GENKI Lesson Plans Book

Hello & welcome to Genki English!
we have to learn from them, so whenever a child loses a

game or says a wrong word, tell them not to worry but
Genki English was made to help bring the life and simply try again, and try again and try again. Eventually
excitement back to teaching English. It’s a fun they will get there, and that is success!
language and can be really enjoyable to learn.
"Genki" is a Japanese word meaning “alive”, The songs are the main part of this material. I wrote each
“exciting” and “full of energy”. And that's just what song to take only the key English needed for one 45
these songs and games are! minute lesson and mixed them up with a melody you
cannot get out of your head, some cool music production
But very often lessons can be quite boring and not and most importantly gestures and activities to really
very genki! So I went round the world finding out make the English stick. Teach the song “a cappella”
what kids want to be able to say in English, and without the CD first, then once the kids know the words,
how they want to learn it. The result is a huge try the music and see their eyes come alive!
collection of very easy to teach songs & games for
almost all the most important, basic English that You can use the songs as a full course on their own, or if
kids will need and love to know. you have a text book you can use the songs to spice up
your lessons, to make them exciting and full of life so the
In this guide I’m giving you some ideas that have kids end the lesson saying “Yes, that was fun! Yes, I can
worked in thousands of classrooms around the do it!”
world, but of course change and remix them as
much as you like for your own students. The only Then after a few months or years we can move on to
things I’d really like you to keep are the two rules of projects and exchanges where your students can put all
Genki English: that English to use in real communication with kids their
own age throughout the world.
Think “I can do it!” and you can!
Losing just means try again! Wherever I travel or wherever I go I see happiness and
excitement, but also problems and disappointments. But
Very often the only barriers to learning a language whatever the problems in your school or country are,
are confidence and motivation. But, as you know, education is the key to making the solutions appear. So
English isn’t brain surgery or genetic engineering. let’s teach our students to have big, big dreams and give
It’s simply a foreign language that millions of people them the skills, confidence and abilities to really make
speak every day, if you put your mind to it, anyone them come true! That’s what being genki is all about.
can do it. Think you can’t and you can’t!
Think you can, and you can!
Of course along the way there will be challenges
and mistakes, but that’s fine, after all “A ship in
harbour catches no fish”. Mistaikes are good! But
www.GenkiEnglish.com – The Fun Way to Teach! 1

☆= Very easy to teach ☆☆= Easy to teach ☆☆☆= Definitely practice before the lesson!
☆ Explain the games by acting them out! All the
games in this book can be explained in 2 or 3
minutes or less.
☆ If there is no end to the game - do a big
countdown from 10 to zero.
☆ Important Point: Remember to teach your kids
that "Losing doesn't mean losing. It simply means
you get another chance to try again!" If everyone is
having fun, everyone wins! If they don't win, it's
simply another chance to try again next time! Do
this and every kid will be wanting to keep going and
learn more, especially if they actually lose a game!
4. "Thank you"s and "Goodbye"s
☆ Sing today's song again (if you have time) and

then CD1’s Thank You song to finish.
☆Tell them how good they were.
☆Do a few claps and cheers (try raising your hand
to vary their volume, very fun!)
☆ End the lesson on a high so they are looking
forward to the next class!!
So there you go, a nicely structured lesson with

plenty of chance to speak English and learn new
language. Of course there are different ways to do
this, and please feel free to vary, but this is the one
that I use most often!

Genki Disco Warm Up Song Extended Mix
by Richard Graham ( CD7 ☆ )
Stand up, sit down.
Stand up, sit down. Hands up, hands down.
Hands up, hands down. Stand up, and bow.
Stand up, and bow. Sit down, sit down.
Sit down, sit down.
Wiggle, wiggle, wiggle your nose.
And clap. Wiggle, wiggle, wiggle your toes.
Wiggle, wiggle, wiggle your cheeks.
Stand up, sit down. Wiggle, wiggle, wiggle your ears.
Hands up, hands down. And clap!
Stand up, and bow.
Sit down. Sit down. (Repeat Chorus)
And cheer! Shake, shake, shake your head.

Come on, louder! Shake, shake, shake your hands.
Shake, shake, shake your arms.
Stand up, sit down. Shake, shake, shake your legs.
Hands up, hands down.
Stand up, and bow. And cheer!
Sit down, sit down. Come on, louder!
And cheer! (Repeat Chorus)
A perfect warm up from the very first lesson. And cheer!

Simply stand up, sit down, etc. after the command.
Raise your hands on one of the "sit down"s to make
sure the kids are listening and not just copying your
actions. Raise your hand in the "clap" and "cheer"
sections to control the kids' volume. Later on you
can use this to quieten them down at will. For
later lessons, try the Extended Mix with shaking
and wiggling body parts.

Rock, Paper, Scissors
by Richard Graham ( CD4 ☆)
Rock, paper, scissors.

(Rock, paper, scissors)
1,2 3, (1,2,3)
1,2 3, (1,2,3)
Are you ready? (Yeah)


1,2 3, (1,2,3)
1,2 3, (1,2,3)
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!

What's your name?
by Richard Graham ( CD1 ☆☆) This is the first song and always popular. Remember the
eye contact!
What's your name?
What's your name? Kids get into pairs. Everyone sings "What's your name?" +
What's your name? claps twice. One child from each pair sings "My name is..."
(clap, clap) plus their own name twice (please don't become Richard or
What's your name? Mr Monkey!). The other child then sings "My name is...".
What's your name? The 2 children shake each other's hand whilst saying
What's your name? "Nice to meet you!". They then split up and each finds
(clap, clap) another partner. Repeat 3 times!
My name is ….
My name is ….
My name is ...
My name is ...
Nice to meet you
(Repeat 4 times)

How are you? How are you? Monster Game
1. The kids all line up at one end side of the gym.
Hello, how are you? 2. Explain that this side of the gym is the "safe" side. But
Hello, how are you? the kids really want to get across to the other side, where
Hello, how are you? there is a sweet shop which today has a half price special
Hello, how are you? offer ( this gets the kids very excited!).
3. But, in between the kids and the sweet shop is a
I'm hungry, monster! At first the teacher is the monster. Ask the kids
I'm tired, to guess what your favourite food is. They'll shout out
I'm cold, some foods ( nice practice!), then you say that your
I'm sad favourite food is human! ( Even bigger reaction from the
kids!)
Hello, how are you? 4. Tell them that they can only cross to the sweet shop if
Hello, how are you? the monster is in a good mood and isn't hungry. Ask them
Hello, how are you? how they can check on the mood of the monster. After a
Hello, how are you? moment a few kids will say "Ask him/her "How are you?""
5. All together the kids ask the monster "How are you?"
I'm happy 6. Do a few "I'm sorry?"s to get the kids to shout in big
I'm great loud voices ( so that all the kids join in, not just the super
I'm good genki ones!)
I'm OK 7. The monster says an answer, e.g. "I'm OK".
8. The kids repeat the answer (important practice!) and
Hello, how are you? move forward one step ( no jumping allowed!).
Hello, how are you? 9. Repeat from 5.
Hello, how are you?
Hello, how are you? 10. But if the answer is "I'm hungry!!", the kids have to
run back to their safe wall! Any kid who is tagged on the
Rub your tummy for "hungry", pretend to sleep for way back becomes a monster for the next round!
"tired", hug yourself for "cold", pull a sad face for 11. Play again!
"sad", smile for "happy", jump in the air for "great!",
a thumbs up for "good!" and an OK sign for "OK"! A
good way to get even shy kids motivated is to have a
competition with the teacher to see who can sing
the loudest!

I’m a superhero! I can… Make a Superhero Game
by Richard Graham ( CD 9 ☆)
1. Give each child a piece of blank paper.
I'm a superhero! (Superhero!) 2. Each child imagines their own original superhero
I'm a superhero! (Superhero!) hero.
Super, superhero! 3. They decide what (s)he can and can’t do.
4. They draw a picture of their superhero.
I can jump (I can jump) 5. They then present their superhero to the class by
I can run (I can run) holding up the picture, saying “I’m a superhero, my
I can hide (I can hide) name is” plus their original name and then “I can
I can cook (I can cook) ….” plus all the things their hero can do!
I'm a superhero! (Superhero!)

Super, superhero!
I can stretch (I can stretch)

I can climb (I can climb)
I can swim (I can swim)
I can fly (I can fly)

Super, superhero!
1. The teacher sings "I can jump/run/ " etc, whilst

miming the action.
2. The kids repeat the line and action.
3. In the chorus the teacher does a superhero pose
and sings "I'm a superhero!"
4. The kids do a similar pose whilst singing "super
hero!"
5. Everybody sings "Super, super hero!" together
with a big pose.

Left and Right Left & Right Bump Game
by Richard Graham ( CD1 ☆) 1.Split the class into several groups.
2. Arrange the desks into a more "random" order.
Left and right, 3. Tell the kids to Rock, Paper, Scissors to see which group
Forward and back. goes first.
Left and right, 4. One kid in the group puts on the blindfold and stands in
Forward and back. one corner of the room. Spin the kid around 3 times to
Left and right, disorientate them a bit.
Forward and back. 5. Start the stop watch.
Left and right, 6. The kid's teammates must try and direct him/her to the
Forward and back. board, (where you will have drawn a "target") by saying
"left", "right" etc. etc.
Sit down
Stand up
Turn left
Turn right
And jump, jump,
Jump, jump, jump!
7. When they reach the target stop the stopwatch.
Repeat Chorus 8. If they take more than 2 minutes it's "Game Over" for
them! (This helps keeping things moving along)
Spin around 9. The next team has a go.
Sit down 10. The team with the fastest time is the winner.
Stand up
Spin around If they hit a desk on the way, add 2 seconds to their time.
And jump, jump, If the teammates speak anything other than English then
Jump, jump, jump add 2 seconds to their time. Similarly if other teams are
being noisy then add 2 seconds to their time.
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!

