Kindergarten 05 – Teachers Learn ETD

Kindergarten Course 05

You should find lots of material here from which to make lesson plans

Overview

Family, 2nd Tent Game, Water and Sand. Onomatopoeia

This course can be divided into sections according to your and your child’s time.

Description:
In each of the following games and activities, build on what you observe in each of the children, for example their use of English in role plays. Watch the children when they arrive. Where do they go? Who do they talk to? What are they interested in? How do they interact with other children?

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

Use the greetings, Good morning”, “Good afternoon”, “Good night” and “Goodbye”
Identify words with /e/ and /f/ sounds.
Pronounce words with /e/ and /f/ sounds.
Write letter /E/, /e/ and /F/, /f/.
Show/appreciate the value of respect.

Materials:
MP3 player, flashcards, glove puppets

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

Units:

Family
Second Tent Game
Water Game
Onomatopoiea
Letters E and F
Drama Game: Family Pictures

Meditation

Sitting still like a Frog

This exercise can be fun and it can lead into your normal meditation. It teaches your children to sit with the attention of a frog. Tell them how a frog can jumps but it also sits really still while observing everything that’s going on around it. Sometimes it moves just a single eye; because a rain drop has dropped on it; or a single leg to shift its position.

Tell them: “ imagine you are a frog somewhere on the edge of a large pond. Notice how your arms and legs are still. Your bottom and your belly are still. Your back, your neck and your head are still. When you are sitting here all still and calm you’ll notice all kinds of things. Notice your breath. It moves all by itself. Focus your intention on the tip of your nose, where the air comes in and out again. Maybe you also feel the breath in your throat, in your chest, or perhaps even further down in your belly. You can put your hands on your belly and find it moves a little, every time you breathe. You may also notice the brief pauses just after you breathe in and breathe out. Breathing brings calm, so breathe in and breathe out. Your breathing doesn’t require any special effort. Your body breathes all by itself. You can learn a lot from a frog. Sitting still with the attention of a frog you’ll get better at remembering things. You’ll notice a lot more.”

Now have them mediate for five minutes.

I should like to thank Eline Snel her permission to use this passage from her book Sitting Still like a Frog.

Unit 1: Family

Finger Family Preparation and Song:

Help children draw face pictures on their fingers. In case this proves difficult prepare tiny little sticker pictures of Daddy, Mummy, brother, sister, baby faces to stick on their fingers Then Sing:

Daddy Finger, Daddy Finger, where are you?
Here I am, here I am. How do you do?
Mummy Finger, Mummy Finger, where are you?
Here I am, here I am. How do you do?
Brother Finger, Brother Finger, where are you?
Here I am, here I am. How do you do?
Sister Finger, Sister Finger, where are you?
Here I am, here I am. How do you do?
Baby Finger, Baby Finger, where are you?

Warm Up Exercise:

Show pictures of a mother, father, brother and sister. Hug the picture of the mother and say “I love you mother”. Say mother/father/brother/sister”. Do the same hugging the pictures of father, brother, sister and baby. It may help to have more flashcards of each member of the family to be passed around to be hugged. The flashcards should be laminated.

Another Song: Together with the children sing, dance and jump

Father, father, father, father, father, I see you.
Mother, mother, mother, mother, mother I see you.
Father let’s dance. Dance.
Mother let’s dance. Dance.
Brother, brother, brother, brother, brother I see you.
Sister, sister, sister, sister, sister, I see you.
Brother let’s jump. Jump.
Sister let’s jump. Jump.
Father, mother, brother sister,
Waaa . Baby I see you.

Unit 2: Second Tent Game

Building on the last course, using the materials above to improvise on the following dialogue; “Do you want the green tent? No! No? Or do you want the yellow tent? Yes! Oh you want the yellow tent? Yes. Very good. OK, so you’re getting the yellow tent. Again, with one finger. Very good, Dani. Good job. OK, now turn it over.” (so it can be pasted). “There you go. Now take the moon. Green or yellow? Here, on the sky. Green or yellow? Do you want me to help you? You can do it. I know that you can do it. Come on. Turn it over. Green? Green! Yes. Green. Oh, you want a green tent. Very good.”

“Good job, Dani. Very good. Now, do you want the yellow tent? Or would you like the green tent? The green tent. Very good. Now– hold on, let’s do the tent first. What do you need now?” (taking the sprinkler of glitter) “We need the rain drops. Yes. Right here. Hold it right there. There you go. There you go. Like this? Yes? Now turn it over. I’m just going to put this over here. Put this over here. . Put some rain. Turn it over. This one, turn it over and paste it. This one. Like this. And put it– stick it– yes, very good. Very good. Now what do we need Dani? We need drops of rain.”

