Kindergarten 08 – Teachers Learn ETD

Kindergarten Course 08

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

Overview

Animals

A wise and witty Jewish friend of mine said that miracles are very carefully prepared. Please, teachers, take time and effort to prepare. It will pay off and you may in the process discover and add many creative and practical ideas of your own.

Description:
In this course, teach your students to ask and answer questions, increase joy and confidence in singing, ask and answer questions, make sentences from words, use facial expressions, gestures and movements to help remember words.

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

Talk about animals
Talk about age
Talk about toys
Talk about sounds
Identify words with /M//m/ /N//n/ /O//o/ and /P//p/ sounds.
Pronounce words with /M//m/ /N//n/ /O//o/ and /P//p/ sounds
Write letters /M//m/ /N//n/ /O//o/ and /P//p/
Tell the time

Materials:
Magic box, inside is a mystery object. It could be a glove puppet of an animal or a flashcard – or anything else from previous chapters, like hand puppets for example. Number Wall Chart.

Flashcards: that you can design yourself or find on the internet. . Flashcards with pictures and words of lion, zebra, hippo, crocodile, elephant, tiger, horse, kangaroo, monkey, penguin, snake, tiger, wolf, polar bear, giraffe, toucan. For the letter songs you need monkey, mouth, milk, market, mix, mother, map, milkman, medicine, mountain, morning, name, nice, nest, nose, night, noon, new (Happy New Year Card), necklace, numbers, newspaper, neighbour, nightingale, orange, oxen, onions, olives, owl, penguin, pancake, poodle, pony, pogo sticks, partridge, papers, paddles, plum tree, pasta, parsley, puppets. And for times of day show flashcards of sun rise, morning, noon, afternoon, evening, sunset and night.

Units:

Zoo Animals
Magic Box
Age Song
Jungle Song
Toys
Vocabulary
Sounds
Letters M. N, O and P
Time Game
Making Pictures Game
Leaving Game

Meditation

Give the instructions in English

As much as possible give the following instructions in English – or first in the children’s language and then in English. In this way meditation will benefit the learning of English and English will begin to enter the children’s unconscious.

Ask the children to sit in a comfortable position. But not so comfortable that they fall asleep!
Ask the children to quiet their bodies. Then quiet the mind.
Ask the children to close their eyes. Continue to sit straight with their spines upright, relaxing the muscles of their bodies. Tell them to breathe normally from their stomachs. Breathe slowly in and out.
When the children have become quiet, you may ring a bell, or chime or simply say, “We begin our meditation now.” This signals the children to say their mantra (ma-ra-na-tha or another mantra) silently. Advice can be, “Say the mantra until you can no longer say it and as soon as you realize you have stopped saying it, start saying it again.”
The children are to repeat the mantra throughout the meditation period.
As the teacher, you keep track of the time and ring the bell when the period comes to an end.
Remind children that they can meditate silently with a mantra whenever they want to throughout the day or at home on their own.
Now meditate for six minutes

Unit 1: Zoo Animals 1

Warm Up Song:

Sing with the children, making movements, gestures and facial expressions and maybe noises.

Let’s go to the zoo
And stamp like the elephants do.
Let’s go to the zoo
And stamp like the elephants do.
Let’s go to the zoo
And jump like the kangaroos do.
Let’s go to the zoo
And jump like the kangaroos do.
Let’s go to the zoo
And swing like the monkeys do.
Let’s go to the zoo
And swing like the monkeys do.
Let’s go to the zoo
And waddle like the penguins do.
Let’s go to the zoo
And waddle like the penguins do.
Let’s go to the zoo
And slither like the snakes do.
Let’s go to the zoo
And slither like the snakes do.
Let’s go to the zoo
And swim like the polar bears do.
Let’s go to the zoo
And swim like the polar bears do.

Unit 2: Magic Box Game

What's in the Magic Box?

The teacher places a flashcard in the ”magic box.” The teacher or a puppet asks ”What’s in the magic box?” Students/teams ask questions about colour, category (animal? food? etc) and so on. Students/teams must ask at least 3 questions before guessing what it is. Correct guesses mean scoring points, and maybe the opportunity to be ”teacher” with the next item. This game can be used to practice answering closed questions and open questions. Closed-ended questions are those which can be answered by a simple “yes” or “no,” while open-ended questions are those which require more thought and more than a simple one-word answer. The game can also be used to review previous vocabulary, and teach new words. It is also great for listening practice and critical thinking skills. This is my go-to game for beginners due to it’s adaptability.

Unit 3: 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 4: Jungle Song

Also Sing the Jungle Song

Again making movements, gestures and facial expressions and noises.

