boy/girl”.
Then she/he faces the class and says and mimes “what do you play?”
She/he then turns round facing where she was and says and mimes “I play ball”.
She/he faces the class and says and mimes “what do you read?”
She/he then turns round facing where she was and says and mimes, “I read a book”
Then she/he faces the class and says and mimes “what do you eat?”
She/he then turns round facing where she was and says and mimes “I eat a banana”

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.”

Rewards

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.

Naming