Kindergarten Course 06

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

Overview

Jobs, Age, Toys and Art

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

The great thing about teaching children is that there is never a dull moment; they force you to be kind, generous, and patient and to give the best of yourself everyday. They love it when you play, sing and laugh with them. Children make you feel you are an important part of their lives, and you are! If your English teachings have a positive impact on them, they’ll love language learning for the rest of their lives!” (Miranda Legge, Kids English Theatre)

Description
In this course, teach your students simple greetings, inspire them to sing and make the actions of a good morning song, help them to write the letter A, get them to work together, first in pairs and then in the simple, fun drama game.

Course Objectives:
At the end of the session the student will be able to:
  1. Identify people by name and say what they are or do.
  2. Say “I’m a student/You are a teacher/My father is a …../My mother is a ……
  3. Toys: listen, point and say.
  4. Talk about age: “I’m five. How old are you?
  5. Use art and creativity for practical purposes
  6. Relish the sounds of words
  7. Identify words with /G/ /g/ /H/ /h/ /I/ /i/ sounds.
  8. Pronounce words with /G/ /g/ /H/ /h/ /I/ /i/ sounds.
  9. Write letters /G/ /g/ /H/ /h/ /I/ /i/
  10. in the games enjoy learning as part of a team

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:
  1. Jobs
  2. Age
  3. Toys
  4. Art
  5. More Onomatopoiea
  6. Searching Game: Left and Right
  7. Letters G, H and I
  8. Action Game: Simon says
  9. Drama game: What’s my job?
Meditation

Sitting still like a Frog

Eline Snel from Holland in her book Sitting Still Like a Frog advises:

  • Meditate regularly. Practice makes perfect. Some children take to meditation at once, while others experience resistance. With these children, you might ask them to agree to meditate five times and then ask what they make of it.
  • Keep it lighthearted. Try to bring a playful and relaxed attitude to the exercises and have fun.
  • Your children’s experience of meditation changes each time they do it, and every moment is new. It’s an adventure of discovery.
  • Be patient. Meditation requires lots of practice without being too focused on an outcome or results. It is like learning a new language or playing an instrument. A caterpillar does not turn into a butterfly overnight.
  • Show appreciation when your children are practicing. Your support is essential. We all tend to be more engaged when we are encouraged.
  • Ask your children to describe their experiences after finishing an exercise. Experiences cannot be right or wrong. They are rooted in this moment. Most children like talking about them, but if they do not, then that is okay too
Unit 1: Jobs

Warm Up Song:

What do you do? I’m a pilot. (x3)
What do you do? I’m a chef. (x3)
What do you do? I’m a farmer. (x3)
What do you do? I’m a teacher. (x3)
What do you do? And what is your job?
What do you do? And what is your job?
What do you do? I’m a doctor. (x3)
What do you do? I’m a student. (x3)
What do you do? I’m a fire fighter. (x3)
What do you do? I’m a police officer. (x3)
What do you do? I’m a carpenter. (x3)
What do you do? I’m a singer. (x3)
What do you do? I’m a dentist. (x3)

Jobs Game:

  • Show picture cards of different occupations.
  • Say the word for each.
  • Show picture cards of students and a teacher.
  • Call students to the front of the classroom.
  • Prompt them to say “I’m a student”.
  • Students repeat.”You are a teacher”.
  • Point to yourself as you prompt the students to say “You are a teacher”.
  • Prompt the students to say the sentences properly.
  • Show a picture of a pilot and a nurse.
  • Say: My father is a pilot, my mother is a nurse. Students repeat.
  • Do the same with other occupations: cook, chef, crossing guard, doctor, policeman, fire fighter, engineer, soccer player, farmer, carpenter, singer, dentist, etc.
  • Can the students think of any other jobs?
Unit 2: Age

Age Song

How old are you?
I’m five years old.
How old is your brother?
He is seven years old.
How old is your sister?
She is eleven years old.
How old is your pet dog?
It is twelve years old.
Unit 3: Toys

Small World Play

  • Listen, point and say the words for toys.
  • Perhaps students can bring their own toys to school.
  • Go round the class encouraging them to talk as they play with their toys and tell their stories.
  • Help them to extend vocabulary related to a particular topic: park, zoo, farm, hospital, transport.
  • Comment on the objects, toys or figurines the children are playing with.
  • Comment on the settings, scenes, themes or storylines children are developing as they play.
  • Describe the position of the things the children are playing with: behind, next to, in, on, under.
Unit 4: Art

An Art Class

Drawing and painting are just two of many skills acquired and developed in Drama. They can be useful in creating backdrops, props, their own flashcards, pictures for the English through Drama website, etc. Meanwhile also use the Art Class to teach English.

Making and decorating (art and craft)

Drawing and painting are just two of many skills acquired and developed in Drama. They can be useful in creating backdrops, props, their own flashcards, pictures for the English through Drama website, etc. Meanwhile also use the Art Class to teach English.

Making and decorating (art and craft)

  • Name the materials: pencil, paint, paintbrush, crayon, felt-tip, marker, card, paper, crepe paper, shiny paper, tissue paper, newspaper, glue, scissors, cotton wool, fabric, sequins, feathers. Get the children to show and to repeat.
  • Describe properties and textures of materials: runny, thick, smooth, hard, long, short, spiky, rough, shiny.
  • Experiment with and describe colour. (perhaps they can mix primary colours to get secondary colours).
  • Use instructions: paint, draw, colour, smudge, blur, blow, copy, pour, make, cut, stick, decorate, hang (it) up.
  • Art appreciation and describing what the children have made, painted or drawn.

