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Hello & Welcome To Genki English!
Hello & Welcome To Genki English!
☆Using the Genki English songs makes it so much ☆ In the game, only English is allowed for the kids, but
easier to teach the new language, and for the kids to the teacher should explain things in whichever language
remember it. is most efficient. The less time you spend explaining, the
☆Use picture cards or the Genki English software. more time the kids have to practise.
Point to one image, say the word, do the gesture and
get the kids to say it back. ☆Many of the games can be used for almost any theme.
☆Review often! After every 3 or 4 words, review the
First the teacher says the line, then the kids repeat.
When you say "rock", make your hand into a fist,
hold it out flat for "paper" and use two fingers to
form "scissors". On the final "3", everyone puts out
their favourite. Scissors cut paper, paper covers rock
and rock blunts scissors. Who's the winner? It
doesn't matter, losing just means you get another
chance to try again!
My name is ….
My name is ….
My name is ...
My name is ...
(Repeat 4 times)
Move one step left for "left", one step right for Remember that when you're facing the class then "left"
"right" etc. For the "Sit down, Stand up" part the and "right" are reversed for the kids and hence confusing!
kids listen and do the actions. When the "Left and Be careful!
right, forward and back" section returns they start
singing again. You can teach this song in 10 Some kids try and memorise the positions of the desks so
minutes and it is amazing to watch with small move some of the desks around whilst they are
groups or even several hundred kids dancing at blindfolded!
once!
Thumb War
Or
13 Timebomb game
How old are you? You can also change the word “mingle” to any other action
How old are you? you like, for example “walk, walk, walk,”, “run, run, run”
How old are you? or even “hop, hop, hop!”
I'm 5 years old, Remember Genki English Rule Number 2: “Losing doesn’t
I'm 6 years old, mean losing, it just means “Try again!”
I'm 7 years old,
I'm 8 years old,
I'm 9 years old,
I'm 10 years old,
I'm 11 years old,
I'm 12.
I am 5! I am 6!
I am 7! I am 8!
I am 9! I am 10!
I am 11! I'm 12!
Good morning,
Good morning.
Good afternoon,
Good afternoon.
Good evening,
Good evening,
Good night!
Nice, nice, nice. It's really fun and frantic and has lots of participation
Nice, nice, nice. from many kids. One nice thing is that even weaker kids
can say "Do you like apples?" or "bananas", and the more
Do you like Ice cream? advanced kids will ask more complicated ones.
Yes I do / No I don't. And everyone has to listen really carefully to what each
Do you like Jelly? child says. As you will have quite a few "No, I don'ts"
Yes I do / No I don't. before the final "Yes, I do" it's really good practise for
Do you like Ketchup? everyone to listen really carefully to many kids in the
Yes I do / No I don't. class, after all the one time they don't listen maybe the
Do you like Lettuce? one you say "yes" to!
Hint: This only works for noun cards, for other themes,
change the question!
Do you have any Pets?
( 2 Rabbits Mix)
( repeat chorus)
This is my dad
This is my mum
This is my sister
This is my brother
This is my dad
This is my mum
This is my sister
This is my brother
or sisters? "Baby Monkey Family" songs, then this one will be really
by Richard Graham ( CD7 ☆) easy.
Do you have any brothers or sisters? It's a great way to show the kids how they can mix and
I have 1 brother. match the English they already know to say new things.
You sing "Do you have any brothers or sisters?" and the
Do you have any brothers or sisters? kids sing "I have .... brothers / sisters". Adding in claps
I have 2 brothers. keeps the interest high, and having "No!" as the final
answer gives the coolest answer to the "only child" kids in
Do you have any brothers or sisters? the class. Then play and sing the song whilst everyone
I have 3 brothers. mingles round the classroom. After one of the chorus lines
you stop the CD and say "I have ... brothers and ... sisters"
Do you have any brothers or sisters? - the kids have to get in groups of this number of boys or
I have 4 brothers. girls.
No!
On my farm, I have…
On my farm, I have…
In my zoo, I have…
In my zoo, I have…
I have an elephant.
I have a monkey.
I have a snake. Hiss, hiss.
I have a tiger.
Roar, roar, roar, roar!
What can you see? A cool way to introduce this song is to teach the first four
Under the sea? words. Now try the sticky fingers game.
