How to teach English to very young children

Fiona L Cooper

Contents
Introduction............................................................. Why teach English to young children?............................. Advice for teaching English to young children................... Curriculum Development.............................................. Classroom Management............................................... Curriculum for 5-year-olds........................................... Units................................................................. My Body......................................................... Animals......................................................... School........................................................... The Weather................................................... Transport....................................................... The House...................................................... The Family..................................................... Food............................................................. Clothes.......................................................... Example lesson plans.............................................. Games.................................................................... Songs...................................................................... The First Lesson........................................................ Bibliography............................................................. 3 4 5 7 11 12 13 13 14 15 16 17 18 19 20 21 22 28 30 36 38

Formación en Educación Inicial San Andrés (FEISA) is a Christian teacher training college and is part of the Evangelical University of Paraguay
FEISA, Casilla 1124, Asunción, Paraguay
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Fun English for Kids Fiona L Cooper

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Introduction
Many nurseries and pre-school classes in Paraguay offer English as part of their curriculum. However, there is a lack of teachers who have the skill to teach it. FEISA Teacher Training College, Asunción, aims to provide its trainee teachers with the necessary training in order to improve the provision of English to this age group in Paraguay. This document has been written with these trainee teachers in mind. However, other teachers who have been asked to teach English to pre-school children may also be unsure how to start. I hope it will prove useful to everyone who comes looking for help. It is the fruit of three years teaching English to Spanish children (aged 3-6) in a state primary school in Salamanca, alongside research I have since done on teaching languages to young children. As such, it is by no means exhaustive or perfect! I do not claim to be an expert in this field and am very open to all suggestions and constructive criticism. Please take the information contained here and add to it, change it in any way you decide is necessary. I would ask that, in order to help fellow teachers, you would let me know how it works for you; what you like, what you don’t like, what changes you make. Although this document is designed primarily for teachers of 5-year-olds, it can easily be adapted for younger children; most of the songs and games are also suitable for children as young as 3. The curriculum set out in later pages is designed from a Christian perspective, because FEISA is a Christian teacher training college and all children in Paraguayan schools are required to be taught about God. I acknowledge my indebtedness to Frances Smith, with whom I worked in Salamanca, and from whom many of the ideas for games came. I would like to thank Samantha Parsons, who encouraged me to write this guide, and Ana María Demestri, who caught the vision to take it to schools in Paraguay. I would also like to thank Leonardo Fernández, who designed the front cover. To God be the glory. Fiona Cooper Asunción, July 2007 fionalcooper@gmail.com

Fun English for Kids Fiona L Cooper

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They don’t feel self-conscious about sounding different. they will remember it with fondness. by offering a further instrument for organising knowledge • To encourage greater creativity as a consequence of a constant comparison between two different linguistic codes • To lay the foundations for continuous linguistic education. so will find it easier to learn languages later in life. They find it easy to pronounce the new sounds for the same reason. allowing the formation of a type of education that is not exclusively centred on one’s own mother tongue and that leads to an easier study of foreign languages at higher school levels.Why teach English to young children? • • • • The children find it easy to accept a new linguistic code because they are still learning their own. If they have a good experience of learning a language at this age. Fun English for Kids Fiona L Cooper 4 . This is particularly relevant in Paraguay. Long-term educational aims of teaching languages to young children: • To encourage open-mindedness by preparing the child for the understanding and tolerance of different ways of thinking and learning • To help to improve cognitive development. with its bilingual education in Spanish and Guaraní.

to keep them attentive. The lessons must be fun! The most important thing is that the children enjoy the lessons. there’s no rush. Your first aim should be that the children understand the language they are being taught. Use body language. grammar and the rhythm of the language without trying. End the lesson with a quiet activity. so that the children hear as much as possible. talk to them all the time. the more visual the better. with much repetition. This gives them more opportunity to begin to understand the language and absorb its rhythm. Use as much English as possible. the children will not learn if they do not enjoy the lessons and the children’s motivation to learn is in order to participate in the lessons. always making sure the children understand the language. don’t use the new language as the basis for teaching new concepts. the children learn vocabulary. to give the children as much opportunity as possible to really learn. Allow the children to respond in their first language. Use short activities. not sentences. to keep the children attentive. then repeat back to them in English what they said. to involve the children and make it fun. so the children have a chance to understand even before they know the words. to stop them fidgeting. Relate what you teach to what they already know in their own language. when the children are ready. see below for comments on reading and writing. because through these. Start each lesson with a visual signal. so the children know what to expect and feel comfortable in the lessons. Gradually introduce sentences. if practical!). Start with simple vocabulary: just words. facial expressions and visual aids to make yourself understood. do not resort to translation! Use lots and lots of visual aids. Once they understand. to explain a game or for discipline purposes. because the children love them and it gives them a real experience of the language. for example. Speak in English as much as possible (all the time. This allows the children to get used to the rhythm of the language and to pick up some words without really trying. Use the children’s first language only when necessary. Have a routine. to calm the children down for their next lesson. Use songs. to show the children that it’s now the time when another language is spoken. Go slowly. Use active activities.teaching Advice for teaching English to young children • • • • • • • • • • The emphasis should be on listening and speaking the language. Use games. Use stories. • • • • • • • • • • • • Fun English for Kids Fiona L Cooper 5 . to change the rhythm of the lesson. then you should aim for them to produce the language.