I, you, he, she, we are happy figure out the "you are thirsty" etc. parts. You can either
by Richard Graham ( CD9 ☆) do this by asking the kids in their own language and
getting them to translate into English or by using the
I am hungry. x2 pronoun picture cards or gestures.
You are hungry. x2 7. Now crank up the CD player to full and sing the song. If
He is hungry. x2 you've done "hungry" and "thirsty" explicitly you normally
She is hungry. x2 don't need to prepare "happy" separately, the kids will pick
We are hungry. x2 up on it straight away.
They are hungry. x2 8. Everyone will be on a super high note. So hit them with
Everybody is hungry. some tests. Teach "and" and "but" and then use either
gestures, the kids' native language or picture kids to elicit
I am thirsty. x2 lines such as "I am hungry, but she is thirsty and they are
You are thirsty. x2 tired" The kids will love the great big confidence boost
He is thirsty. x2 making a long sentence like this gives!
She is thirsty. x2
We are thirsty. x2 I, You, He, She, We Dinosaur game!
They are thirsty. x2
Everybody is thirsty. 1. Put the “How are you?” Game1 on the screen.
& put the kids into pairs.
I am happy. x2 2. The first person in the pair says "I am ..." plus one of
You are happy. x2 the words from the screen, e.g. I am cold.
He is happy. x2 3. The other person in the pair makes it into a "you"
She is happy. x2 sentence, e.g. "You are cold"
We are happy. x2 4. Repeat from step 2.
They are happy. x2 5. But if the first person says "I am a dinosaur" then both
Everybody is happy. x2 players have to race and touch the nearest wall.
6. The fastest person to the wall gets a point!
7. They repeat with the other person asking questions.
1. Put the I'm hungry card on the board. 8. After a while get them to make groups of 3 (mingle is
2. Sing the "I am hungry" line from the song with great for this).
the gestures. 9. Now one person says "I am..." and the other two say "He
3. Get the kids to repeat with the actions. is ..." or "She is..."
4. Teach them how to say "You are hungry". This
time with a gesture pointing at the kids.
5. Repeat using the other pronouns. For "He" you
point to one boy, for "she" point to one girl, etc.
6. Now put up the "thirsty" card. See if the kids can

Numbers 1 to 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, (12!)

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, (12!)
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, (12!)
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, (12!)
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, (12!)
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, (12!)
Do a small jump on each number. Accidentally

forget to say 12 each time and the kids will go crazy
shouting it out!
Thumb War
1. Kids get into pairs.

2. They try to hold down the thumb of the opponent.
3. The first person to hold down their opponents’
thumb and count to 12 in English wins.
Or
13 Timebomb game
1. Put everyone in groups of between 2 and 10 kids.

2. The first person says either "1", "2" or "3"
3. The next person continues on and can say an
additional one, two or three numbers.
E.g. if the first person said "1, 2", the second person
can say either "3" or "3,4" or "3,4,5"
4. Continue around the group until one person is
forced to say "13". They are now out.
5. Start again from 2.

How old are you? 5. The kids ask “How old are you?” much louder!
by Richard Graham (CD2 ☆☆) 6. The teacher says “I’m …” plus a number, e.g. 5 or 8 or 2
etc.
How old are you? 7. The kids get into groups of this number and sit down.
How old are you? 8. The slowest teams are the losers or volunteers for the
How old are you? next 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!
Holding up fingers for each age is great for the first

part (especially 11 and 12!) On the "I am 5!" part,
get the kids to do a big, stylish jump on the number!
How old are you Mingle Game

1. Everyone sings the “Mingle, Mingle, Mingle”
chant whilst walking around the classroom. ( You
can hear it on the Genki English website)
2. The teacher says “Stop!”.
3. The kids ask the teacher “How old are you?”
4. The teach says “Sorry?”

What's the weather like? For "rainy", put your hands in the air and make your
by Richard Graham ( CD1 ☆) fingers fall down like rain, for "cloudy" your hands trace
out a cloud shape in front of you, for "windy" swoosh your
What's the weather like? hands down from top right to bottom left, for "snowy"
What's the weather like? pretend you are throwing a snow ball. For "sunny" trace
What's the weather like today? out a circle in front of you, for "fine" hold your hand above
What's the weather like? your eyes like you can see a long way, for "hot" wipe your
What's the weather like? brow and for "it's a beautiful day" it's good to lean back
What's the weather like today? and outstretch your arms!
It's rainy Weather Clap Clap Game

It's cloudy 1. Everyone stands up.
It's windy 2. Everyone says "What's the weather like?"
And it's snowy. 3. Everyone claps two times.
4. Everyone chooses one type of weather and whilst
What's the weather like? singing the phrase they have chosen ( e.g. "It's rainy") they
What's the weather like? do the gesture.
What's the weather like today? 5. If any of the kids have chosen the same weather as the
What's the weather like? teacher, they are out and sit down.
What's the weather like? 6. Repeat from 2 until all the kids are sat down.
What's the weather like today?
To make this game a little shorter, it’s usually best to only
It's sunny allow 3 or 4 of the words from the song. E.g. the kids can
It's fine only say “It’s rainy” or “It’s cloudy” or “It’s sunny”.
It's hot Otherwise you could be playing the game all day!
It's a beautiful day!
What's the weather like?


Good Morning! Song each word. On the final "Hello" everyone faces the teacher
by R. Graham & W. Jasprizza ( CD3　☆☆) and jumps in the air!
Good morning, This song is a great warm up activity.

Good morning.
Good afternoon,
Good afternoon.
Good evening,
Good evening,
Good night!
Hello, hello, hello, hello.

Hello, hello, hello, hello!

Good morning,
Good morning.
Good afternoon,
Good afternoon.
Good evening,
Good evening,
Good night!


You say "Good morning", the kids reply whilst

stretching like they've just got up. You stand up
and say "Good afternoon", kids reply. Similarly
with "Good evening". With "Good night", the kids
fall down to the floor and go to sleep! For the "hello"
section the kids wave hello to a different person for

Do you like...? Song nice" and the kids repeat "Nice, nice, nice" whilst patting
by R Graham & W Jasprizza ( CD3 ☆) their stomachs. Then try the song again, but this time the
kids ask you the questions.
Do you like Apples?
Yes I do / No I don't. Do you like…? Karuta Game
Do you like Bananas? 1. Split the kids into two halves, and give each team a cool
Yes I do / No I don't. name.
Do you like Cheese? 2. Three kids from each group are nominated to be the
Yes I do / No I don't. designated runners and stand at the back.
Do you like Doughnuts? 3. Put the picture cards at the front of the class.
Nice, nice, nice, 4. Wonder round the class and say "hello" to a random
Nice, nice, nice. child ( or point a microphone to them if you have one)
5. This child then asks you "Do you like...?" plus one of the
Do you like Eggs? foods at the front.
Yes I do / No I don't. 6. You answer "No, I don't".
Do you like Fish? 7. Wonder around getting a few more kids to ask you.
Yes I do / No I don't. 8. Eventually you say "Yes, I do!" to one kid's question.
Do you like Grapes? 9. The front runner from each group has to rush forward
Yes I do / No I don't. and pick up the matching card. The further they have to
Do you like Hotdogs? run, the more fun!
Yes I do / No I don't. 10. Continue from 4
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!
Hold up the picture cards as you sing "Do you like

apples?" etc. The kids answer with either "Yes, I do"
or "No, I don't". It's great to find out what they do
and don't like. Then the teacher sings "Nice, nice,

Do you like animals? Once you've "Do you like food?" it's really simple to switch
by Richard Graham (CD 8 ☆) to animals ( a favourite question that kids are always
asking) and cures the problem of some kids saying things
Do you like dogs? like "Do you like dog?"
Yes I do / No I don't.
Do you like cats? Practice asking the kids the first few questions, and get
Yes I do / No I don't. them to answer yes or no. They'll already know this from
Do you like birds? the Do you like food? theme, and the point is to get them
Yes I do / No I don't. to answer truthfully. They already also know most of the
Do you like mice? animal words, but just have a quick run through before
Yes I do / No I don't. hand to check. Remember to always ask in the Do you
like...? form e.g. it will always be "mice" not "mouse". We'll
Cute, cute, cute. introduce the singular form later. Doing it this way round
Cute, cute, cute makes things a lot easier to understand for the kids. ( But
not for the teachers, but hey it's the kids that count!)
Do you like chickens?
Yes I do / No I don't. Then you'll be able to kick in the music nice and loud to
Do you like sheep? get them all excited and genki!
Do you like bears? Next you can play the Genki English version of Karuta
Yes I do / No I don't. again as recommended in the Do you like food? theme, but
Do you like bees? this time use both the animals and foods cards!
Cute, cute, cute.

Cute, cute, cute
Do you like elephants?

Do you like monkeys?
Do you like snakes?
Do you like tigers?

I like animals? Dinosaur Danger!
by Richard Graham (CD 8 ☆☆)
1. The kids gather at one side of the room.
I like snails. Snails? Yes, Snails. 2. The teacher holds up one picture card and the kids have
I like kangaroos. to make a sentence out of it, i.e. “I like bears” or “Do you
Kangaroos? Yes, kangaroos. like bears?”
I like bears. Bears? Yes, bears. 3. Continue from step 2.
I like you. 4. But ... when the dinosaur card appears the kids all rush
to the opposite side of the room.
I like ducks. Ducks? Yes, ducks. 5. The teacher runs through the kids to touch the wall at
I like camels. Camels? Yes, camels. the side where they were previously standing.
I like spiders. Spiders? Yes, spiders. 6. If any of the kids take longer than the teacher to touch
I like her. their wall, they are out. ( But you rarely need to enforce
this rule as the kids usually just enjoy the running part
I like giraffes. Giraffes? Yes, giraffes. without needing the extra motivation.)
I like rhinos. Rhinos? Yes, rhinos.
I like hippos. Hippos? Yes, hippos.
I like him.
I like penguins. Penguins? Yes, penguins.