What can you see?
Under the sea? 1. Three or four kids come to the front and each take hold
of one of the teacher’s fingers.
I can see a whale. 2. Choose one “magic word” e.g. Seahorse.
I can see a squid. 3. Everyone shouts out “What can you see?”
I can see a seahorse. 4. The teacher says “I can see a …” plus one of the
I can see a jellyfish. animals,
5. If the teacher says the magic word, the kids who are
I can see a whale. holding the teacher’s fingers let go and run to the nearest
I can see a squid. wall.
I can see a seahorse. 6. If the teacher tags them before they make it to the wall,
I can see a jellyfish. they are out!
7. If the teacher says a word other than the magic word
(Repeat Chorus) and the kids let go of the teacher’s fingers, they are out!
8. When everyone is out, introduce the next word which
I can see a crab. becomes the new magic word for another round of the
I can see a dolphin. game with another set of kids!
I can see a shark.
I can see a starfish. Then do another round of sticky fingers, then a new word,
a round of Sticky fingers, a new word etc. until you've gone
I can see a crab. through all 8 words and the whole class has played the
I can see a dolphin. game!
I can see a shark.
I can see a starfish. By this time the kids will be familiar with the phrases
"What can you see?" and "I can see a ...?" so play the music
During the slow "What can you see?" part everyone and end the lesson on a huge high note!
looks around the classroom, trying to see what they
can see. Then everyone mimes the sea animals
when they appear. Ask the kids what types of
mimes they should do for each one. They usually
come up with some very strange, but very
memorable ideas!
Make a face.
Make a face.
Make a face.
Make a face.
Put on, put on, put on, put on, put on your boots! 1. Draw freezing Baby Monkeys on the board. One for each
team.
Baby Monkey, take off your hat. 2. Mime putting on a piece of clothing.
Baby Monkey, take off your scarf. 3. The quickest team to guess what it is rolls the dice.
Baby Monkey, take off your coat. 4. On their team's Baby Monkey they draw on the item of
Baby Monkey, take off your boots. clothing that corresponds to the number on the dice.
e.g. 1=hat 2=scarf 3=coat 4=boots 5=sweater 6=take one
Take off, take off, take off, take off, item off!
Take off your boots! 5. The first team to a fully clothed baby monkey is the
winner!
"Put on your ..." and "Take off your.." are phrases
that crop up a lot with winter clothes in school,
especially around playtime. So simply mime
putting on a taking off the clothes as you sing!
How many points do you have? 1. One child makes a number with their fingers behind
How many points do you have? their back.
How many points do you have? 2. He/ she says “How many fingers?”
How many points do you have? 3. The other child guesses.
4. If they guess correct they swap roles.
I have 1,2,3,4,5,6,7,8,9,10,11,12.
1,2,3,4,5,6,7,8,9,10,11,12. Continue for 10 minutes or so, then the tournament!
How many friends do you have? 1. The teacher chooses one pair of students.
How many friends do you have? 2. One child has their back to the wall.
How many friends do you have? 3. The other child has their back to the class.
How many friends do you have? 4. This child makes a number with their fingers behind
their back. All the other children can see except for
I have 1,2,3,4,5,6,7,8,9,10,11,12. the child with his/her back to the wall.
1,2,3,4,5,6,7,8,9,10,11,12. 5. Everyone in the class shouts out “How many fingers?”
6. The child with their back to the wall guesses a
Review the Numbers 1 to 12 song then put the kids number.
in a circle with the teacher in the middle. The 7. If he/she is correct this pair gets one point and gets
students do an arm-in-arm folkdance whilst singing another go.
"How many... do you have?" On the counting part 8. When they get it wrong, the next pair comes to the
you point to one student for 1, to the next student front and repeat from step 2.
along for 2 etc. The child who you are pointing at 9. See who has the most points at the end!
the end of the numbers section comes to the middle.
Repeat.
$$
between 10 and 20!
The second time you play this game you can make
the prices variable and everyone has to haggle using
the English they learnt in the “How much?” theme!
( Repeat Chorus ) Then try the game again, but this time the teacher says
“Can you play the….?” and the kids have to answer with
Can you play the guitar? “Yes, I can play the….?”
Yes, I can play the guitar.