Therefore. rather than relying on the individual letter sounds to begin with. This minimises the confusion of looking at the same letters and hearing different sounds. • Once they have learnt the sounds of certain letters and combinations of letters (th. ch. as they appear in the words they already know. • Begin by reminding the children of the word. How to teach reading and writing in the foreign language to young children: • First. etc). Thus they learn to associate the shape of the word with the sound. Pre-requisites for a teacher of English to young children The teacher needs to be familiar with this age group because she needs to understand something of the needs of small children in order to teach them another language effectively. She needs to be able to speak with some fluency in order to give the best example to the children. the children need to learn how to write in their own language before being asked to write in English. There is no point in teaching how to write each letter in two languages. sh.Reading and Writing It is best if the children learn how to read and write in their own language before learning these skills in the foreign language. • The fine motor skill of learning to write is best left to the first language. then show them the written word. • Once they have become familiar with a range of written words. the children will not learn as well as they could. they can be introduced to the sounds of certain letters. to minimise confusion and mispronunciation. the emphasis must always be on the children learning the words orally BEFORE they see the written words. She also needs to have a reasonable level of English herself to be able to teach it. If the teacher herself lacks confidence. Fun English for Kids Fiona L Cooper 6 . and taught to work out how to read unfamiliar words. using the knowledge of how each letter or combination of letters sounds. the children need to be familiar with a wide range of vocabulary. they can be introduced to more. • However.

Fun English for Kids Fiona L Cooper 7 .Development Curriculum Development When designing a curriculum to teach English to young children. there are certain things we need to consider: INTENDED OUTCOMES What do we want the children to know/be able to do etc? CLASSROOM MANAGEMENT How are we going to manage the children and structure the lessons? AIMS What do we hope to achieve by teaching English to 5-year-olds? UNITS English as a foreign language CURRICULUM For 5-year-olds What kinds of topics do we want to cover? ACTIVITIES What kinds of activities will we use to teach English? GRAMMAR What grammatical structures will we teach? EVERYDAY LANGUAGE What everyday expressions and vocab do we want the children to learn? These seven areas are developed over the page.

Aims (What the teacher aims to do herself. encouraging atmosphere To build the children’s self-esteem To use activities that the children enjoy. with the aim of glorifying God through our work To teach basic English vocab and simple grammar structures To provide a positive. including asking simple questions and making simple requests Fun English for Kids Fiona L Cooper 8 . thereby making learning fun and giving the children motivation to learn To provide fun activities which give the children a desire and a need to communicate To give the children some awareness of a different culture Intended Outcomes (What the teacher wants the children to achieve as a result of the English lessons) • • • • • That the children would develop a positive attitude towards English and languages in general That the children would increase their confidence in the lessons and be willing to have a go That the children would learn some simple songs in English That the children would understand spoken instructions. in teaching the children English) • • • • • • • • • To share an awareness of the wonder of God’s creation by his provision of different ways of communication To teach each child as an object of God’s love and therefore to teach with an attitude of love and acceptance To teach to the best of our ability. vocab and simple phrases That the children would be able to say simple words and phrases.

how are you? What’s your name. street. wave…) Emotions Instructions Classroom management language Fun English for Kids Fiona L Cooper 9 .. good morning/good afternoon… Requests for things. hello. shop…) The Body The Weather The Family Clothes Holidays Size & Shape Types Of Activities • • • • • • Games Songs Stories Art activities Role-play Routine Everyday Language • • • • • • • • • • • In games. please help me. please open this… Greetings.Possible Units • • • • • • • • • • • • Animals Food School/ The Classroom Transport The House The World Around Us (tree. who’s won?… Requests for help.? Please may I go to the toilet? Colours Numbers Actions (bend. please may I have. it’s your turn. wiggle. please tie my laces.

Here is a suggested way to set out each unit UNIT TITLE AIMS INTENDED OUTCOMES VOCABULARY GRAMMAR EVERYDAY EXPRESSIONS ACTIVITIES Fun English for Kids Fiona L Cooper 10 .

g. Have different activities where the children have to move around. say what they have said in L1 back to them in L2. End the lesson with a quiet activity. If you notice a particular child is becoming restless then involve him directly in the lesson immediately. not in front of the whole group (not always possible!) 4. Sit the child apart from the group for a short and specified period of time (e. e. Send the child to another teacher to be disciplined verbally IV. Use punishments appropriate to the age of the child and consistent with the whole school policy (if there is such a thing!) 5. The child loses a few minutes of break time BE CONSISTENT. For example: I. Try to avoid misbehaviour by using the above strategies.g. Whenever appropriate. Sit the children so that they all have equal access to the activity (in a circle or semicircle is best). give him the next turn at the game or give him a job to do (collect the cards from the others or stick the pictures on the wall etc) Give lots of encouragement and praise. Fun English for Kids Fiona L Cooper 11 . as is inevitable. you’ll have to sit apart from the group II. Have strategies already thought-out. but when it happens. Sit on the floor with the children (the closer you are to their level the better so they identify with you when you demonstrate an activity and you realise how uncomfortable it can be!). 3. use the same strategies with all children and every time there is misbehaviour and if you threaten a punishment make sure you carry it out. If possible. for example a rising scale of punishment if the child continues to misbehave. Allow the use of L1 until the children are ready to produce L2. discipline the child on his own.1 minute for each year of their life) III. Encourage the children to raise their hand when they wish to participate. 2.Classroom Management • • • • • • • • • • • Use a wide variety of activities during a lesson in order to keep the children motivated. Warning. Make sure the misbehaviour is not the result of misunderstanding your instructions. which can be communicated to the whole class and therefore all the children know what to expect if they misbehave. Intersperse active activities with quiet ones. not shout out. Use L1 if necessary so the child understands what is happening. if you do that again. 1.