Malleable Materials (dough, plasticine, clay)

When playing with plasticine children develop their fine motor skills. Children are working on hand-eye coordination and building up the muscles in their hands and fingers when modelling plasticine. These are valuable pre-writing skills, as good muscle strength and hand-eye coordination will help children hold and use writing tools properly later on. By playing with plasticine, children are also experimenting with things like colour, shape and texture. As they play:
  • Use language of manipulation: push, pull, drop, squeeze, press, bend, twist, roll, stretch, squash, squish, pinch, flatten, poke, scrape, break apart.
  • Describe length/thickness: longer than, shorter than, the same length as.
  • Use language related to colour and smells.
  • Describe texture: soft, hard, squishy, lumpy, grainy, shiny.
  • Talk about materials that can be added to dough: feathers, sticks, twigs, shells.
  • Explore language related to shapes.
Unit 5: Vocal Sounds

More Onomatopoiea

Encourage the children to produce Vocal sounds – Sounds that come from the back of the throat tend to start with a gr.- sound, whereas sounds that come out of the mouth, through the lips, tongue and teeth, often begin with mu-. Say and have fun with: giggle, growl (like a lion or a bear), grunt (like a camel), gurgle (like gargling), mumble, murmur, bawl, belch, chatter, blurt.
Unit 6: Searching Game

Left or Right

This is a variation on the Pooh or Bear Game in course 4. Have any object that two children have to find. Send two children out of the room and have the other children hide the object. Then invite the two children back and have them search for the it. Once they come into the room the other children can shout “left” or “right” or “behind you” or “in front of you”, until the two children find the object. Then you can do the same with more pairs of children.
Unit 7: Letters G H and

Letters G and H Game

Show the flashcards with the G and H words and pictures. Say the words garden, grass, game, grandfather, grandmother, glass, gentleman, gate, gold, goat, gorilla, gift, hotel, hair, holiday, handsome, hundred, hand, horse, house, heart, honey and get the children to repeat .
Divide the class into teams., and see who is the first team to say for example “gorilla” or “heart”. Help them to pronounce correctly.

Sing Letter G

G is for garden, g, g, Garden.
G is for goat, g, g, Goat.
G is for grass, g, g, Grass.
G is for green, g, g, Green.
G is for gold, g, g, Gold.
G is for glass, g, g, Glass.
G is for gate, g, g, Gate.
G is for game, g, g, Game.
G is for grandfather, G, g, Grandfather.
G is for grandmother, G, g, Grandmother,
G is for gentleman, G, g, Gentleman.
G is for goodbye, G, g, Goodbye.

Sing Letter H

Here comes the letter H.
H is for hello, h, h, Hello.
H is for horse, h, h, Horse.
H is for hearts, h, h, Hearts.
H is for house, h, h, House.
H is for hotel, h, h, Hotel.
H is for hand, h, h, Hand.
H is for hair, h, h, Hair.
H is for home, h, h, Home.
H is for holiday, h, h, Holiday.
H is for handsome, h, h, Handsome.
H is for hospital, h, h, Hospital.
H is for hundred, h, h, Hundred.

Letter I Game

Show the flashcards with the I words and pictures. Say the words igloo, ice cream, ink, insect, internet, island, iron, idea, imp, inch, inside, invite, important and get the children to repeat .

Sing Letter I

I is for ice cream, i, i, Ice cream.
I is for island, i, i, Island.
I is for iron, i, i, Iron.
I is for idea, i, i, Idea.
I is for imp, i, i, Imp.
I is for inch, i, i, Inch.
I is for insect, i, i, Insect.
I is for ink, i, i, Ink.
I is for igloo, i, i, Igloo.
I is for inside, i, i, Inside.
I is for invite, i, i, Invite.
I is for important, i, i, Important.

Letters G, H and I Phonics

G, H and I Writing Sheets

Important !
Unit 8: Action Game

Simon says

The teacher gets the class to stand and face them.
They will then give them an order such as “Simon says, touch your toes”.
The students must act out the teachers order correctly. If the students do
the wrong action then they are out of the game.
Variations and extensions: Teacher can give orders depending on the
category or topic that they are teaching. She can speed up the orders they give to make them think faster. She can also get the students to come up and become ‘Simon’.
This game gets the students moving around and is competitive.the class in a large circle. Draw the happy, sad, angry, crying, laughing, surprised, hungry, thirsty faces on the board – or show flash cards. Also do the facial impressions of the emotions

Unit 9: Drama Game

What's My Job?

  • All sit in a circle.
  • In turn take each child aside and secretly give each one an occupation (e.g. policeman, pilot, nurse, teacher, etc).
  • Use each occupation twice, and make sure the occupations are kept secret.
  • Pupils use the space to mime their own occupation.
  • Their task is to spot the person with the same occupation as them.
  • When they have done this they should approach their partner, and without speaking, check that they are both miming the same job.
  • They should sit down in their pair when they think they have found their partner.
  • The game continues until everybody is sitting down.
  • The teacher should check they are all correct at the end of the game!

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 letters in the lesson.

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