Can you play the trumpet? I can do it Game 2.
Yes, I can play the trumpet.
Can you play the violin? 1. Teacher faces away from the kids.
Yes, I can play the violin. 2. The kids all choose one instrument and mime it
Can you sing? silently.
Yes, I can sing! 3. Everyone shouts out “Can you do it?”
4. The teacher says “Yes, I can play the …” then they
( Repeat Chorus ) spin round, shouting out one instrument and doing
the gesture.
5. If anyone has the same instrument as the teacher they
win!
"Where are you from? 1. Give the kids a copy of if the Genki English worksheet.
Where are you from? 2. If you can only get a black and white copy then get them
Where are you from? to colour in the flags. Of course a colour version is better.
Where are you from? 3. Assign each kid a nationality from the list. Either do
this randomly, or ask them want they want to be. They
I'm from America, then draw this country's flag where it says "I'm from
I'm from Australia, ______________"
I'm from England. 4. The kids have to go around the class doing the following
I'm from China. conversation!
"Hello"!
Where are you from? "Hello!"
Where are you from? "Where are you from?"
Where are you from? "I'm from (country). Where are you from?"
Where are you from? "I'm from (country)"
"Thank you, goodbye"
I'm from Canada, "Thank you, goodbye"
I'm from Korea,
I'm from New Zealand.
I'm from Japan. 5. They can then tick their partner’s country off on their
list. If it is already ticked off, well never mind, you can
Where are you from? only do it once!
Where are you from?
Where are you from? 6. They keep going until they have ticked off all the
Where are you from?" countries.
My name is Mr Spider.
My name is Mr Spider.
I’ve got 1,2,3,4,5,6,7,8 legs,
2 eyes, a mouth and a head.
1,2,3,4,5,6,7,8 legs,
Two eyes, a mouth and a head.
I play tennis,
I play soccer,
I play basketball,
I play volleyball.
(Repeat Chorus )
Sports Game
One ball at a time, the kids pass the ball associated
with each sport round the class saying "What sports
do you play?" the next person says the sport. Time
how long it takes to go round the class. Try the next
type of ball. See which sport is quickest!
(Repeat Chorus)
I like cherry.
I like chocolate.
I like mango.
I like rainbow.
(Repeat Chorus)
I like …
I like …
I like …
I like …
I like …
I like …
I like …
I like …
Dinosaur Danger!
I like mushrooms.
I like potatoes.
I like pumpkin.
I like tomatoes.
(Repeat Chorus)
1. Split the kids into two halves, and give each team
a cool name.
2. Three kids from each group are nominated to be
the designated runners and stand at the back.
3. Put the picture cards at the front of the class.
4. Wonder round the class and say "hello" to a
random child ( or point a microphone to them if you
have one)
54321
Dance!
Sleep
Sleep
Sing
Sing
Cook
Cook
Stop!
54321
Dance!
I want to eat Once you've done this song it's really easy to change it into
I want to drink "What do you want to be?" which makes an often
I want to read challenging question really easy to teach!
I want to sleep
I want to sing
I want to cook
I want to dance
I want to stop!
What do you want to be? The easiest way to teach the song is to ask the kids what
What do you want to be? they think you, the teacher, want to be when you grow up!
Cue lots of comments from the kids.
I want to be a rock star.
I want to be a baker When they happen to guess any of the jobs from the song,
I want to be an artist pop the picture card on the board. Keep going till they've
I want to be a vet got all 8. The kids love guessing, plus it gives you a great
list of extra jobs that the kids want to say in English
I want to be a rock star. which you can teach in the following lessons. The tension
I want to be a baker really increases when there is only one left!
I want to be a artist
I want to be a vet You will need to either speak the kids' own language to do
this or have a team teacher there to help you.
What do you want to be?
What do you want to be? Once you have all 8 (or you cheat and give them hints if
you are running out of time!) teach the song without the
I want to be a dancer music. Once the kids have got the hang of it kick in the
I want to be a florist heavy guitars on the song and watch them rock out as
I want to be a baseball player they sing along! Of course gestures for the jobs make the
I want to be a superhero. vocab stick in the kids’ heads, especially "rock star" is a
killer with anyone who has played "guitar hero" - which I
I want to be a dancer think is everyone on the planet isn't it?