I like dinosaurs.
Dinosaurs? Yes, dinosaurs.
I like bees. Bees? Yes, bees!
And I like me.
And you and you and you and you!
The teacher sings "I like kangaroos" etc. and the

kids (or another teacher) answer back with a
gesture and "Kangaroos?" and you say "Yes,
kangaroos!" again with a gesture. At the end of each
verse you sing "I like you / him / her / me" whilst
pointing to a random student and finally yourself.

I like vegetables 5. This child then asks you "Do you like...?" plus one of the
by Richard Graham! ( CD8 ☆) vegetables at the front.
6. You answer "No, I don't".
I like vegetables. 7. Wonder around getting a few more kids to ask you.
I like vegetables. 8. Eventually you say "Yes, I do!" to one kid's question.
I like vegetables. 9. The front runner from each group has to rush forward
I like vegetables. and pick up the matching card. The further they have to
run, the more fun!
I like onions. 10. Continue from 4
I like peas.
I like carrots. As you will have quite a few "No, I don'ts" before the final
I like beans. "Yes, I do" it's really good practise for everyone to listen
really carefully to many kids in the class, after all the one
(Repeat Chorus) time they don't listen maybe the one you say "yes" to!
I like mushrooms.
I like potatoes.
I like pumpkin.
I like tomatoes.
(Repeat Chorus)
Do you like vegetables? Karuta Game
Once you've done the “I like vegetables” version of

this song, try changing the question to “Do you
like....?” Then you can play this great game...
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)

Do you have any pets? The kids mime each animal as they sing. For more
by Richard Graham ( CD 6 ☆☆) advanced classes, by using the 2 Rabbits Mix you can sing
"I have 2 rabbits..." but get the kids to reply "You have 2
Do you have any pets? rabbits" or "He" or "She has 2 rabbits" to practise
Do you have any pets? pronouns. You can also hold up your fingers as you sing
Do you have any pets? the numbers.
Do you have any pets?
Do you have a ... ? Game
I have a hamster. 1. Each kid has a full set of pet mini cards.
I have a rabbit. 2. Put the kids in groups.
I have a turtle. 3. Assign each group one card to collect.
I have a goldfish. 4. The teacher says "Go!"
5. The kids go round asking as many people as possible
( repeat chorus) "Do you have a ...?" plus the card they have to collect.
E.g. the “hamster” team ask “Do you have a hamster?”
I have a lion. 6. If their opponent has the card they give it to them and
I have a lizard. say "Yes, here you are!"
I have a horse. 7. If they don't they say "No, I'm sorry" .
I have a gorilla. 8. Repeat from step 5.
9. At the end of the time, see which team has collected the
( repeat chorus ) most cards!
Hint: This only works for noun cards, for other themes,
change the question!
Do you have any Pets?
( 2 Rabbits Mix)
Do you have any pets? X 4
I have 1 hamster. I have 2 rabbits.

I have 3 turtles.I have 4 goldfish.
( repeat chorus)
I have 5 lions. I have 6 lizards.

I have 7 horses. I have 8 gorillas.

Animal Voices Song Before doing this song, I’d recommend the “Do you have
by Richard Graham ( CD4 ☆☆☆) any pets?” song! This song is quite simple though, act out
an impression of each animal as you say their name. The
In my house, I have.. gestures aren't set in stone, ask the kids to use their
In my house, I have… imaginations and decide as a class which ones to do!
I have a dog. Woof, woof!

I have a ca ｔ. Meow!
I have a bird. Tweet, tweet!
I have a mouse. Squeak, Squeak, squeak, squeak!
On my farm, I have…
On my farm, I have…
I have a chicken. Cluck, cluck!

I have sheep. Baa, baa!
I have a cow. Moo, moo!
I have a pig.
Oink, oink, oink, oink!
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!

The Baby Monkey Family
by Richard Graham ( CD2 ☆☆)
My name is Baby Monkey

My name is Baby Monkey
This is my family
This is my family
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
Who’s this? Sticky Fingers!
1. Three or four kids come to the front and each

take hold of one of the teacher’s fingers.
2. Choose one “magic family member” e.g. grandma.
3. Everyone shouts out “Who’s this?”
4. The teacher says “This is ” plus one of the family
members.
5. If the teacher says the magic family member, the
kids who are holding the teacher’s fingers let go and
run to the nearest wall.
6. If the teacher tags them before they make it to
the wall, they are out!
7. If the teacher says a word other than the magic
word and the kids let go of the teacher’s fingers,
they are out!

Do you have any brothers First of all teach CD6's "Do you have any pets?" and CD2's
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.
Do you have any brothers or sisters?

I have 1 sister.

I have 2 sisters.

I have 3 sisters.

I have 4 sisters.
No!
Oh, that’s OK!

Under the Sea
by Richard Graham ( CD6 ☆☆) Sticky Fingers Game
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 As you sing the verse, get the kids to touch that part of
by Richard Graham ( CD6 ☆) their face. In the chorus make a funny face after each
"Make a face".
Make a face.
Make a face. Make a Face Game
Make a face. 1. Draw a big circle on the board.
Make a face. 2. Prepare cut outs of the face parts from the song.
3. One child comes to the front and puts on a blindfold.
Put on the nose. 4. Give them one face part.
Put on the nose. 5. The other students shout out “Left, right, up, down” to
Put on the ears. guide them to the correct place on the board.
Put on the ears. 6. The blindfolded child sticks the face part on the board.
Put on the mouth. 7. When all the face parts are on the face, admire the
Put on the mouth. funky new design you’ve created!
Put on the eyes.
Put on the eyes.
Make a face.
Make a face.
Make a face.
Make a face.
Put on the eyebrows.

Put on the eyebrows.
Put on the cheeks.
Put on the cheeks.
Put on the hair.
Put on the hair.
Put on the tongue!
Put on the tongue!

Doctor, Doctor! Doctor Doctor Game
by Richard Graham ( CD4 ☆☆☆)
1. Put the kids in groups of two.
Doctor, Doctor! My head hurts. 2. Each group does “Rock, Paper, Scissors”
Doctor, Doctor! My arm hurts. 3. The winner ( doctor) says to the loser ( patient) “Are
Doctor, Doctor! My leg hurts. you ok?”
Doctor, Doctor! My stomach hurts. 4. The patient picks up a minicard and says “No, my (body
part from the card) hurts”.
Are you OK? 5. The doctor bandages this body part.
No, I’m not! 6. Repeat from step 2 until both players end up looking
Are you OK? like mummies!
Yeah, I’m OK!
For eye, arm, leg etc. the patient can choose left or right,
Doctor, Doctor! My hand hurts. e.g. “My left eye hurts” to have more complicated
Doctor, Doctor! My foot hurts. sentences, and more fun!
Doctor, Doctor! My back hurts.
Doctor, Doctor! My tooth hurts.
Are you OK?

No, I’m not!
Are you OK?
Yeah, I’m OK!
When singing, touch the relevant part of the body,

e.g. touch your head whilst singing "My head
hurts". In the chorus the kids ask the teacher (or
another group of kids) "Are you OK?" and the
teacher or other group replies. Once the kids know
the song, try the "Doctor, Doctor" game!

Baby Monkey’s Winter Clothes
Baby Monkey, put on your hat.

Baby Monkey, put on your scarf.
Baby Monkey, put on your coat.
Baby Monkey, put on your boots. Or play the Freezing Monkey Game:
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!
Clothes Race Game

Have a pile of clothes at the far end of the
classroom. Then...
1. You shout out "Put on the ..." + one item of

clothing.
2. The first kid in each group has to run and put on

the item.
3. The fastest person gets a point for their team.

How many? Mind reading game
1. The teacher makes a number with their fingers behind
How many pens do you have? their back.
How many pens do you have? 2. The teacher says “How many fingers?”
How many pens do you have? 3. The kids all shout out English answers.
How many pens do you have? 4. The teacher shows the fingers
5. See who got it correct!
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. Do it a few times, then the kids split into pairs.
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.

How much? of items) to sell. The other group are the shoppers and
by Richard Graham ( CD1 ☆☆☆) each one pairs up with a shopkeeper. All the shoppers
sing together "How much, how much, how much is that "
How much? How much? plus the name of the object that their shopkeeper partner
How much is that dog? is holding. The shopkeepers then reply "It's 10,9,8" etc.
How much? How much? and the shoppers say "I'll take it!". The shoppers then
How much is that dog? move to the adjacent shop (make sure you decide in which
It's 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 direction everyone will move before you start!). When the
I'll take it! song finishes, repeat again with the shoppers and
shopkeepers reversing roles.
How much? How much?
How much is that cat? How much? Bargaining Game
How much? How much? 1. Split the class into two halves (left and right side of the
How much is that cat? class is usually good)
It's 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 2. One side is then the selling side and one is the buying
I'll take it! side.
3. The sellers (individually) have to go and find a "buyer"
How much? How much? and sell them something (pens, books etc are usually good,
How much is that banana? let the kids choose!)
How much? How much? 4. The usual conversation is something like
How much is that banana? Seller: "Hello. Nice pen!!!"
It's 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 Buyer: "How much?"
I'll take it! Seller:"10"
Buyer :"No! 2"
How much? How much? Seller "No! 9!"
How much is that monkey? etc. etc.
How much? How much?
How much is that monkey? 5. Give them a time limit of about 3/4 minutes (I usually
count down the last ten seconds to add to the tension)
It's 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 6. Afterwards sit them down and find out who did the best,
I'll take it! and who did the worst!
7. Redo the game this time with the kids changing roles,
Thank you! i.e. the buyers become sellers and vice versa.
Goodbye!
The price range should be fixed in a range from around 1
Put the kids into 2 groups. One group are to 10. This makes sure they all know the numbers in
shopkeepers and hold some items (or picture cards English, and makes comparing who got the best price a lot

easier. Make sure there are equal numbers of kids Numbers 13 to 20
on each side - if you have an odd number then join by Richard Graham ( CD8 ☆)
in yourself!
The time limit is important, without it there is no 10, 11, 12
tension! 13, 14, 15, 16, 17, 18, 19, 20
Tell them to be pushy, but watch they don't start 13, 14, 15, 16, 17, 18, 19, 20
hitting each other!
Sing through the song, then try the How much?
Bargaining game, but this time the price has to be
$$
between 10 and 20!

