Kindergarten Course 07

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

Overview

Body parts, sports and colour

Watch your children carefully as they learn so you really get to know them , what they like doing, what they can do, what they might need help with and what the next steps in their learning and development might be. It could be a good idea to keep an observation journal. Also encourage and praise the children as often as possible, for as many different things as you can think of, so that nobody is left out.
If they make mistakes explain that this is a way of learning.

Madeleine Simon, author of Born Contemplative, wrote: “Once, when visiting a class of six-year-olds, a boy asked me to listen to a story he had just written. While he was reading, I noticed he had drawn a number of tiny pictures throughout the text which did not seem to have anything to do with it. There was a little house, a man, a ball, a flower and more, all brightly coloured. So, when he had finished reading, I asked him about them. He sidled up close to me and said: ‘When we make a mistake we don’t cross it out; we make it look pretty.’ Here, I felt, was a teacher after my own heart!” We have much to learn from children, as we prepare our courses.

Description:
In this course, you teach your students to greatly improve their vocabulary.

Course Objectives:
At the end of the session the student will be able to:
  1. Talk about parts of their body.
  2. Describe gender and family
  3. Talk of sport and colour
  4. Identify words with /J/ /j/ /K/ /k/ /L/ and /l/sounds.
  5. Pronounce words with /J/ /j/ /K/ /k/ /L/ and /l/sounds
  6. Write letters /J/ /j/ /K/ /k/ /L/ and /l/
  7. Benefit from sound, vocabulary and action games.

Materials:
MP3 player, flashcards, glove puppets.

Flashcards:
football, rugby, surfing, fishing, baseball, mountain climbing, table tennis, beach ball, sheep, dog, bee or mosquito, different birds, possum, hen, rooster, donkey, snake, cow, horse, cat, duck, lion or tiger, owl, riding a horse, skiing, washing dishes, eating hot food, counting money, telling someone you love them, eating spaghetti, singing, playing tug of war, ballet dancing, moon walk, playing basketball, singing opera, walking in the desert, playing tennis, tossing pancakes, opening a present that you do not like..

Units:
  1. Body Parts Warm Up Song
  2. Gender and Family
  3. Sports
  4. Colours
  5. Crocodile Game
  6. Letters J, K and L
  7. Animal Sounds
  8. Pictionary Game
  9. Drama Game: Guess the Actions
Meditation

Building a Community

Meditation builds community wherever it is practiced. Sitting together in silence, stillness and simplicity promotes connection and wholeness in all human beings regardless of faith and other forms of diversity.

Meditation comes naturally to children, who experience it as both enjoyable and beneficial. Just as they are happy with their grandparents, parents or teachers paying attention to a story, so they are happy to be quiet and still in meditation. Teaching children to meditate is giving them a spiritual practice and life skill for the modern world that will remain with the for life.

It’s less a question of teaching them to meditate and more about us learning from their simplicity and helping them to stay in touch with their contemplative gift.

Children today are exposed to adult pressures and the addictions of digital entertainment at very early ages. Meditation simply and immediately helps them to cope and survive these forces. Teachers notice the benefits very quickly in classes and schools where meditation becomes part of the regular experience.

The above is taken from www.wccm.org, the website of the World Community of Christian Meditation.

When a teacher introduces meditation to a child, who is teaching who? The answer based on experience is ‘both’.

Now meditate with your children for five minutes.

Unit 1: Body Parts

Warm Up song:

You and your students should touch your body parts as you sing this song. You will have to move fast and may have to do it several times to get it right. It will be fun and a good learning experience after me:

Sing:

My head is on top of my body.
My head has a nose, mouth and teeth.
My head has two eyes and two ears.
My body is special to me.
Eyes, ears, mouth, teeth,
My body is special to me, to me.
My body can do many things.
My body is special to me.
My body has wrists and ankles.
My body has elbows and knees.
My body has hips and shoulders.
My body is special to me.
Ankles, Wrists, elbows, knees,
My body is special to me, to me.
My body can do many things.
My body is special to me.
My body has ten toes and fingers.
My body has two hands and feet.
My body has two arms and legs.
My body is special to me.
Fingers, toes, hands, feet,
My body is special to me, to me.
My body can do many things.
My body is special to me.
Unit 2: Gender and Family

Call two students, a boy and a girl, to the front of the class. Say “are you a boy or a girl? Prompt them to say: “I’m a girl.” or “I’m a boy.” Ask other students to the front of the class and ask them, for example: “Is your grandmother a man or a woman?” Prompt the reply: “She’s a woman.”
Do the same for other members of their families and their friends. They will be boys, girls, men or women. Then ask what they are or what they do. See occupations and jobs from the last course 6.