I want to be a florist
I want to be a baseball player The final "superhero" of course links in with the "I'm a
I want to be a superhero. superhero" song.
What do you?
And what is your job?
What do you do?
And what is your job?
What are you doing? 1. Split the kids into three groups ( the “How old are you?”
What are you doing? mingle game is a good way to do this)
What are you doing? 2. Two of the groups are good magicians.
What are you doing? 3. One of the groups become bad magicians! They hold up
their finger in the air as a magic wand.
I'm eating 4. The good magicians run away.
I'm drinking 5. The bad magicians chase after the good magicians.
I'm reading 6. If the bad magicians touch a good magician, the good
I'm sleeping magician must freeze.
7. The bad magician now casts some magic on them. E.g.
What are you doing? “Eat”, “Drink”, “Jump”, etc.
What are you doing? 8. The good magician must do this action forever!
What are you doing? 9. But if another good magician comes along they can ask
What are you doing? “What are you doing?”. If the magician who is doing the
action can answer in English, they become free!
I'm singing
I'm cooking Very popular for larger groups of kids! Just make sure
I'm dancing they know the song well before doing the game, so that
I'm fishing they can do the English in the game!
I have a question!
Please let me try.
I have a question!
Please let me try.
Then add the adjective cards This time the kids have to
say "I like " + adjective + colour + noun.
Sometimes they get it wrong and say the colour at the end,
but once you correct them, they never get it wrong twice!
It's not hot. The nice thing about this game is you have to use your
It's not cold. brain to figure out that you can either say "not hot" or
It's not new. "cold". Even if your English is fluent it's a nice brain
It's not old. teaser!
It's good. 1. Place A4 picture cards of the words at one end of the
It's bad. class.
It's not good. 2. Give the first kid in the group a mini card.
It's not bad. 3. But ... they have to read this card as "not" i.e. if they are
given the "new" card, they have to say "It's not old".
It's high. 4. Their team mates rush to the back, pick up the "new"
It's low. card and shout out "It's not old, it's new!".
It's fast.
It's slow. It sounds tough, but it's very doable with a bit of practice
and the kids get a big boost from finding out they can now
It's not high. double the amount of describing words they can use!
It's not low.
It's not fast.
It's not slow.
It's good.
It's bad.
It's not good.
It's not bad.
During the song the teacher sings the first line, and
the kids sing the "echoes". If you can do original
gestures for the drinks then that is cool, if not
simply mime drinking something and change hands
for each one!
Today ( Today )
Tomorrow ( Tomorrow)
Yesterday ( Yesterday )
When, when, when?
When, when, when?
It's a cockroach.
It's a beetle.
It's a caterpillar.
It's a butterfly.
( Repeat Chorus )
It's an ant.
It's a worm.
It's a dragonfly.
It's a mosquito.
( Repeat Chorus )
Where is Mr Monkey?
Where is Mr Monkey?
Where is Mr Monkey?
Where is Mr Monkey?
What would you like for breakfast, today? This game works because as the game nears the end
What would you like for breakfast? items become fewer and fewer and hence the price will
What would you like for breakfast, today? increase! You can then play the Fruit Market “Bad Fruit”
What would you like for breakfast, today? game but this time with breakfast words and “I’d like
some…”
I’d like some cereal. Me too!
I’d like some pancakes. Me too!
I’d like some fish. Me too!
I’d like some salad. Me too!
I'd like some apples and bananas, please. Repeat with the roles reversed.
He'd like some apples and bananas, please.
etc.
continue with:
doughnuts, eggs, fish, grapes, hot dogs, ice cream,
jelly, ketchup, lettuce, mayonnaise.
Part Two:
As above with:
Food Poisoning!
Split the kids into buyers and sellers.
The sellers split into groups and set up a stall with
one set of foods.
The buyers walk around trying to buy the foods,
again they negotiate the prices!
But every so often the teacher will shout out “Food
Poisoning!” plus the name of one food.
If any of the buyers have this food in their hands,
they have to throw away all the food they are
I'm scared!
Aghhhh!!!
Happy Halloween
Happy Halloween
Happy Halloween
Happy Halloween
The ideas and songs you have here will inspire your
students to try their very best to get fantastically
good at English and be able to communicate with
people around the whole world.