there’s no point in rushing it because the children won’t learn anything well. Take it at their pace. as appropriate. vocabulary. every day Teach no more than about 4 words at a time. then cut out some of the vocabulary. Keep revising what you’ve already covered. it might take a week. It might take a couple of lessons until the children are ready to move on. then please feel free to adapt and improve on what’s provided! Feel free to change the order of the units. If you do not have as much time as is specified to spend on each unit. Bring in everyday language as and when suitable and convenient. Keep repeating activities. Focus on a few words only so that the children can learn a few words well rather than a lot of words badly. As far as practical. in order to make the learning relevant. at the same time. teach the same units as are being taught in the children’s L1. • • • • • • • Fun English for Kids Fiona L Cooper 12 . they are not perfect! If you realise that there are better ways of doing something or more appropriate vocabulary or grammar etc to teach. in order to help the children learn better. When most of the children understand these words then move on to another 4 words. songs. or better songs or better games etc.5-yearEnglish Curriculum for 5-year-olds Introduction • The following units are to be used as a guide. The ideal lesson time would be about 30 minutes.

stamp etc • • • • • • EVERYDAY LANGUAGE numbers 1-5 what’s your name? hello goodbye how many? Through the accompanying worksheets: o Colour o Cut o Stick ACTIVITIES Total Physical Response.? commands. All the games and songs mentioned are found in the lists from page 21 onwards.. shoulders. where’s . MY BODY Unit no. point to. thumbs up • Using flashcards. point to… pelmanism. swapping places Songs: • Head. These will probably have to be adapted to suit your individual situation. 1 Duration: 4 weeks Lesson time: 30 minutes every day AIMS INTENDED OUTCOMES • To introduce the names • To be able to point to of different parts of the the part of the body body when they hear the word • To introduce the English • To begin to be able to lesson as a fun time say the names of some • To share the fact that parts of the body God made us and we’re • To be able to do the all special action when they hear • To introduce simple the instruction greetings • To enjoy the English • To introduce basic lessons instructions • To introduce numbers 1. follow me • Roly poly poly • I’m a little bear. children to do actions.• To be able to say “hello” 5 • To be able to say their name in response to “What’s your name?” • To begin to be able to count along with the teacher.Units Here are nine example units. with a progression in skills and knowledge. two ears. up to 5 • • • • • • • • • • • • • VOCABULARY head • shake your head shoulders • bend your knees knees toes • clap your eyes hands ears • stamp your mouth feet nose • wiggle your arm fingers leg • shrug your hand shoulders fingers • numbers 1-5 feet • stand up. shake. my name is Teddy… Story: • Sometimes I like to curl up in a ball • Fun English for Kids Fiona L Cooper 13 . guessing game. following the teacher’s example to begin with Games: • Heads down. one nose (S&K) • Clap hands. Terry’s game. in a possible order. your questions. sit down • • • GRAMMAR possessive. knees and toes • Hand upon your head • I have two eyes..

red. happy hippo • Old McDonald had a Farm • God made cats to ‘miaow’ like that Stories: • Where’s Spot? • Old McDonald had a Farm • Noisy Farm • Oh Dear! Fun English for Kids Fiona L Cooper 14 . 2 Duration: 4 weeks Lesson time: 30 minutes every day AIMS INTENDED OUTCOMES • To introduce the names • To be able to point to of different animals the picture of the animal when they hear its name • To share the fact that • To begin to be able to God made the animals and he made them all say the names of some animals different because he likes variety • To begin to be able to • To practise greetings count up to 10 with the teacher • To introduce colours • To begin to recognise • To introduce numbers the numerals 1-5 6-10 • To be able to correctly identify objects of a particular colour • To be able to associate animal noises with particular animals GRAMMAR Questions: • What’s this? It’s a … • How many …? • Who…? • • • • • • • • • • • • • • • • VOCABULARY hippo • red lion • yellow monkey • blue bear • green crocodile • brown bird • colour dog • numbers 610 cat cow snake pig chicken horse duck tortoise elephant • • • • • EVERYDAY LANGUAGE What colour is…? Whose turn is it? It’s your turn Who’s won? Point to… Numbers 6-10 ACTIVITIES • Practise the sounds of different animals Games: • Pointing to flashcards on walls. blue” • Guessing game • Jumping into hoops of different colours • What’s missing? • Memory matching Songs: • I’m a happy. putting flashcards into hoops • Swapping places • Running game • “red.ANIMALS Unit no.

putting flashcards into hoops • Swapping places • Running game • “red.SCHOOL Unit no. on. red. 3 Duration: 4 weeks Lesson time: 30 minutes every day AIMS INTENDED OUTCOMES • To introduce vocabulary • To be able to point to the associated with the correct object when they school hear the word • To practise numbers. green. blue when asked • • • • • • • • • • • • • VOCABULARY table • shut chair • open carpet • in door • on window • under ceiling pencil scissors glue book board school classroom • • GRAMMAR Shut the … Open the … • • • • EVERYDAY EXPRESSIONS touch… put … in/on/under the… The same or different? What’s this? ACTIVITIES TPR: teacher to give the children instructions in relation to the school Games: • Pointing to flashcards on walls. • To be able to put things under on the correct item of furniture when asked • To introduce commands • To be able to carry out in relation to school objects certain instructions when asked • To be able to say the names of the colours red. blue” • Guessing game • What’s missing? • • Memory matching Songs: • Open. yellow. shut them • Point to the ceiling Story: • Where’s Spot? Fun English for Kids Fiona L Cooper 15 . • To begin to be able to say colours and greetings the names of some classroom objects • To introduce prepositions in.