Fruit Market Prepare several picture cards (or real fruit!), one for each
by Richard Graham ( CD2 ☆☆) item of fruit. The teacher (or maybe a student) holds up
the relevant card and sings "What's this?" and the
What's this? students all shout out "It's an apple" etc. For the "What's
It's an apple that?" part, have one person hold up the card, and a
What's this? different person points to it from a distance and sings
It's an orange "What's that?". For the "Welcome to the Fruit market"
What's this? section, get the kids to pair up and do a type of arm-in-
It's a pineapple arm folkdance!
What's this?
It's a banana Bad Fruit Game
1. Split the kids into two groups.
What's that? 2. One group will be shoppers, one will be shopkeepers.
It's a lemon 3. Split the shop keepers into smaller groups, one group
What's that? for each fruit. Give each group lots of minicards of their
It's a cherry fruit.
What's that? 4. Each group of shopkeepers finds a table and sets up
It's a strawberry their own fruit market that only sells their fruit. E.g. the
What's that? apple team only sells apples.
It's a watermelon 5. Give each shopper 20 “play dollars”.
6. The shoppers go and buy lots of fruit. Each piece of
Welcome to the fruit is 1 dollar.
Fruit Market 7. You can choose the conversation, but a nice one is
Welcome to the Shopkeeper: “Hello”
Fruit Market Shopper: “Hello. What’s this?”
Shopkeeper: “It’s a …” plus their fruit. e.g. the apple
What's this? group say “It’s an apple”
It's a peach Shopper: “One please!” or however many they wish to buy.
What's this? Shopkeeper: “One dollar please” or however much the total
It's a grape comes to.
What's this?
It's a pear 8. The aim for the shoppers is to buy as much fruit as
What's this? possible. The aim for the shopkeepers is to make as much
It's a kiwi fruit! money as possible.
Very simple. But…. every few minutes the teacher will
Repeat Chorus shout out “Bad Fruit! Bad Fruit!” and choose one of the
fruit names. Any of the shoppers who have this fruit in

their baskets must throw it away! When every
shopper has thrown that fruit away, it becomes safe
to buy again and everyone continues. But they now
have less fruit than before so need to buy more. But
they don’t get the money back that they spent on
the bad fruit!
This game is great as the kids have to think about

which foods to buy, one of each maybe? Or take a
risk and buy ten of one fruit?
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!

Can you speak….? First of all do the "I'm a superhero! I can..." song to get the
by Richard Graham ( CD 9 ☆) kids used to "I can" with jump/run/fly etc. Then it's very
simple to change this into "can you speak...?"
Can you speak English?
Can you speak English? The first few times through the teacher asks the
Can you speak English? questions. The kids all answer "Yes, yes I can" for the
Can you speak English? chorus, and they answer honestly for the verse questions.
(Usually I just let them say "no" instead of having to say
Can you speak French? the full "No, I can't")
Can you speak Chinese? Every time you say the chorus line, get the kids to say the
Can you speak Spanish? answer even louder. The idea is to get them used to saying
Can you speak Japanese? "Yes, I can" when thinking about speaking English.
Can you speak English? 3 2 1 Jump Game!

Yes, I can. 1. Kids get in a circle and each receive one mini card.
Can you speak English? 2. They hold up their card.
Yes, I can. 3. The rule is you can’t move your heads or eyes. You’ve got
Can you speak English? to be still! (Cue lots of laughing!)
Yes, I can. 4. Teacher says “Can you speak German?”
Can you speak English? 5. Everyone says “3, 2, 1, Jump!”
Yes, I can. 6. You jump to face and point to where you think someone
who has a German card is.
Can you speak Arabic, 7. You either say “German” or “I can speak German” as
Can you speak Russian, you point.
Can you speak German, 8. The German person then picks another language and
Can you speak Korean. asks “Can you speak….?”
9. Repeat from step 5.
Yes, I can.
Yes, I can.
Yes, I can.
Yes, I can.

Come on, Come on!
by Richard Graham ( CD 7 ☆) Can you kick?
Come on, come on! ( clap, clap)
Come on, come on! Can you kick? Yes, I can!
Can you pass? Yes, I can!
Kick, kick, kick. Can you shoot? Yes, I can!
Pass, pass, pass. Can you save? Yes, I can!
Shoot, shoot, shoot.
Save, save, save. Can I play? Yes, you can!
Can I play? Yes, you can!
Come on, come on! Can I play? Yes, you can!
Come on, come on! Can I play? Yes, yes you can!
Catch, catch, catch. Can you catch? Yes I can!

Throw, throw, throw. Can you throw? Yes, I can!
Head, head, head. Can you head? Yes, I can!
Score, score, score. Can you score? Yes, I can!
Come on, come on! Repeat Chorus

Come on, come on!
Can you kick? Game
Come on, Come on Clap, Clap Game 1. Split the class into about 6 or 8 groups.
1. Put Words 2 on the board 2. Assign each group a different word (e.g. kick, throw
2. Everyone stands up. etc. ), this is the skill that that group wants to collect.
3. Everyone says together “Come on, Come on” 3. Give each child a sheet of mini-cards.
4. Everyone claps twice. 4. The students then go round asking as many people as
5. Everyone chooses one word from the top row of possible "Can you ...?" + the skill they are looking for. (for
Words 2. example the "shoot" team asks "Can you shoot?"
6. They say this word and make the gesture. 5. If the student still has that mini card (s)he says "Yes, I
7. If anyone has the same as the teacher they are can!" and gives it to the person who asked.
out and sit down! 6. If they have already given it away then they say "No, I
8. Continue till the last person standing. can't. I'm sorry!" and walk off.
7. The group that is the first to collect all the cards (e.g. 30
Then in the next lesson use the game but say “Can items for a class of 30 kids), sits down and they are the
you..?” instead of “Come on” and try this next winner!
song…

I can do it! Confidence is the key here! Push your arms up in the air
by Richard Graham ( CD5 ☆☆) as you say the first "I can do it" then push them
downwards on the second one. The teacher mimes the
Can you do it? musical instruments as you ask "Can you play the ...?" and
Yes, I can do it! the kids mime as they answer!
Can you do it?
Yes, I can do it! I can do it Game
Can you do it?
Yes, I can do it! 1. Everyone stands up.
Can you do it? 2. Teacher chooses one instrument.
Yes, I can do it! 3. The teacher says “I can play the …” plus this
instrument and does the gesture. E.g. I can play the
Can you play the drums? guitar.
Yes, I can play the drums. 4. The kids repeat.
Can you play the bass? 5. But… if the teacher does the wrong gesture e.g. they
Yes, I can play the bass. say “I can play the guitar” but pretend to play the
Can you play the piano? piano the kids have to be silent!
Yes, I can play the piano. 6. If anyone repeats when they should be silent they are
Can you sing? out and have to sit down!
Yes, I can sing! 7. Keep going till only one person is left.
( 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?
by Richard Graham ( CD1 ☆) Where are you from? Game
"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.
It is difficult to assign any specific gestures to this

song without evoking racial stereotypes. So try
using flags and hold them up when you sing each
country.

Where do you live?
Where do you live?

Where do you live?
Where do you live?
Where do you live?
I live near the forest.

(The forest)
I live near the river.
(The river)
I live near the bridge.
(The bridge) Where do you live? Game Preparation
I live near the farm.
(The farm) 1. Put the children into 8 groups.
2. Each group has to draw a picture of one of the words
Where do you live? from the song.
Where do you live? 3. Teacher then sticks these pictures on different walls of
Where do you live? the classroom.
Where do you live? 4. Review the song again, but this time point to the
places on the wall when you sing them.
I live near the hospital.
(The hospital) The game…
I live near the station.
(The station) 1. One teacher stands in the middle and becomes a
I live near the castle. monster! He/she covers their eyes.
(The castle) 2. Everyone sings the “Where do you live?” chorus.
I live near the supermarket. 3. As they are singing the children go and stand by one
(The supermarket) of the places.
4. When the chorus has finished, the monster with their
This is a slightly more challenging theme, so keep it eyes still closed, says “I live near the ….” Plus one of
for when the kids have mastered the other songs. those places.
It's still lots of fun though, especially if you get the 5. The monster goes and eats all the people in that place
kids to mime each location. Ask the kids to think of and they are out!
their own mimes for each word and they’ll 6. Continue from step 1 with the remainder of the
remember them much quicker! children.

How do you say .... in English?
How do you say ... in English?


Everyone sings "How do you say..." then the teacher

holds up a picture card or says a word. After " .. in
English?" the kids shout it out, in English. In the
Mini Lesson we translate apple, hippo, bear and
dragon from "Martian"!
How do you say …. in English? Game
Split the kids into groups.

Each group asks the teacher “How do you say” plus
a word or phrase in their native language, plus “in
English”.
If the teacher can say the word, that team gets a
point.
To keep track of what’s been said, write this word or
phrase on the board.
The next team asks.
You can’t use the same word or phrase twice, so if

you keep up a fast pace it gets really fun. If things
are moving too slowly, make a “you have to answer
in 10 seconds” rule. Or even shorten it to 5!

My name is Mr Octopus Unlike the others, this one isn't really for learning new
by Richard Graham (CD4 ☆☆) English, it's just a bit of fun! Hold out your fingers whilst
counting, and touch the relevant body parts whilst singing
My name is Mr Octopus.
My name is Mr Octopus. Monster Drawing Game
I’ve got 1,2,3,4,5,6,7,8 arms, Each child has a blank piece of paper and lots of colouring
2 eyes, a mouth and a head. pens. You then describe a monster that the kids have to
draw. For example you say "This Monster has 3 RED
But I haven’t got any legs. No, no legs. HEADS" then perhaps "This Monster has 5 PURPLE
But it doesn’t matter because EYES".
I’ve got…
This is a great activity for calming down the kids!
1,2,3,4,5,6,7,8,arms,
2 eyes, a mouth and a head.
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.
But I haven’t got any arms. No, no arms.