Walking in the Jungle,
Walking in the Jungle,
We’re not afraid, We’re not afraid
Walking in the Jungle,
Walking in the Jungle,
We’re not afraid, We’re not afraid.
One step, two steps, three steps forward,
One step, two steps, three steps back.
Stop. Listen.
(FROG CROAKS)
What’s that? It’s a frog
We’re not afraid.
Let’s stomp.
Stomping in the Jungle, Stomping in the Jungle,
We’re not afraid, We’re not afraid.
Stomping in the Jungle,
Stomping in the Jungle,
We’re not afraid, We’re not afraid.
One step two steps, three steps forward
One step two steps, three steps back
Stop. Listen.
(MONKEY NOISE)
What’s that? It’s a monkey.
We’re not afraid.
Let’s jump.
Jumping in the Jungle, Jumping in the Jungle,
We’re not afraid, We’re not afraid.
Jumping in the Jungle,
Jumping in the Jungle,
We’re not afraid, We’re not afraid.
One step two steps, three steps forward
One step two steps, three steps back
Stop. Listen.
(TOUCAN NOISE)
What’s that? It’s a toucan.
We’re not afraid.
Let’s skip.
Skipping in the Jungle, Skipping in the Jungle,
We’re not afraid, We’re not afraid.
Skipping in the Jungle, Skipping in the Jungle,
We’re not afraid, We’re not afraid.
One step two steps, three steps forward
One step two steps, three steps back.
Stop. Listen. What’s that?
(TIGER ROAR)
It’s a tiger.
Run!

Unit 5 : Toys

Perhaps Children Can Bring Their Toys to School

Listen, point and say the words for toys, for example, balloon, ball, doll, yo-yo, train, boat, car. Get them to ask and answer simple sentences, for example, “what’s that?” “it’s a car”, “what do you do with it?” “I drive it” “what colour is it?’, etc.

Unit 6 : Vocabulary

Paper Ball Fight

Write many vocabulary words on large pieces of paper, if your students are too young to read you can use pictures or drawings. Ask students to make paper balls with the pieces of paper. Play some lively music as a background and let students throw the balls towards each other. You may even start by saying… ready… steady… attack! Stop the music and each student has to pick a piece of paper, unfold and make a sentence with that word. It’s a great way to review vocabulary and work on language chunks! But mostly, having fun!!!

Unit 7 : Sounds

Collision Sounds

Collisions can occur between two or more objects. Sounds that begin with cl- usually indicate collisions between metal or glass objects, and words that end in -ng are sounds that resonate. Words that begin with th- usually describe dull sounds like soft but heavy things hitting wood or earth. Using facial expressions, gestures and movements, get the children to repeat after you: bam, bang, clang, clank, clap, clatter, click, clink, ding, jingle, screech, slap, thud, thump.

Unit 8 : Letters M, N, O and P

Preparations for the Songs

Show the flashcards and get the children to repeat the words:

Sing Letters M, N, O and P Songs

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

M is for monkey, m, m, Monkey.
M is for mouth, m, m, Mouth.
M is for milk, m, m, Milk.
M is for market, m, m, Market.
M is for mix, m, m, Mix.
M is for mother, m, m, Mother.
M is for map, m, m, Map.
M is for milkman, m, m, Milkman.
M is for medicine, m, m, Medicine.
M is for mountain, m, m, Mountain.
M is for morning, m, m, Morning.

N is for nest, n, n, Nest.
N is for nose, n, n, Nose.
N is for night, n, n, Night.
N is for name, n, n, Name.
N is for nice, n, n, Nice.
N is for new, n, n, New.
N is for noon, n, n, Noon.
N is for necklace, n, n, Necklace.
N is for number, n, n, Number.
N is for nightingale, n, n, Nightingale.
N is for newspaper, n, n, Newspaper.
N is for neighbour, n, n, Neighbour.

O o o o for Orange
O for Onions
O for Ostrich
O for Oxen
O for Olives
O for Owl
This is the story of O.

Penguins and Pancakes,
Poodles and Ponies,
Partridges and Pogo sticks
all start with the letter P.
Papers and Paddles
and Plum trees
Pasta and Parsley
all start with the letter P
These are Puppets
Can’t you see?
We’re Puppets.
and Puppets start
with the letter P.

Writing Sheets:

Colouring Sheets:

Unit 9: Time Game

What's the Time Mr Wolf?

Students stand in a circle, one is in the middle. Students ask “What’s the Time Mr. Wolf?” The one in the middle can say any time. But when he/she says “It’s 12 o’clock, it’s lunchtime”, all the children have to run and Mr Wolf has to catch someone. That child will be the next Mr Wolf. Small children love it and it’s a good game to practice the question “What’s the Time” and the time expressions.

Unit 10: Drama Game

Making Pictures

The students stand outside a performance space.
One student runs into the space, forms his or her body into a statue and announces what she is, as in “I’m a tree.”
Instantly the next person runs on and forms something else in the same picture.
“I’m a bench under the tree.”
The next person adds to the picture.
“I’m a man’s or woman’s bum on the bench.”
“I’m a dog barking at the man or woman.”
“I’m the newspaper the person is sleeping under.” etc., until the whole group is part of the picture.
Either take a picture or pretend to take a picture. Start again.
And again.
Coach this to go very, very fast.
There is no time to think — just go!
If there are two teams, they alternate.

Unit 11: Last Game

Get Out of Here Game

Towards the end of the class, the teacher goes to the door. Before each child leaves the class they must answer a question relevant to the topic they learnt in that lesson. When they get the answer right they let them go by saying, ‘Get out of here’, in a fun way!

This game gets the students to leave your class in a positive way thinking that the lesson was fun at the same time as insuring they remember something from the lesson.

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.