4 Duration: 2 weeks Lesson time: 30 minutes every day AIMS INTENDED OUTCOMES • To introduce vocabulary • To be able to point to related to the weather the correct picture when they hear the • To introduce a “weather” word slot into the routine of the • To begin to be able to lesson say what the weather • To share the fact that God is like on that day makes the weather and he controls it • To be able to act an emotion in response to • To introduce vocabulary of the teacher saying the emotions word • To begin to be able to say how they feel • • • • • • • • • • • VOCABULARY sky • happy sun • sad cloud • angry rain • tired storm cold hot sunny cloudy raining windy • • • • GRAMMAR It’s…(sunny etc) Are you hot or cold? How are you feeling? I’m…(hot/happy etc) EVERYDAY LANGUAGE What’s the weather like today? • What colour is the sky today? ACTIVITIES • • Have a little weather display and as part of the daily routine. putting flashcards into hoops Swapping places Running game Guessing game What’s missing? Memory matching Songs: • The sky is blue today… • I like the rain • If you’re happy and you know it • I’m happy. ask what the weather is like Games: • Pointing to flashcards on • • • • • walls. I’m happy… Fun English for Kids Fiona L Cooper 16 .THE WEATHER Unit no.

e.g. blue car etc) • • • • • EVERYDAY EXPRESSIONS Please Thank you sit down be quiet We’re here ACTIVITIES • Bus ride role-play (put chairs in rows. ask for a ticket. Passengers get off the bus and thank the driver. up to 10 • To provide a “real• To recognise the order life” situation through of adjective-noun role play of a bus ride • To use the language associated with a bus ride in a role play • • • • • • • • VOCABULARY bike/bicycle • wheels car • ticket lorry/truck • drive bus • ride aeroplane • fly boat • sail fire engine ambulance • GRAMMAR adjective + noun (colours. driver makes sure all are sitting down and being quiet. putting flashcards into hoops • Swapping places • Running game • “red. then announces their arrival. red.TRANSPORT Unit no. blue” • Guessing game • What’s missing? • Memory matching Songs: • The wheels on the bus • Look. red bus. 5 Duration: 4 weeks Lesson time: 30 minutes every day AIMS INTENDED OUTCOMES • To introduce the • To be able to point to names of different the correct vehicle when vehicles asked • To introduce the verbs • To begin to be able to related to the say the names of the different vehicles vehicles • To emphasise the • To begin to be able to order of adjectivecount. along with the noun teacher. have bus driver.) • Mime riding a bike. I am a fire engine • Ten little teddy bears Fun English for Kids Fiona L Cooper 17 . passengers get on. driving a car etc Games: • Pointing to flashcards on walls.

along with the teacher. pieces of furniture outside • To be able to place • To practise numbers 1objects in the correct 10 positions in relation to furniture and house etc • To be able to count. where’s …? Games: • swapping places • running game • Memory matching • What’s missing? Songs: • I’ve got a house Fun English for Kids Fiona L Cooper 18 . under. 6 Duration: 3 weeks Lesson time: 30 minutes every day AIMS INTENDED OUTCOMES • To introduce vocabulary • To be able to point to related to the house the correct room/piece of • To revise furniture from furniture when they “school” unit hear the word • To reinforce • To begin to be able to prepositions on. say the names of in and introduce different rooms and prepositions inside.THE HOUSE Unit no. up to 10 • To begin to be able to recognise the numbers 6-10 • • • • • • • • • • • • • • VOCABULARY house • stairs room • upstairs bedroom • downstairs living room • roof bathroom • garden kitchen • inside cooker • outside fridge • tree sofa television bed toilet bath shower • • • GRAMMAR Where’s the…? In the… (room) Is it in the … (room)? EVERYDAY LANGUAGE As appropriate for routine etc ACTIVITIES • put different objects and characters into different rooms in a toy house or a large picture of one • children to point to different rooms/ name rooms as teacher points to each one • guessing game.

etc • Bring in a photograph of own family and talk about it to the class Games: • Guessing game. my who EVERYDAY LANGUAGE As appropriate ACTIVITIES • Using characters of family members and the house from the last unit. 7 Duration: 2 weeks Lesson time: 30 minutes every day AIMS INTENDED OUTCOMES • To introduce the • To be able to identify vocabulary of immediate the correct member of members of a family the family when they hear the word • To share the fact that • To begin to be able to God gave us our family to love and look after us say the names of the members of the family • To relate the vocabulary • To bring in a to the children’s own lives photograph of own family and. either point from the “House” unit to the different family members when asked or name them • • • • • • • • VOCABULARY Mum/my Dad/dy Brother Sister Baby Family Grandma Grandpa • • GRAMMAR Possessive.THE FAMILY Unit no. depending • To practise vocabulary on ability. place the different family members in different rooms. my daddy and baby • God made daddies (S&K) Fun English for Kids Fiona L Cooper 19 . where’s (Mum)? • Who’s missing? Songs: • My mummy.

FOOD Unit no. red. in which to use the language they’re learning • To introduce “like” and “don’t like” GRAMMAR • • • • • • • • • • • • • • VOCABULARY Apple • Hungry Pear • Cake Plum • Biscuit Strawberry • Sandwich Orange • Chocolate Other food items Lemon as appropriate Banana for the children Carrot (eg what they Potato bring at snack Tomato time) Pepper Grapes Fruit Vegetables • • • I like I don’t like Do you like…? EVERYDAY LANGUAGE As appropriate ACTIVITIES • Have a fruit tasting lesson • Make a fruit salad with the children Games: • Terry’s game • What’s missing? • Swapping places/ running game • “red. blue” Songs: • What is yellow? • 5 red apples. hanging in a tree • Who made apples? Story: • The Very Hungry Caterpillar Fun English for Kids Fiona L Cooper 20 . 8 Duration: 4 weeks Lesson time: 30 minutes every day AIMS INTENDED OUTCOMES • To introduce the • To be able to point to names of some fruit the correct food item and vegetables and when they hear the other food items word • To share the fact that • To begin to be able to God made fruit and say the names of the vegetables for us to different food items enjoy and to make us • To begin to be able to big and strong express likes and • To give the children a dislikes real experience of fruit.