But it doesn’t matter because
I’ve got…
1,2,3,4,5,6,7,8 legs,
Two eyes, a mouth and a head.
My name is Mrs Alien.

My name is Mrs Alien.
I’ve got 1,2,3,4,5,6,7,8 eyes,
2 legs, a nose and a mouth.
But I haven’t got any arms.

But that’s OK because I’ve got
1,2,3,4,5,6,7,8 eyes,
2 legs, a nose and a mouth

What time is it, Mr Wolf? What time is it Mr Wolf? Game
by Richard Graham ( CD2 ☆☆) 1. All the kids line up against one wall of the gym.
2. One kid is selected as Mr Wolf who then walks to the
What time is it? middle of the gym.
What time is it? 3. The students objective is to reach the far wall. Mr Wolf's
What time is it? objective is to eat the other kids.
What time is it, Mr Wolf? 4. The kids shout out "What time is it Mr. Wolf?" in a big,
huge voice.
It's 1 o'clock, 2 o'clock, 5. Mr Wolf then shouts back the time. The time can be
3 o'clock, 4 o'clock, anything from 1 to 12 o'clock. e.g. "It's seven o'clock"
5 o'clock, 6 o'clock, 6. The kids then take the corresponding number of steps
7 o'clock, 8 o'clock, forward. For example 3 steps for 3 o'clock.
9 o'clock, 10 o'clock, 7. Repeat from step 4.
11 o'clock, 12 o'clock 8. When Mr. Wolf decides that the other kids have got near
enough the far wall, then instead of saying "it's ..... o'clock"
It's dinner time! he says "It's dinner time!!!!!".
9. All the kids then run back towards the wall they came
(Repeat from beginning) from. But if Mr Wolf tags (touches) them before they reach
(Repeat Chorus) the wall then they become the new Mr Wolf!
10. Play Again!
This song has a march feel, so during the chorus the
kids can march along on the spot. For the "1 o'clock, You can either have Mr Wolf be replaced one at a time, or
2 o'clock" part they can crouch down low and sing in have several Mr Wolfs (e.g. if the first Mr Wolf tagged 3
a low voice, then from 5 to 8 o'clock they stand up kids there would be 3 new wolves).
and sing loudly, and then crouch back down, singing Make sure the kids only take large steps, and not massive
quietly from 9 to 12 o'clock. Holding up their fingers huge jumping leaps that some of them will be tempted to
for the times is also effective e.g. holding up 5 do!
fingers for “It’s 5 o’clock”. For younger kids it’s OK
for them just to shout out the number. For older
kids, make sure they say the full “It’s … o’clock” 11 12 11 11 12 1 11 12 1
10 2 10 2 10 2
sentence. 9
9 3 9 3 3
8 4 8 4 88 4
7 6 5 7 6 55 7 6 5
Just before "It's dinner time!" the kids spin round,
stand up and all shout out!

What time is it? Part 2 Time Games
There are lots of games you can do with this theme. One
It’s 1:05 very simple one is...
2:10
3:15 1. Get the kids into groups.
4:20 2. Everyone shouts out "What time is it?"
3. You shout out "It's 5:15" or whatever.
5:25 4. The kids have to make this time on the floor using their
6:30 bodies!
7:35
8:40 Of course you don't have to stick to the times in the song,
you can mix and match any other them e.g. "It's 2:25".. For
9:45 advanced classes you can also move on to things like "It's
10:50 7:39" etc.
11:55
12 o’clock. Another game idea is:
What time is it? 1. Split the kids into groups of 3.

2. 2 kids are at the front, one is at the back.
The follow on from "What time is it, Mr Wolf?", 3. Everyone shouts out "What time is it?"
this time with minutes. 4. You show the first kid at the back a mini card with a
time written on it.
Before introducing "quarter to", "half past" etc. we 5. This kid has to shout out the time.
can use this song to tell the time with "It's 2:10", 6. All the couples at the front have to make this clock with
"It's 4:30" etc. Very simple and very useful. Raise their hands.
your hands as hands of the clock as you sing each 7. The quickest team is the winner.
time.
This works really well if the kids team up tall / short
Just remember that your left and right are reversed pairs!
if you are facing the kids. Practice in front of a
mirror is highly recommended!

What sports do you play?
By R. Graham & W. Jasprizza ( CD3　☆)

I play tennis,
I play soccer,
I play basketball,
I play volleyball.

I play table tennis,

I play badminton,
I play rugby,
I play baseball.
(Repeat Chorus )
When singing, act out each sport = lots of fun!
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!

When is your birthday? When is your birthday? Game
by R Graham & W Jasprizza　(CD3 ☆☆) 1. The kids write down the numbers 1-12 on a piece of
paper.
When is your birthday? 2. You say "Go!"
When is your birthday? 3. The kids go round the class asking when everyone's
birthday is.
It's in January 4. If they hear a month, they can cross that number off
It's in February their list.
It's in March 5. The kids keep going until all 12 months are crossed off.
It's in April 6. When they are finished, they sit down.
It's in May
It's in June If there aren't enough kids to do this well, you can
It's in July periodically shout out "bonus time". The kids then all ask
It's in August you "When is your birthday?" and you shout out a month
It's in September that is not too popular, all the kids can cross this off their
It's in October list.
It's in November
It's in December Remember that if anyone speaks a language other than
English they have to start with a fresh list from 1-12 with
When is your birthday? nothing crossed off!
When is your birthday?
Or you could try it where they have to see how many
people from each month they can interview in a set time.
Teaching the months of the year is quite tricky as The person who interviewed the most people for each
there a lot of them. So it's usually better for the month is the winner! This is good to see if anyone cheats,
kids to remember only their own birthday month if they say they interviewed 3 people from January and
and to only do this theme with older kids. Sing the no-one in the class was born in January, you know they’ve
song with everyone sitting, when it comes to each been cheating!
student's birthday they stand up and sing the
month then sit down.

How did you get here? of the song is to practise modes of transport. As with the
by Richard Graham　( CD3 ☆☆) sports song, the best way is to mime the actions of each
form of transport. Also, the teacher can sing the first "I
How did you get here? came here ....", then the kids sing the next two repeats
How did you get here? whilst mining the action.
How did you get here?
Mini Island Hopping
I came here by aeroplane,
By aeroplane, by aeroplane. 1. Each kid has a set of mini cards in a pile.
I came here by car, 2. The teacher says "Go!"
By car, by car. 3. Each kid slaps down their first card and says it out
I came here by train, loud.
By train, by train. 4. They slap down their next card next to the last .
I came here by rocket, 5. They shout it out.
By rocket, by rocket. 6. Keep going, gradually moving across the desk.
7. The first person to shout out all their cards is the
How did you get here? winner!
I came here by helicopter,

By helicopter, by helicopter.
I came here by boat,
By boat, by boat.
I came here by bus,
By bus, by bus.
I came here by mountain bike,
by mountain bike, by mountain bike.

This question may seem tricky, but the main point

What's your favourite colour? Colours Game
by Richard Graham ( CD2 ☆☆) 1. The kids all shout out “What’s your favourite colour?”
2. The teacher answers with one of the colours.
Tell me, what's your favourite colour? 3. The kids have to race and touch something that is this
What's your favourite colour? colour.
What's your favourite colour?
What's your favourite colour? If the kids have school uniforms with not many colours,
put small pieces brightly coloured paper on the walls of
It's red. It's orange. the classroom. The more running, the more fun!
It's yellow. It's green
It's blue. It's bronze.
It's silver. It's gold
Tell me, what's your favourite colour?

It's pink. It's purple.

It's black. It's white
It's brown. It's bronze
It's silver. It's gold.
Tell me, what's your favourite colour?

What's your favourite?
Holding up colour picture cards or touching colours

around the classroom in time with the music is very
good. Another idea is to split the kids into groups,
and give each group a full set of colour cards. They
have to listen to the song and arrange the colours in
the order they appear.

What’s your favourite flavour? the super genki ones!)
by Richard Graham ( CD8 ☆) 7. The monster says an answer, e.g. "Apple".
What’s your favourite flavour? 8. The kids repeat the answer and move forward one step (
What’s your favourite flavour? no jumping allowed!).
What’s your favourite flavour? 9. Repeat from 5.
What’s your favourite flavour? 10. But if the answer is "Human!", the kids have to run
back to their safe wall! Any kid who is tagged on the way
I like apple. back becomes a monster for the next round!
I like orange. 11. Play again!
I like lemon.
I like melon.
(Repeat Chorus)
I like cherry.
I like chocolate.
I like mango.
I like rainbow.
(Repeat Chorus)
Favourite Flavour Monster Game

1. The kids all line up at one end side of the gym.
2. Explain that this side of the gym is the "safe"
side. But the kids really want to get across to the
other side where there is an ice cream shop!
3. But, in between the kids and the ice cream shop
is a monster! At first the teacher is the monster.
4. Tell them that they can only cross to the ice
cream shop if the monster is in the mood for a
normal ice cream.
5. All together the kids ask the monster "What’s
your favourite flavour?”
6. Do a few "I'm sorry?"s to get the kids to shout in
big loud voices ( so that all the kids join in, not just

What’s your favourite …..? 4. But ... when the dinosaur card appears the kids all rush
by Richard Graham ( CD5 ☆☆☆) to the opposite side of the room.
5. The teacher runs through the kids to touch the wall at
What's your favourite movie? the side where they were previously standing.
What's your favourite sport? 6. If any of the kids take longer than the teacher to touch
What's your favourite cartoon? their wall, they are out. ( But you rarely need to enforce
What's your favourite this rule as the kids usually just enjoy the running part
video game? without needing the extra motivation.)
I like …
I like …
I like …
I like …
What's your favourite pet?