They might be a cook, chef, crossing guard, doctor, policeman, fire fighter, engineer, soccer player, farmer, carpenter, singer, dentist or have any other job Ask: “What do they do?” or “What is your father?” Prompt answer: “She / he is a ………………”

Unit 3: Sports

Pass round laminated sports flashcards. The teacher chants: ‘What sport do you play? Children look at the flashcards below and call out the following: “I play football”, “I swim”, etc. Also make flashcards for rugby, surfing, fishing, baseball, mountain climbing, table tennis, beach ball, etc.

Unit 4: Colours

Show Colour Flashcards and say the words

Red book, red bed, green tree, yellow lemon, yellow jelly, orange box, orange fox, blue pen, black hat, black cat, white egg, brown mouse, brown house, pink bird, pink drink in glass, purple grapes. purple tape, red, green, orange, yellow, blue, black, white, brown, pink, purple. Get the children to repeat, before you sing the colour songs together

Sing the Colour song with your students

What’s this? It’s a book.
What colour is the book?
The book is red. Just like this bed.
What’s this? It’s a tree.
What colour is the tree? The tree is green.
You see? I see.
What’s this? It’s a lemon.
What colour is the lemon?
The lemon is yellow, just like this jello.
What’s this? It’s a box.
What colour is the box?
The box is orange. Just like this fox.
Red, green, yellow, orange, blue,
Black, white, brown, pink, purple too.
Red, green, yellow, orange, blue,
Black, white, brown, pink, purple too.
What’s this? It’s a pen.
What colour is the pen?
The pen is blue. That’s true. It’s true!
What’s this? It’s a hat.
What colour is the hat?
The hat is black, just like this cat.
What’s this? It’s an egg.
What colour is the egg?
The egg is white.
That’s right. I’m right!
What’s this? It’s a mouse.
What colour is the mouse?
The mouse is brown, just like this house.
Red, green, yellow, orange, blue,
Black, white, brown, pink, purple too.
Red, green, yellow, orange, blue,
Black, white, brown, pink, purple too.
What’s this? It’s a bird.
What colour is the bird?
The bird is pink, just like this drink.
Do you really think this bird is pink?
Yes, I really think that bird is pink.
I really think that bird is pink.
The bird is pink, just like this drink.
What’s this? It’s a grape.
What colour is the grape?
The grape is purple, just like this tape.
Red, green, yellow, orange, blue,
Black, white, brown, pink, purple too.
Red, green, yellow, orange, blue,
Black, white, brown, pink, purple too.
Unit 5: Crocodile Game
Mark a coloured river across the floor of the classroom. One child is the crocodile the others are fish. river between them. they ask: ‘Hello Mr. Crocodile, can we cross your golden river?’ he answers: Yes, only if your are wearing blue. And if someone in wearing blue she/he can cross the river. The others have to run through. The crocodile catches someone to be the next crocodile and choose then another colour to wear.
Unit 6: Letters J, K and L

Preparation for the Songs

Show the flashcards and get the children to repeat the words: joy, juice, jug, jam, jelly, jacket, kite, key, keyboard, kettle, kangaroo, leaf, lollipops, lemon, lion, ladder, jack, jill, joy, jump, jackal, jaguar, jolly, jester, king, kiwi, kittens, koala, kitchen, long legged lion, lizards, liquorice.

Sing Letter J, K and L Songs

Show actions, emotions, gestures and facial expressions with the children and show flashcards:

Here comes the letter J.
J is for Jack, J J Jack.
J is for Jill, J J Jill.
J is for Joy, J J Joy.
J is for Jump, J J Jump.
J is for Jelly, J J Jelly.
J is for Juice, J J Juice.
J is for Jackal, J J Jackal.
J is for Jaguar, J J Jaguar.
J is for Joy, J J Joy.
J is for Jam, J J Jam.
J is for Jolly, J J Jolly.
J is for Jester, J J Jester.