blue” Guessing game What’s missing? Memory matching Songs: • Are you wearing red today? • What’s this? • • • • • • Fun English for Kids Fiona L Cooper 21 . 9 Duration: 4 weeks Lesson time: 30 minutes every day AIMS INTENDED OUTCOMES • To introduce words for • To be able to point to common items of the correct item of clothing clothing when asked • To introduce shapes • To begin to able to talk and sizes about what they’re wearing • To reinforce the order adjective-noun • To identify the correct shape when asked • To begin to be able to name shapes • To be able to identify whether something is big or small • • • • • • • • • • VOCABULARY t-shirt • square skirt • circle trousers • triangle shorts • rectangle trainers • big (sandals) • small shoes • little socks jumper jacket/ coat • • • • • GRAMMAR What are you wearing? Are you wearing…? I’m wearing… What’s this? It’s a… EVERYDAY LANGUAGE As appropriate ACTIVITIES Games: Please Mr Crocodile Running game “red. red.CLOTHES Unit no.

to say the words for parts of the body Activity Greetings. one to go with each of the first six units. to practise the words for different body parts. Head. good morning What’s your name? Throw a ball to different children. to respond when asked what their name is To practise the names of parts of the body. to play a quiet game To do an active activity. with what aims. This is to give you an idea of how to structure a lesson. follow me 5 mins Terry’s game Body Flashcards Fun English for Kids Fiona L Cooper 22 . to sing the song. loud or quiet Point to your… get chn to point to different parts of their body How many…? Ask chn how many (arms/eyes/heads etc) they have Resources Ball 5 mins 5 mins 5 mins Memory matching Body Flashcards 5 mins Song. to sing the song. to recognise which part of the body to point to. Each lesson is designed to take place somewhere in the middle of the unit. to sing the song To calm down. to follow instructions. Clap hands. asking them what their name is Song. Unit 1 The Body Time 5 mins Aims To practise the routine and greetings. to practise the numbers 1 and 2 To practise saying the words for different body parts. song. to do something active To respond to instructions.Example Example Lesson Plans Here are some example lessons. sometimes fast. and assumes that the children have already been taught the basic vocabulary and are now practising it. slow. shoulders Sing it 3-4 times. what kinds of activities to choose.

in a circle Animal flashcards. to sing the song To practise recognising the names of different animals (fun game) To calm down. to ask and respond to “what’s your name?” To practise recognising the names of different animals (active game) To practise recognising the names of different animals (quiet game) To do an active activity. what’s your name? Chn to ask eachother. Where’s Spot? Fun English for Kids Fiona L Cooper 23 . pointing game Animal flashcards Animal flashcards Coloured hoops Resources 5 mins 5 mins Put flashcards into different coloured hoops 5 mins Song.Unit 2 Animals Time 5 mins Aims To practise the routine and greetings. Clap hands. to follow instructions. good morning song Hello. to say the words of the different animals in the story Activity Greetings. follow me 5 mins Swapping places Animal flashcards Book “Where’s Spot?” 5 mins Story.

Unit 3 School Time 3 mins 2 mins Aims To practise the routine and greetings To practise the names of things in the classroom. to practise saying the names of classroom objects To practise numbers up to 5. chalk etc Classroom objects 3 mins 5 mins Actions. stamp your feet. Is it on the chair? Is it under the table? What’s missing? Classroom objects e. clap your hands. show me 3 fingers etc. stand up. both saying them and recognising them To do a quiet activity to end the lesson Activity Greetings. to practise recognising prepositions To practise saying the names of classroom objects To do an active activity. arms up. song. to revise words for body parts To do a quiet activity. wiggle your bottom Terry’s game Classroom flashcards 2 mins Number chant. sit down. Heads down. good morning Chn to repeat “good morning” Song. jump up and down.g. count on your fingers up to 5. arms down. point to the ceiling Resources 5 mins 5 mins Ask chn to put objects on the table/under the chair etc Ask chn where the objects are. to sing the song To practise recognising the names of classroom objects. bend your knees. thumbs up 5 mins Fun English for Kids Fiona L Cooper 24 . pencil.

Hand upon your head Actions. I’m a little (dog) my name is (Chester) What’s the weather like today? Ask a child to look outside to find out. to sing the song Swapping places Song. stand up. Roly poly poly Weather flashcards Fun English for Kids Fiona L Cooper 25 . angry faces. to sing the song To practise recognising weather vocabulary To do a quiet activity to end the lesson. to revise body vocabulary To practise weather vocabulary and emotions. “I’m happy” etc Song. good morning Song. then come back and choose the correct picture to go on the chart Pointing game Emotions.Unit 4 The Weather Time 2 mins Aims To practise the routine and greetings. to sing the songs To practise the weather vocabulary and relate it to reality To practise recognising the weather vocabulary To introduce emotions vocabulary Activity Greetings. get the children to put on happy faces. The sky is blue today Resources 3 mins Weather chart and pictures to stick Weather flashcards 5 mins 5 mins 5 mins 3 mins 5 mins 2 mins To do an active activity. song. tired faces. sit down. Everyone to put on a happy face. then say. clap your hands etc What colour is the sky today? Song. sad faces.

getting quieter each time Memory matching Resources 15 mins Chairs. practising bus vocabulary Activity Greetings. saying “thank you” to the driver. practising the song To practise transport vocabulary. saying “one ticket please”. Sing “Open. The bus comes to a stop and the passengers all get off. The driver steers the bus and everyone sings “The wheels on the bus”.Unit 5 Transport Time 2 mins Aims To practise the routine. to practise greetings To do a role-play of a real situation. shut them” three times. chn in a round Bus ride: put chairs in rows like on a bus. good morning How are you? Ask and answer. then all the “passengers” get on the bus. song. tickets 3 mins To do a quiet activity. both recognising and saying it To do a quiet activity to end the lesson 5 mins Transport flashcards 5 mins Heads down. choose a “driver” who sits at the front. to practise phrases and to sing the song. thumbs up Fun English for Kids Fiona L Cooper 26 .