What's your favourite food?
What's your favourite comic book?
What's your favourite TV show?
I like …
I like …
I like …
I like …
Mime each word as you sing it. In the chorus the

kids shout out the names of their favourite movies,
food etc.
Dinosaur Danger!
1. The kids gather at one side of the room.

2. The teacher holds up one picture card and the
kids have to make a sentence out of it, i.e. What’s
your favourite movie?
3. Continue from step 2.

Where are you going? then the second group repeats. The second time through
by Richard Graham ( CD2 ☆☆) the song, change the order, so the second groups goes first,
then the first group repeats.
Where are you going?
Where are you going? Leapfrog Game
1. Lay out the picture cards or mini cards for one theme,
I'm going to the sea face up in a row.
I'm going to the mountains 2. One kid starts at one end saying what's on each card in
I'm going to the pool turn.
I'm going to the beach 3. At the same time another kid starts saying what's on
each card, but they start at the other end!
Where are you going? 4. When they meet they "Rock, Paper, Scissors"
Where are you going? 5. The winner starts from where they stopped.
Where are you going? 6. The loser goes to the back of their team.
Where are you going? 7. The next person in the loser's team starts again from
the beginning of their side of the row.
I'm going to school 7. The first team to reach the far end is the winner.
I'm going to the shops
I'm going to the park
I'm going home

Split the kids into two groups. Give them cool

names and ask them in turn “Can you win?”. Get
them all excited! The teacher sings “I’m going to
the ...” and the first group repeats the final word,
then the second group repeats it. E.g. the teacher
says “I’m going to the mountains”. The first group
then says “mountains”, the second group then says
“mountains”. See who can sing the loudest! In the
chorus the first group sings “Where are you going?”,

Eat! Drink! Dance!
by Richard Graham ( CD9 ☆) This song is very simple, you shout a command at the kids
whilst doing the action, they repeat and do the action back
Are you ready? to you.
Stand up At the "stop" command everyone, teacher included, freezes

Sit down until the countdown has finished!
Stand up
And dance! The main language aim isn't the song in itself, but as an
easy way to lead into the "What do you want to do?" and
Eat "What are you doing?" songs.
Eat
Drink Using this song first makes it really easy and means you
Drink don't need as many grammar explanations. Plus if you use
Read the Genki Disco Warm Up before this song it's even easier
Read still!
Stop!
54321
Dance!
Sleep
Sleep
Sing
Sing
Cook
Cook
Stop!
54321
Dance!

What are you doing?
by Richard Graham ( CD2 ☆☆) The Magic Game!
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!
What are you doing?

What are you doing?
What are you doing?
What are you doing?
In the warm up for today, first of all review the

previous lesson’s song, then introduce these words
as “eat”, “drink” etc. simply by getting the kids to
mime whilst saying them. Then explain “I’m ….
ing” and practice by shouting the command at them
and getting them to reply with “I’m… ing” e.g. you
say “Eat!” and they say “I’m eating!”. Next teach the
song a cappella using the mini lesson on the CD.

What do you want to do?
by Richard Graham ( CD9 ☆☆) Once the kids have got the hang of it, kick in the music to
get them all excited! There are two versions of this song,
What do you want to do? one is a modern dance track, one is a more traditional
What do you want to do? "kids like" version.
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!
First of all do the "Eat! Sing! Dance!" lesson.
Practise all the songs in the imperative form i.e.

eat! drink! Simply give commands and get the kids
to do the action whilst repeating the word.
Now introduce "I want to eat", really exaggerate

how hungry you are!
With the picture cards on the board (or projector if

you're using the software) ask the kids how they
would say "I want to ..." with the other vocab words.
Now introduce the question "What do you want to

do?" and run through the song acapella without any
music but with lots of gestures.

What do you want to be? point isn't the vocab as much as the actual question and
by Richard Graham ( CD9 ☆☆) answer
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.
This sentence can be a big of a mouthful. But it

becomes quite easy if you teach "What do you want
to do?" first and simply change the "do" to "be" for
this lesson.
There are hundreds of possible answers to the

question. There are 11 in the "What do you do?"
song and I've chosen 8 more here. But the main

What do you do? The teacher says “I’m a pilot”, one group repeats, then the
by Richard Graham ( CD4 ☆☆) other group repeats. See who is the loudest! The last line
is left blank so that kids can shout out what they want to
What do you do? be when they grow up!
I’m a pilot. (x3)
What do you do? Name Card Game
I’m a chef. (x3)
What do you do? 1. Give the kids a pile of “What do you do?” mini cards
I’m a farmer. (x3) 2. The teacher says "Go".
What do you do? 3. The kids get into pairs.
I’m a teacher. (x3) 4. They ask each other “What do you do?”
5. They answer according to the top card in their pile.
What do you? 6. They "Rock, Paper, Scissors"
And what is your job? 7. The winner takes their opponent's card and puts it on
What do you do? the top of their pile.
And what is your job? 8. If a kid runs out of cards they ask the question to the
teacher, who then gives them a card.
What do you do? 9. At the end of the time, see who has the most cards!
I’m a doctor. (x3)
What do you do? A few good points about this game are:
I’m a student. (x3) The kids practice in pairs.
What do you do? But some kids also get to practice with the teacher.
I’m a fire fighter. (x3) The answer you give keeps changing as the top card keeps
What do you do? changing!
I’m a police officer. (x3)
What do you do?

I’m a carpenter. (x3)
I’m a singer. (x3)
I’m a dentist. (x3)
What do you?
And what is your job?
What do you do?
And what is your job?

Excuse me, are you…?
by Richard Graham ( CD9 ☆☆☆) Ask the kids to make questions out of the other words in
the "How are you?" song.
Excuse me. Excuse me.
I have a question As this is really easy, in the chorus I've also added "Excuse
Excuse me. Excuse me. me" and "I have a question". Don't worry if the kids can
I have a question say "I have a question" yet, they'll sort of get in when the
chorus repeats but it's mainly just there as an
Are you hungry? introduction to the main "I have a question" theme which
Yes, I am. they'll do later on.
Are you tired?
No I'm not. Are you …? Karuta Game
Are you cold? 1. Split the kids into two halves, and give each team a cool
Yes, I am. name.
Are you hot? 2. Three kids from each group are nominated to be the
No, I'm not. designated runners and stand at the back.
3. Put the picture cards at the front of the class.
Excuse me. Excuse me. 4. Wonder round the class and say "hello" to a random
I have a question child ( or point a microphone to them if you have one)
Excuse me. Excuse me. 5. This child then asks you "Are you ...?" plus one of the
I have a question cards at the front.
6. You answer "No".
Are you happy? 7. Wonder around getting a few more kids to ask you.
Yes, I am. 8. Eventually you say "Yes" to one kid's question.
Are you sad? 9. The front runner from each group has to rush forward
No, I'm not. and pick up the matching card. The further they have to
Are you thirsty? run, the more fun!
Yes, I am. 10. Continue from 4
Are you angry?
No, I'm not! As you will have quite a few "No, I don'ts" before the final
"Yes, I do" it's really good practise for everyone to listen
really carefully to many kids in the class, after all the one
First of all do the "How are you?" lesson with the time they don't listen maybe the one you say "yes" to!
games. Then in the next lesson introduce how to ask
"Are you hungry?" etc. by simply replacing the "I'm"
with "Are you".

I have a question!
I have a question!
Please let me try.
I have a question!
Please let me try.
Is it big? It’s big.

Is it small? It’s small.
Is it a fruit? It’s a fruit.
Is it an animal? It’s an animal.
"Is it...?" Guessing Game
I have a question!
Please let me try. Then in the next lesson you can review the song and then
I have a question! the magic part is using the original Karaoke version on
Please let me try. CD3. It's a bit tricky, but with a bit of practise is a
brilliant lesson:
Is it heavy? It’s heavy.
Is it light? It’s light. 1. Put several picture cards on the board (e.g. animals and
Is it red? It’s red. fruits or even sports).
Is it green? It’s green. 2.One kid comes to the front and closes his/her eyes.
3. Another kid points to a card on the board.
I have a question! 4. Everybody sings the "I have a question, please let me
Please let me try. try" part
I have a question! 5. The first kid opens their eyes and has to guess what
Please let me try. picture card was pointed to by singing "Is it an animal?"
"Is it big?" "Is it yellow" etc. etc.
Everyone puts their right hand up in the air for "I 6. The class answers with either "Yes it is!" or "No it's "
have a question" and their left hand in the air for plus the opposite word (e.g. if you say "Is it red?" and it's a
"Please let me try!". Then the teacher asks "Is it lemon, the answer is "No, it's yellow!")
big?" etc. and the kids answer "It's big!". Remember 7. If the kid gets the card in 4 questions they win!
to add gestures for as many of the words as you can. 8. Another kid comes to the front repeat from 2.
If you're not sure what to do, ask the kids!