Kevin likes kiwis.
Kevin likes kittens.
Kevin likes koalas, k, k, k.
Kitten in the kitchen.
Kitten in the kitchen.
K is the sound of K.
Big K, little k, I like k.
Kevin likes kiwis.
Kevin likes kittens.
Kevin likes koalas, k, k, k.
Kitten in the kitchen.
Kitten in the kitchen.
K is the sound of K.
Long-legged lions,
What do they love?
They love lollipops.
Long-legged lions,
What do they love?
They love lollipops.
La la la la la la la.
They love lollipops.
La la la la la la la.
Lounging lizards
They don’t like lollipops.
What do lounging lizards like?
They like liquorice.
Lots and lots of liquorice.
Long, long, long, long liquorice.
Long-legged lions,
What do they love?
They love lollipops.
Long-legged lions,
What do they love?
They love lollipops.
La la la la la la la.
They love lollipops.
La la la la la la la.
They love lollipops.
La la la la la la la.

Writing Sheets

Colouring Sheets

Unit 7: Animal Sounds
Let’s prepare for songs in the next chapter by making animal sounds.

Words related to animal noises often have long vowel sounds, such as “oo” or “ay.”

If you’ve spent time in other countries, you may know that animals speak different languages too.

Depending on where a chicken is from, for example, she might cluck-cluck, bok-bok, tok-tok, kot-kot or cotcotcodet.

We’ll stick with English here. Show flashcards and make the sounds with gestures, movements and facial expressions and get the children to repeat: baa (sheep), bark (dog), buzz (bee or mosquito depending on how high), cheep (bird), chirp (bird), chortle (a possum makes a noise like a car that won’t start), cluck (hen), cock-a-doodle-doo (rooster), cuckoo, hee-haw (donkey), hiss (snake), meow (cat), moo (cow), neigh (horse), oink (pig), purr (cat), quack (duck), roar (lion or tiger), too-wit too-woo (owl), tweet (bird), woof (dog).
Unit 8: Pictionary Game
Draw a picture on the board and see who can guess what it is first. You may turn this game into a fun competition.
  • In that case split the class into two teams and select one member from each team to draw the word given by the teacher.
  • Make sure the word is not heard by the other students.
  • Students are given a time limit.
  • If their group gets the answer correct then they get a point.
  • If they don’t, then the other group gets an opportunity to earn the point by giving the correct answer.
  • Encourage the students to shout out what they think the answer is whilst the image is being drawn.
  • More time may be given to the artist if no one understands their drawing!
  • Another version of this game can be played where a picture is drawn on a piece of paper.
  • An individual comes to the front of the class with their back to the class.
  • The picture is stuck to their back.
  • The class has to explain what the drawing is, without saying the word.
  • The individual must guess what the word is.
Unit 9: Drama Game: Guess the Action
  • Divide the class into 2 , 3 or 4 groups.
  • Have at least 6 in each group. Number the students in each group from one to six.
  • Get each member of the first group to leave the room except for number one.
  • The other groups stay in the room. They must stay silent.
  • You then give number one an action to mime. Show her or him the appropriate drama game flashcard.
  • You then call number 2 into the room and number one mimes to number 2.
  • They do not talk.
  • Number 3 then comes into the room and number 2 mimes exactly what he/she saw to number 3.
  • Number 3 does the mime for number 4 and so on.
  • When number 6 comes into the room he / she has to guess what the original mime was.
  • Then the other groups do the same.

Here are some suggestions for mimes:

  • Riding a horse
  • Skiing
  • Washing dishes
  • Eating hot food
  • Counting money
  • Telling someone you love them
  • Eating spaghetti
  • Singing
  • Playing tug of war
  • Ballet dancing
  • Moon walk
  • Washing dog
  • Playing basketball
  • Singing opera
  • Walking in the desert
  • Playing tennis
  • Tossing pancakes
  • Opening a present that you do not like.
The other groups watch how the mime changes with each person. This is a fun game and helps with observation skills.

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.