then hide (Chester) again. good morning song With a ball. Show a small house and a big tree. Put a figure/character in a room. throw to different children. to practise furniture vocabulary To do a quiet activity to end the lesson. turn the house so that the children cannot see inside it. “in the bathroom. or dolls´ house Small house Large tree 5 mins Large house Small cut-out of character 5 mins 5 mins 5 mins To do an active activity. Stick the house “in” the tree. etc. to practise some house vocabulary To practise the names of different rooms in the house Activity Greetings. Sing “I’ve got a house” with actions Play a guessing game. roof. look at the windows. shut them” Fun English for Kids Fiona L Cooper 27 . to practise furniture vocabulary To do a quiet activity. Ask the children to name the different parts of the house as you point to them. Running game Ball Resources 3 mins 5 mins Large picture of a house with rooms inside. tell the children that it is a tree.Unit 6 The House Time 2 mins Aims To practise the routine and the song. show the children. “Where’s (Chester?)” The children give suggestions. door.” etc When they get it right. Ask the children. to sing the song Furniture flashcards Furniture flashcards Terry’s game Sing “Open. To practise greetings To practise the vocabulary related to the house To introduce the song. asking them either “what’s your name?” Or “How are you?” Show the house.

“What is it?” and the children guess the word. thumbs up: The children sit at tables . on top of their head. the teacher holds a card. outside the circle until they get back to their place. “Is it (yellow)?” When they get the colour right. saying. with their heads down. they then ask. each with a card. Running game: As above. he says a different colour or object and the child he touches as he says the new word has to run around the circle and try to catch the first child. They have to find out what the other child’s sticker is and say the word. Heads down. they stand up and swap places with another child who has the same word. If wrong. eyes closed and their thumbs sticking up. facing each other. each child has a picture card. touching them on the head. If he doesn’t catch him. Running to flashcards: The teacher says a word and the children run to the relevant picture. “jump into the (red) hoop” Putting flashcards into hoops or onto furniture: The teacher asks the children to put flashcards in different hoops or onto different furniture in the room. At least 3 cards of each picture. children sit in a circle. then asks the children “What colour is it?” The children then ask. (numbers) on backs: 2 children stand at the front of the class. Guessing game 2: For more advanced children! As above. blue: Children sit in a circle. saying. When the teacher says their word. WITHOUT TOUCHING ONE ANOTHER! The first one to say the correct word. If correct. it’s his turn to walk around. Jumping into hoops: The teacher asks the children to jump into hoops laid out on the floor. they swap places with their “toucher”. red. Guessing game 1: The teacher holds a flashcard so the children cannot see what it is. They say “heads up” or “open your eyes” and the 3 children who have been touched stand up and guess who touched them. Red. 3 children at the front of the class then each touch one person (folding their thumbs down) and return to the front. Ask the children. saying a colour or name of an object as he passes each child. they sit down again and the toucher has a second go. “put the (car) in the (red) hoop” Swapping places: Children sit in a circle. wins. When the teacher says their word. they run round. Whoever gets it right gets to be the teacher. At one point. The teacher puts a sticker on each child’s back. One walks around the outside. Need: enough cards for every child to have one.Games • • • Pointing to flashcards on walls: The teacher says a word and all the children point to the relevant picture on the wall. “Is it a yellow (car)?” Fun English for Kids Fiona L Cooper • • • • • • • • 28 .

• What’s missing?: Put a number of flashcards on the floor. What’s missing?” Terry’s game: The teacher holds the cards so that the children can’t see them. Ask one child. one at a time. The crocodile allows some children to pass without being caught. can we cross the river?” The crocodile answers. “Please. If they’re different. all the children run across the river and the crocodile tries to catch as many as possible who ARE NOT wearing (red). he puts both cards back where they were. face down. who stands in the river. Mr Crocodile The teacher is the crocodile. face up. Go round the whole class. “Are they the same or different?” If they’re the same. until all the cards have gone. Teacher asks. The children have to try and get across the river without being caught by the crocodile. Children to have a go. but the ones that are caught then become helper crocodiles. “Open your eyes. The next child has a turn. he can keep the card. Please. say the word. all facing the teacher. • • • Fun English for Kids Fiona L Cooper 29 . then turn over a second card and say that word. “Only if you’re wearing (red)” Then. Mr Crocodile. Those who are caught then become helper crocodiles. to choose one card. The children stand behind a line against a wall. “is it a (lion) or a (hippo)?” If the child guesses right. Memory Matching Put two of each flashcard on the floor. in unison. They call out. so that everyone gets a turn. Children close their eyes and the teacher removes one card. the child keeps both cards. turn it over.

You can also create your own songs by adapting familiar ones. • Hand upon your head. follow me. and how are you today? • Good afternoon. down. Roly poly poly. By Topic Greetings • I’m a little (dog). clap hands. What’s your name? • Good morning. Up and down. (Chester). good afternoon and now it’s time for English Good afternoon. shoulders. The Body • Head. changing the words or the tune to suit. with a limited range of words. knees and toes. (Chester). clap. good morning. Head. good afternoon. follow me. follow me. my name is (Chester). down. up. hand upon your head. we’re happy to be here. I’ve got two eyes. clap. follow me. They need to be simple. But just one little nose! • Roly poly poly. down. good morning. Roly poly poly.Songs This list is not exhaustive. knees and toes. what will we do the next time? Stamp feet. and how are you this morning? Good morning. Stamp feet. follow me. up. knees and toes. They are in the approximate order of the units in which they are mentioned. Clap hands. Fun English for Kids Fiona L Cooper 30 . shoulders. I’ve got two ears. knees and toes. up and down. knees and toes. what will we do the next time? Bend knees… Swing arms… etc… • I’ve got 10 little fingers. up. And eyes and ears and mouth and nose. Hand upon your knee… etc… • Clap hands. hand upon your head. shoulders. I’ve got 10 little toes. knees and toes. follow me. Head. clap. stamp feet.