More questions! I like pink fish game
by Richard Graham　( CD3 ☆☆☆)
Preparation
I have a question! 1. Split the class into 2,3 or 4 four groups.
Please let me try. 2. At the back of the class spread out several picture cards
I have a question! of nouns.
Please let me try. 3. At the front have several folded up pieces of paper.
Inside each piece of paper is a colour.
Is it good? It’s good.
Is it bad? It’s bad. The game
Is it slow? It’s slow.
Is it fast? It’s fast. 4. One person from each group stands up. When the
teacher says "Go!", these kids race to the back of the class,
( repeat chorus ) They then pick up a card that they know the English for.
Then they race to the front and pick up one of the folded
Is it expensive? pieces of paper.
It’s expensive. 5. They then have to speak out loud "I like" followed by the
Is it cheap? It’s cheap. colour they have chosen and then the name of the object.
Is it scary? It’s scary. For example "I like pink fish!"
Is it cute? It’s cute! 6. The quickest person to say it gets 20 points! If the
others can say theirs, they get 10 points.
Just like the “I have a question” song, simply mime 7. Get the next person in each team to stand up and
each adjective as you introduce it! continue from 4
Then add the adjective cards This time the kids have to
say "I like " + adjective + colour + noun.
Or you could try "At .. ( time), I like ( verb), (adjective),

(colour), (noun) + (noun)" e.g. "At 9 o'clock I like eating
scary blue TVs and cows" - great fun! You can then make
other sentences such as "I'm going to..." + countries +
modes of transport!
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 bad, it’s good! York's Statue of Liberty for "new", make a pyramid for
by Richard Graham ( CD7 ☆☆) "old", thumbs up for "good", thumbs down for "bad", hands
up for "high", hands down for "low", and to dance fast or
It's hot. slow. In the "It's not..." lines, shake your head on the
It's cold. "not".
It's new.
And it's old. It’s not bad, it’s good! Game
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.
Double the kids describing ability with the use of

"not". Ask the kids to come up with gestures for
each word, or ... wipe your brow for "hot", wrap your
arms round yourself for "cold", hand up like New

I'm thirsty! Drinks Order Game
by Richard Graham ( CD3 ☆☆☆) 1. Put the picture cards of the drinks on the board.
2. Get the kids to choose a price for each drink.
3. Put the kids into groups.
I’m thirsty. (I'm thirsty.) 4. The kids ask the teacher “Would you like a drink?”
Would you like a drink? 5. The teacher says “Yes, I’d like..” and chooses one, two or
Yes, please! more drinks.
I’m thirsty. (I'm thirsty.) 6. The kids look at the prices on the board and the
Would you like a drink? quickest group to shout out the correct total price gets a
Yes, please! point.
Please? Please! 7. Repeat from step 4 but this time the winning team
chooses the drinks!
I’d like an orange juice. ( x2 )
A glass of milk. ( x2 ) The nice thing about this game is that the kids who are
I’d like a cola. ( x2 ) good at listening, the kids who are good at maths and the
A lemonade. ( x2 ) kids who are good at talking all bring different skills to
the game.
( repeat chorus )
Start off simple with one or two drinks. Then try saying
I’d like some water. ( x2 ) things like “I’d like 5 of everything!”.
A cup of tea. ( x2 )
A hot chocolate. ( x2 )
A milkshake. ( x2 )
( repeat chorus )
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!

What would you like …. ? Buying & Selling
by Richard Graham ( CD7 ☆☆☆) Give each child a sheet of breakfast minicards and lots of
play money.
What would you like for breakfast, today? Assign each group a food to collect.
What would you like for breakfast? The kids get in groups of 2.
What would you like for breakfast, today? The ask each “I’d like some …” plus the name of the food
What would you like for breakfast, today? they need + please.
They negotiate prices.
I’d like some bacon. Me too! When every team has collected all of the item they are
I’d like some ham. Me too! looking for, total up how much each team has spent. The
I’d like some eggs. Me too! one who has spent the least money is the winner!
I’d like some bread. Me too!
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!
What would you like for breakfast, today?

What would you like for breakfast?
An easy introduction to the very important "I'd like

some..." phrase. For the first time through, you sing
and the kids shout out "Me too!" if they like the food
or "Not me!" if they don't. After a few runs through
the kids will be able to sing the song themselves.
Adding a few country or barn dance moves really
livens up the chorus!

Ordering Food holding!
by Richard Graham! ( CD5 ☆☆☆) Continue till the time is up.
Whoever has the most food at the end is the winner of the
I'd like some apples, please. buyers. Whoever has the most money is the winner of the
He'd like some apples, please sellers!
I'd like some apples and bananas, please. Repeat with the roles reversed.
He'd like some apples and bananas, please.
He'd like some apples and bananas and cheese,

please.
He'd like some apples and bananas and cheese,
please
etc.
continue with:
doughnuts, eggs, fish, grapes, hot dogs, ice cream,
jelly, ketchup, lettuce, mayonnaise.
Part Two:
As above with:
noodles, olives, pizza, quiche, rice, salad, toast, ugli

fruit, vegetables, waffles, Xmas cake, yoghurt,
zucchini.
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

When, When, When?
by Richard Graham ( CD5 ☆☆☆) This Year - Jump up and stretch your arms in the air.
Next Year - Jump up and push your arms forward.
This year ( This year) Last year - Jump up and push your thumbs back over your
Next year ( Next year) shoulders.
Last year ( Last year) When, when, when? - Shrug your shoulders like you're
When, when, when? asking a question.
When, when, when? This month, Next month, Last month - Same arm moves
as "This year" etc. but with no jump.
This month ( This month) This week, Next week, Last week - Crouch down and do
Next month ( Next month) the same arm movements.
Last month ( Last month) Today, Tomorrow, Yesterday - Jump back up again and do
When, when, when? the same as "This year"
When, when, when?
I usually use this game for a warm up, so there’s no game.
This week ( This week) But you can take any of the other games and use it here if
Next week ( Next week) you like!
Last week ( Last week)
When, when, when?
When, when, when?
Today ( Today )
Tomorrow ( Tomorrow)
Yesterday ( Yesterday )
When, when, when?
When, when, when?

Creepy Crawlies Song Balloon Game
by Richard Graham ( CD5 ☆) 1. Put the students into groups of 4 or 5. The best way to
do this is to use How old are you? Mingle, it works a treat!
What's that? 2. Each group forms a circle and they hold hands.
I don't know. 3. Give each group a balloon.
What's that?
I don't know. 4. As a group they have to keep the balloon in the air, but
What's that? when it touches a part of someone's body they have to
It's a creepy crawly! shout out an English word from the song.
x2
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 )
The kids point to the floor when asking "What's

that?", you shrug your shoulders for "I don't
know?". Then mime the bugs as you introduce them.

Where is Mr Monkey? Under, on, in Game
By Richard Graham ( CD5 ☆☆☆)
Where is Mr Monkey?
Where is Mr Monkey?
Where is Mr Monkey?
Where is Mr Monkey?
Is he near the box?

(Is he near the box?)
Is he next to the box?
(Is he next to the box?)
Is he in front on the box? 1. Put 16 animal picture cards on the board in a 4 x 4
(Is he in front of the box?) pattern. And put the kids in groups.
Is he behind the box? 2. Pick an animal. For example the snail.
Is he ( behind the box?) 3. You ask "Where's the snail?"
4. Explain to the kids the possible answers e.g.
( Repeat Chorus ) Under the dinosaur
On the turkey ( or on top of the turkey)
Is he under the box? Next to the rabbit
(Is he under the box?) Next to the penguin
Is he on the box? In this game with also designate "near" as meaning
(Is he on the box?) diagonally away from i.e. we can also have
Is he in the box? The snail is near the duck
(Is he in the box?) The snail is near the camel
The snail is near the tortoise
Yes, I am! The snail is near the bear.
Plus if you want you can add in the bonus word of "far
Look around whilst singing "Where is Mr Monkey?". from". In the game we define "far from" as the card that is
In the verse, whilst singing, the kids move near, the farthest away i.e.
next to, in front of, behind, under, on and if possible The snail is far from the bee.
in their desks! The second time through, try the OK, you got all that?
"Dragon Remix" for more fun! 5. Now choose a different animal, let's say the dragon.
6. Ask the kids "Where's the dragon?"
7. The first group answers with one possibility e.g. "It's
under the lion". They get one point.
8. The next group then gives one answer e.g. "It's near the

rabbit". They get one point.
9. If a team makes a mistake they get no points and
the next team can answer.
10. Keep going till all the possible answers have
gone. e.g. in this case there are 4 possible answers
for "Where's the dragon?". ( "next to the tortoise"
and "far from the kangaroo" are the other two).
11. When all the answers have gone take that

animal from the board i.e. we just did "Where's the
dragon?" so we take the dragon picture off the
board.
12. The next group gets to ask "Where's the ...?"

plus another animal. They get a point if they say it
correctly.
13. Continue from step 8.

Where is Baby Monkey? Where is Baby Monkey? Game
by Richard Graham ( CD7 ☆☆) 1. Teach CD7's "Where is Baby Monkey?" song ( and also
make sure you've done CD2's "Baby Monkey Family" song
Where is Baby Monkey? in a previous lesson.)
Where is Baby Monkey? 2. Print out one set of rooms of the house and monkey
Where is Baby Monkey? family mini cards.
Where is Baby Monkey? 3. Secretly put one family member and one room in an
envelope and keep it at the front of the class.
Is he in the kitchen? 4. Hand out the remainder of the mini cards to the kids.
(Is he in the kitchen?) ( Put them in groups for large classes). Everyone keeps
Is he in the living room? their cards secret!
(Is he in the living room?) 5. Do a simple review type quiz of today's, and previous
Is he in the bathroom? weeks', new English.
(Is he in the bathroom?) 6. The group who answered correctly get to guess what is
Is he in the bedroom? in the envelope. For example they say "Is Grandma
(Is he in the bedroom?) Monkey in the dining room?".
7. If a group has either Grandma Monkey or the Dining
Where is Baby Monkey? Room they shout out "No!" ( because of course if they have
Where is Baby Monkey? the card it can't be in the envelope). The point is they don't
Where is Baby Monkey? say which card they have, so you only know that it is
Where is Baby Monkey? either Grandma Monkey or the Dining Room.
8. Continue from 5 until the envelope contents are figured
Is he in the dining room? out!
(Is he in the dining room?)
Is he in the garage?
(Is he in the garage?)
Is he in the attic?
(Is he in the attic?)
Is he in the garden?
(Is he in the garden?)
Where is Baby Monkey?