“(SINGING) Rain, rain, go away. Sprinkle. That’s right. OK, but we need more drops, more drops of rain. (SINGING) Rain, rain, go away. Dani, with one finger, remember? Very good. Yes. (SINGING) One little finger, one little finger, one little finger… drop. And the glue! Yes! And we can make drops. Very good, Dani. Yes, keep going. More drops. More drops. It’s raining a lot! A lot! (SINGING) It’s raining, it’s pouring, the old man is snoring.” (Perhaps make snoring sound). “Where are you going? Ah, you want one of these. Of course you do. Very good. There you go. Put it right here. Put a sprinkle there. Sprinkle it right here, on the glue. Very good. There you go. Right here. Right here. Right here. Sprinkle, sprinkle.”

“Over here. Sprinkle, sprinkle. And your moon and your drops of rain. Very good. Oh, do we have a different white…? One? One? One? One? For their names. Thanks. Look at this. This is going to look beautiful. Good job, everyone. Look, everyone. Look at Dani’s. Look how beautiful it is. Michael, look at Dani’s. It’s so beautiful. Good job, Dani. Alex, do you like Dani’s? It’s very nice. I really like it. Your parents are going to love it. Do you like it? Yes. Yes, yes you do! Very good! Good.”

Unit 3: Water Play

Tub of Water and Sand for Water Play

A sand play area with water to play with may also need quite a bit of setting up. You will also need quite a lot of the props listed below. Ideally this game may involve going to a beach or the countryside or a garden. Let the children bring a (waterproof) doll or toy animal. When playing with dolls and a tub of water (for example) they are learning about the concepts of wet and dry, floating and sinking, clean and dirty. They are also engaging in sensory play, and experimenting with the way water feels.

Use language related to equipment and resources: brush, spade, scoop, spoon, cup, jug, bucket, sieve, cutters, rake, comb, funnel, sponge, soap, bubbles, straw, ladle, tea pot, watering can.
Extend vocabulary related to imaginary play: boats, diggers, bulldozers, tractors.
Use descriptive language: wet, dry, damp, gritty, hard, lumpy, flat, smooth, wavy, sticky, cold, frozen, clean, dirty.
Use language related to size, shape and position.
Describe capacity and quantity: enough, more, less, too much/little, overflowing, how much/many? a pile/cup of…
Describe actions or what is happening: it’s fallen down, it’s gone, flatten, pour, tip, fill, scoop, cover, stir, splash, leak, drip, float, sink, trickle, spray, wash, dry.

Unit 4: Onomatopoiea

The word comes from the combination of two Greek words, meaning “name” and poiein meaning “to make,” so onomatopoeia literally means “to make a name (or sound).” The word boing, for example, is simply a sound effect, but one that is very useful in making writing or storytelling more expressive and vivid.

Many onomatopoeic words can be verbs as well as nouns. Slap, for instance, is not only the sound that is made by skin hitting skin but also the action of hitting someone (usually on the face) with an open hand.

Incidentally, as a radio drama producer, if I wanted to record the sound of someone’s face being slapped without hurting them, I would get an actor to put his hand, palm outwards against his cheek then I would get an actress to slap his hand. Then we would hear the slap and he could say “ouch” as he moved backwards. Perhaps your children could have fun doing this.

Water Sounds . – Words related to water or other liquids often begin with sp- or dri-. Words that indicate a small amount of liquid often end in -le (sprinkle/drizzle). If you are out of doors and it is not too cold perhaps you can have fun with the children demonstrating some of these – without getting the children too wet: bloop, splash, spray, sprinkle, squirt, dribble, drip, drizzle.

Unit 5: Letters E and F

E and F Phonics

Envelope, exit, eagle, eat, fish, fan, flower, feather, foot.

Eggs in the pan, e, e, e,
Eggs in the pan, e, e, e,
Cracking eggs like this: e!

My friend and I went to the beach
With my floating fish.
I got a hole.
The air came out ffffffff!

E and F Writing Sheets

Unit 6: Drama Game

Family Pictures

This is a game to use with movement, gestures and facial expression.

Choose groups of four, five, six, seven or eight students. (2 can be a dog and a cat)
Choose a student to be the photographer.
The group will pose as if they are having a family portrait made and photographer will take a photo.
We use our digital camera, but you could have your student mime using a camera as well.
After the first “family picture” is taken, tell the students that they will have ten seconds to move about as a different type of family.
Count and then on “ten” they freeze in whatever movement they happen to being doing for their characters and we snap a second photo.

If you take real photos, maybe you can print them and stick them on the class room wall.

Rewards and Homework

The teacher gives each of the student a sticker or an English through Drama certificate or something of your choice for doing so well in the competitions. Remind them to fill in their colouring sheets by the next lesson or draw or paint any pictures with words beginning with the letter in the lesson.