O With a ‘moo moo’ here and a ‘moo moo’ there. E. E. wave them Blow a little kiss Fun English for Kids Fiona L Cooper 31 . shut them. I. ‘woof woof woof’. yes I am. Here a ‘baa’. “God made me just this way. E. I have one mouth to smile and say. roll them. two ears. E. everywhere a ‘baa baa’ Old McDonald had a farm. happy. shut them. I. I. yes I am! I’m a good. clap. God made dogs to ‘woof’ like that. I. Continue with other animals • God made cats to ‘miaow’ like that. happy. put your hands behind your back. E. E. lap Open. E. happy. shut them Put them on your lap. miaow’. a happy. ‘miaow. Old McDonald had a farm. hippo. open. I. hippo. lap. Roll them. everywhere a ‘moo moo’. yes I am… I’m a grumpy. E. O. happy hippo. O With a ‘baa baa’ here and a ‘baa baa’ there. God made dogs to ‘woof’ like that. two feet. open.Roly poly poly. happy happy happy happy hippo. • I have two eyes. O And on that farm. he had some sheep. hippo. wave them. Continue with other animals School • Open. bad monkey. yes I am… I’m a bad. I have two hands. E. ‘woof’ like that. Old McDonald had a farm. God made cats to ‘miaow’ like that. ‘miaow’ like that. I. one nose. ‘woof’ like that. good bear. miaow. I.” Animals • I’m I’m I’m I’m a a a a happy. I. Roll them just like thiiiiiiiiiiis! Wave them. wave them. E. ‘miaow’ like that. I. Here a ‘moo’. clap. yes I am… • Old McDonald had a farm. shut them. there a ‘moo’. roll them. O And on that farm he had some cows. O. I. roll them. grumpy lion. I. I. there a ‘baa’. yes I am. Give a little clap. E. E.

point to the floor Point to the window. I’m happy all day long. Clap your hands together. I’m happy. happy. I’m happy. Put your hands upon your knees. Fun English for Kids Fiona L Cooper 32 . I’m happy all day long. nod your head ** … If you’re happy and you know it. clap your hands ** If you’re happy and you know it. Happy. happy day. boo hoo hoo (x3) I’m sad all day long I’m happy. Round and round. hee hee hee (x3) I’m happy all day long Transport • The wheels on the bus go round and round. clap your hands ** know it and you really want to show it know it. I’m sad all day long Boo hoo hoo. God made the sun and God made me. Sad. the sky is blue today. the sky is grey today.2.3. round and round. the sky is blue today. • I like the rain. I like the sun. say “we are” (we are!) … • I’m sad. it shines on me. 1. The sky is grey today. the sky is grey today. The Weather • The sky is blue today. point to the door. sad day. it rains on me. I’m happy. Ha ha ha. I’m sad. I’m sad all day long. I’m sad. clap your hands ** know it. Emotions • If If If If you’re happy you’re happy you’re happy you’re happy and and and and you you you you know it. God made the rain and God made me.• Point to the ceiling. stamp your feet ** … If you’re happy and you know it. I’m sad. sad.

beep beep beep beep beep. Look I am a yellow car. Oh look. swish. swish. For his loving family. I am a little bike. All day long. three little teddy bears. swish. little bike. swish. fire engine. Oh look. swish. I am a fire engine. Oh look I am a yellow car. five little. • God made daddies. Ten little teddy bears. chatter… The driver on the bus goes “please be quiet”… (the verses can be changed to suit the circumstances!) • Look. my father and baby My brother. big big bus. swish. ring ring ring ring ring. Fun English for Kids Fiona L Cooper 33 . Swish. happy and free I’ve got a chair. yellow car. The wipers on the bus go swish. Four little. my father and baby How happy together we’ll be. The wipers on the bus go swish. swish. The House • I’ve got a house in a big tree I live up there. God made mummies God made brothers. I am a little bike. I’ve got a bed I’ve got a roof over my head The Family • My mother. six little teddy bears. nine little teddy bears. swish. (continued …) Look. eight little. two little. yellow car. Oh look I am a big big bus. my sister and me My mother. big big bus. God made children just like me. swish. Numbers • One little. Look I am a big big bus. The children on the bus go chatter. God made sisters. fire engine. chatter. All day long.The wheels on the bus go round and round. Seven little. I am a fire engine. on my way to school. little bike. ding ding ding ding ding.

Who made bananas? God made them. There’ll be 4 red apples hanging in a tree. yes or no? (change the colour as appropriate) Other • What’s this. melons and bananas. red today? Are you wearing red today. it’s a cat. red today. one two three. What’s this. And if one red apple should accidentally fall. (the fruit and the starting number to be changed as appropriate) • Who made apples? God did. What’s this. God did. Four red apples hanging in a tree… etc Three red apples hanging in a tree… etc Two red apples… etc One red apple hanging in a tree. what’s this? It’s a pig. God did. what’s this? It’s a ball. And if one red apple should accidentally fall. what’s this? It’s a cat.Food • What is yellow? What is yellow? Can you see? Can you see? Melons and bananas. Five red apples hanging in a tree. it’s a ball. This cat is very fat. it’s a pig. This cat is very fat. • Five red apples hanging in a tree. There’ll be no red apples hanging in a tree. This pig is very big. One two three. This pig is very big. One red apple hanging in a tree. Fun English for Kids Fiona L Cooper 34 . All for us to eat! Clothes • Are you wearing red today. Who made carrots? God did.

What’s this? It’s a ball. This ball is very small. Fun English for Kids Fiona L Cooper 35 . it’s very small. it’s very big. a pig. What’s this? It’s a cat. a ball. A cat. it’s very fat. What’s this? It’s a pig.This ball is very small.