What do you think of…? Ask the class "What do you think of this?" as you hold up a
by Richard Graham ( CD5 ☆☆☆) video game, picture or movie. Hold your thumbs up for "I
think it's good!", arms in the air for "great", two thumbs
What do you think of this? up for "cool" and arms out to the sides for "excellent!". In
What do you think of this? the next verse point to one of the kids. Lots of smiles at
I think it's good! the end as their classmates have just said they are "good,
( I think it's good. ) great, cool and excellent!"
I think it's great!
( I think it's great. )
I think it's cool! What do you think of … ? Game
( I think it's cool. )
I think it's excellent! The teacher shouts out an object or someone’s name
( I think it's excellent. ) (either a famous person or student)
The quickest student to form the correct question e.g.
What do you think of him? “What do you think of this/ him / her?” wins a point.
What do you think of him? The teacher asks the question to this student and if they
can answer in correct English they get another point.
I think he's good! This child becomes the teacher and repeat from step 1.
( I think he's good. ) Once the kids understand the game, make it so they have
I think he's great! only 5 seconds to think of a new object or person!
( I think he's great. )
I think he's cool!
( I think he's cool. )
I think he's excellent!
( I think he's excellent. )
What do you think of her?

What do you think of her?
I think she's good!
( I think she's good. )
I think she's great!
( I think she's great. )
I think she's cool!
( I think she's cool. )
I think she's excellent!
( I think she's excellent. )

Easter Egg Hunt Easter Egg Hunt Game
Hide some Easter eggs in the classroom
It's an egg hunt, One child has to look for them, the other kids ( who also
An Easter egg hunt. don’t know where the eggs are) have to guide them to look
It's an egg hunt, in various places. E.g. “Look in the teacher’s desk!”, “Look
An Easter egg hunt. in the bookcase”.
If the kid finds an egg, another student takes over as the
searcher!
Look in the trees.
Look in the grass. You can also use language from the “Where is Mr
Look in the pond. Monkey?” song, e.g. look behind the TV, look under the
Look in the flowers. cupboard.
It's an egg hunt,

An Easter egg hunt.
It's an egg hunt,
An Easter egg hunt.
Look in the bath.

Look in the bed.
Look in the fridge.
Look in me!
Oh no!
It's an egg hunt,

An Easter egg hunt.
It's an egg hunt,
An Easter egg hunt.
Look around the classroom as you search for Easter

Eggs. Teach each line of the song before you use the
CD and keep the final "me" a surprise until the kids
hear the song. It's great practice for a real egg hunt!

Happy Halloween
by Richard Graham ( CD6 ☆☆) Put your arms out in front of you and do a Monster Dance
in the chorus. The kids then mime out each of the
Happy Halloween Halloween words. At the end of the verse the teacher says
Happy Halloween "I'm scared" and all the kids scream at the top of their
Happy Halloween voices!
Happy Halloween
Look, there's a witch! Dressing Up Halloween Game

Look, there's a wizard!
Look, there's a ghost! Put some Halloween costumes in various places in the
Look, there's a mummy! room.
I'm scared! Put the kids into groups. You need one set of each costume
Aghhhh!!! per group!
The teacher shouts out “Look, there’s a Mummy!” or “Look
Happy Halloween there’s a vampire”
Happy Halloween The kids have to rush to the correct pile of clothes and
Happy Halloween dress up one of the kids in their group!
Happy Halloween The best dressed team gets a point or a Halloween treat!
Look, there's a bat!

Look, there's a broom!
Look, there's a wand!
Look, there's a vampire!
I'm scared!
Aghhhh!!!
Happy Halloween
Happy Halloween
Happy Halloween
Happy Halloween

Trick or Treat Apple Bobbing
by Richard Graham ( Online Exclusive ☆☆☆) by Richard Graham ( Online Exclusive ☆)
Trick or Treat? Apple bobbing x6

It's Halloween We're apple,
Trick (No thanks!) Apple bobbing
Or Treat (Yes, please!)
It's Halloween. Here's a bowl
(here's a bowl)
Scarecrow Soup Add some water
Skeleton Steak (add some water)
Monster Mash and some apples
Pirate Pancakes (and some apples)
Let's play!
(Repeat Chorus) (let's play)
Black Cat Cookies Apple Bobbing x6

Pumpkin Pie We're apple,
Spider Spaghetti Apple Bobbing
Ice Cream Eyes!
How do we play?
(Repeat Chorus)
Eat the apples
Graveyard Gravy (eat the apples)
Tombstone Tea With your mouth
Frankenstein Frankfurters (with your mouth)
Zombie Zucchini No no!
(no no?)
(Repeat Chorus) No hands!
(no hands!)
NOTE: The "Cute" version doesn't include the final
verse. Apple bobbing x6
We're apple,
Apple bobbing

What would you like for Xmas?
by Richard Graham ( CD6 ☆☆☆) For this theme I'd recommend the "Class Mix" of the song.
First teach the main chorus of the song. Then give each
What would you like for Xmas? child a piece of A4 paper. On this paper they draw what
What would you like for Xmas? they would like for Christmas. As they are drawing, walk
What would you like for Xmas, around the classroom and help each child to learn their
from me? word in English. Then when you come to do the song, 8
kids line up at the front of the class. Everyone sings
I'd like a robot, "What would you like for Christmas?" and each child
I'd like a doll. takes it in turns to hold up their picture and sing "I'd
I'd like a bag. like..." plus the name of their present in English. This is
I'd like a video game.. the best way to do the song, but for review, or if you need
some examples, there is also a version that has some
presents included. In this version there is a "rainbow" to
What would you like for Xmas? show the kids it doesn't just have to be games or toys they
What would you like for Xmas? choose, and there is also a "bone" for the dog, to show they
What would you like for Xmas, can also ask for presents for other people. Merry
from me? Christmas!
I'd like a bear.

I'd like a phone.
I'd like a rainbow.
I'd like a bone.

Thank you Song This is a great way to end each lesson. Kids repeat the
by Richard Graham ( CD1 ☆) "Thank you" & "Take care" lines after the teacher. For the
"seasons" section, the first couple of times the kids just
Thank you (Thank you) copy the teacher's mime. For "Summer" you pretend to
Thank you (Thank you) swim, for "Autumn" your hands fall from the sky like
Thank you (Thank you) leaves from a tree, for "Winter" pretend to ski and for
Thank you (Thank you) "Spring" your hands can shoot up in the air like a new
plant. In the final verse everyone sings “Goodbye”
In the summer together and claps twice.
And the autumn
In the winter This song can easily be taught in 10 minutes.
And the spring
Thank you (Thank you)

Take care (Take care)

Repeat Seasons Chorus

Goodbye (clap, clap, clap)　x4
Repeat Seasons Chorus
Goodbye (clap, clap, clap)　x3

So there you go, that’s just a little bit of the fun
you’re going to have with Genki English!
There’s lots more on the GenkiEnglish.com website

and if there’s anything I can help with, please feel
free to get in touch with me anytime.
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.
Being a teacher is a special job, you are very special Be genki,

people. Your students are very, very lucky to have
you as their teacher. You are their role model to Richard Graham
guide them through the adventure called life, to www.GenkiEnglish.com
give them the English and skills, imagination and
confidence to let them make any of their greatest
dreams come true.
It’s an exciting time. The future is in your hands,

we’re all here to support you. Try 100% for your
students. Think “I can” and you can, if you lose, just
try again. Enjoy yourself and above all …..


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Hello & welcome to Genki English!

we have to learn from them, so whenever a child loses a

www.GenkiEnglish.com – The Fun Way to Teach! 1

4. "Thank you"s and "Goodbye"s

☆ Sing today's song again (if you have time) and

So there you go, a nicely structured lesson with

www.GenkiEnglish.com – The Fun Way to Teach! 4

And cheer! Shake, shake, shake your head.

And cheer! (Repeat Chorus)

A perfect warm up from the very first lesson. And cheer!

www.GenkiEnglish.com – The Fun Way to Teach! 6

Rock, paper, scissors.

Are you ready? (Yeah)

Rock, paper, scissors.

www.GenkiEnglish.com – The Fun Way to Teach! 7

Nice to meet you

www.GenkiEnglish.com – The Fun Way to Teach! 8

www.GenkiEnglish.com – The Fun Way to Teach! 9

I'm a superhero! (Superhero!)

I can stretch (I can stretch)

I'm a superhero! (Superhero!)

1. The teacher sings "I can jump/run/ " etc, whilst

www.GenkiEnglish.com – The Fun Way to Teach! 31

www.GenkiEnglish.com – The Fun Way to Teach! 10

www.GenkiEnglish.com – The Fun Way to Teach! 55

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, (12!)

Do a small jump on each number. Accidentally

1. Kids get into pairs.

1. Put everyone in groups of between 2 and 10 kids.

www.GenkiEnglish.com – The Fun Way to Teach! 11

Holding up fingers for each age is great for the first

How old are you Mingle Game

www.GenkiEnglish.com – The Fun Way to Teach! 12

It's rainy Weather Clap Clap Game

What's the weather like?

www.GenkiEnglish.com – The Fun Way to Teach! 13

Good morning, This song is a great warm up activity.

Hello, hello, hello, hello.

Hello, hello, hello, hello.

Hello, hello, hello, hello.

Hello, hello, hello, hello.

You say "Good morning", the kids reply whilst

www.GenkiEnglish.com – The Fun Way to Teach! 14

Hold up the picture cards as you sing "Do you like

www.GenkiEnglish.com – The Fun Way to Teach! 15

Cute, cute, cute.

Do you like elephants?

www.GenkiEnglish.com – The Fun Way to Teach! 16

I like penguins. Penguins? Yes, penguins.

The teacher sings "I like kangaroos" etc. and the

www.GenkiEnglish.com – The Fun Way to Teach! 17

Do you like vegetables? Karuta Game

Once you've done the “I like vegetables” version of

www.GenkiEnglish.com – The Fun Way to Teach! 48

Do you have any pets? X 4

I have 1 hamster. I have 2 rabbits.

I have 5 lions. I have 6 lizards.

www.GenkiEnglish.com – The Fun Way to Teach! 18

I have a dog. Woof, woof!

I have a chicken. Cluck, cluck!

www.GenkiEnglish.com – The Fun Way to Teach! 21

My name is Baby Monkey

Who’s this? Sticky Fingers!

1. Three or four kids come to the front and each