“I’m a little dog. and then some new vocabulary and commands. 5 mins To introduce the question. • The activities need to be short. Below is a possible plan for the first lesson. stand up. do not say. to give the children lots of chances to understand. adding new things little by little and gradually placing more emphasis on the topic vocabulary. saying “good!”.The First Lesson Many teachers are unsure of how to begin to teach English to young children. Unit 1 The Body Time 3 mins Aims To introduce greetings and to introduce self and Chester the puppet Activity Start the lesson by showing the “English Time” sign and putting it in a visible place. “What’s your name?” Sing the song. Make sure your gestures are clear. 2 mins To get the children moving and to teach simple commands Say. “Hello” with a big smile on your face and waving your hand to all the children. simple commands. “What’s your name?” point the puppet at yourself. • In following lessons. • It is important that the children feel comfortable and are not put under any kind of pressure at all. a few times. a few times. my name is Chester.” Fun English for Kids Fiona L Cooper Resources Puppet Puppet 36 . keep revising all the commands and greetings from the previous lessons. “my name is” or anything else. and saying. greetings. If you can start only speaking English. until the children begin to join in. Indicate yourself and say your name. Sing the song many times over. gesturing to the children to stand up too. so that they say their name. Sing “Good morning”. to help with understanding and you can do it all in English. • The next lesson would include revision of everything done in the first lesson.” when it gets to the part. Just say your name. several times. “everyone. Say. pointing the puppet to different children. say it a few times to the whole class. then say it to individual children. “Well done!” etc. • There needs to be a lot of repetition. Smile a lot and give lots of encouragement. This does not mean you have to speak in their first language. (both of which are very useful for future lessons) and the first few words of the topic. which would be repeated a lot. to keep the children interested. • Only focus on a few things. “stand up” and stand up yourself. Indicate the puppet and say his name. it will be easy to continue and the children will learn more. then say your name.

until the children begin to join in. if you are leaving the classroom. Say.” While standing up. to individual children. putting their hands on their heads for them. for the children to copy. just say. Put your hands on your head. Try to catch the children out. “Hands down. “Head up/down” Sing. ”head” several times. and they have time to do the actions with you.” while raising your own hands. encouraging the children to copy you. if necessary. so that the children hear the words. 2 mins To practise simple commands. to introduce “up” and “down” Say.”What’s your name?” using the puppet. etc. and encourage the children to copy you. 5 mins To sing a song. Then. End by standing up. like in the song. “Head. to introduce some body vocabulary. shoulders” Puppet 3 mins To practise a song and body vocabulary To practise saying their name in response to “what’s your name?” To sing a song to end the lesson 5 mins Roll a ball to a child and say. “What’s your name?” Encourage them to respond by saying only their name Sing “Roly poly poly” At the end of the lesson. Sing it several times. shoulders” slowly. “Stand up. by saying “stand up” when they’re already standing up. “Hands up. say. to encourage them to recognise the question. to ask some children who weren’t asked the first time. say “bye bye” several times and wave to the children as you leave Fun English for Kids Fiona L Cooper A brightly coloured ball 2 mins 37 . “head. “sit down” and sit down yourself. to keep the children moving Sing. Repeat this with the different parts of the body in the song.Say. 3 mins To practise saying their name in response to “what’s your name?” Sing “I’m a little dog…” again.” repeat with up and down a few times. Then. then “Shoulders up/down”. Repeat this several times.

(1994) Noisy Farm. Lecture given at the International Congress “Adquisición de Lenguas Extranjeras en Edades Tempranas”. Lecture given at the International Congress “Adquisición de Lenguas Extranjeras en Edades Tempranas”.htm> (July 2005). London. Ted Smart. Spain. GANDARA GARCÍA. CURTAIN. (2001) Constructing meaning in another language: The child’s perspective. M. V. V. REILLY. London.edu/penpages_reference/28507/285073032. E. Ministerio de Educación y Cultura. CAMPBELL. September 2001. Spain. (1969) The Very Hungry Caterpillar. E. Oxford. (2001) La enseñanza de la lengua extranjera a través de contenidos: Principios e implicaciones prácticas. R. Oviedo. R. Documents ARNAU. Penguin Books. Ministerio de Educación y Cultura. Spain. H. Oviedo. (1997) Oh Dear! Campbell Books. CHURCHILLL. September 2001. Oviedo.psu. September 2001.HTML> (July 2005). CURTAIN. and C. September 2001. G. G.penpages.es/cpr/oviedo/linguapro/en/rec_en. London.Bibliography Books BUCHANAN. (2001) Inglés en Educación Infantil. Fun English for Kids Fiona L Cooper 38 . Ministerio de Educación y Cultura.educastur. WARD (1997) Very Young Learners. Puffin Books. Spain. St Helens. HILL. Lecture given at the International Congress “Adquisición de Lenguas Extranjeras en Edades Tempranas”. H. LÓPEZ TÉLLEZ. <http://www. J. September 2001. London. CAMPBELL. London. S. Oviedo.princast. CARLE. Ministerio de Educación y Cultura. David & Charles Children’s Books. (2001) Accountability to the child: Key concepts for sucess in early language learning programmes. Spain. (2001) A la búsqueda de contextos socialmente interactivos. [On-line] Foreign Language Learning: An Early Start. Ministerio de Educación y Cultura. and S. H. CURTAIN. Web Pages LINGUA [On-line]Teacher Training and the Teaching of Foreign Languages in the Early Stages <http://www. (1980) Where’s Spot? Penguin Books. (2002) Old McDonald Had a Farm. FUGE (2001) Sometimes I Like to Curl up in a Ball. Lecture given at the International Congress “Adquisición de Lenguas Extranjeras en Edades Tempranas”. Oviedo. Oxford University Press. Lecture given at the International Congress “Adquisición de Lenguas Extranjeras en Edades Tempranas”.

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