www.ediba.

com

Nº 111
Bi-monthly issue
Poland
16 95
Spain Portugal Italy INDEKS 250589
Nº 171 Czech 99
4,50 Republic
For the entire Spanish territory ISSN 1698-5133
 Worl d Oc e a ns Day
W
orld Oceans Day is a global event
to raise awareness about the
importance of the oceans to
humanity. Oceans give us food,
play an important role in the
climate and are home to many
species.
With very young learners, you can teach sea animals and
read The Little Mermaid (See The Teacher’s Magazine
#163, June 2018).
Start asking children what they know about the oceans.
Keep the Oceans Clean at https://www.youtube.com
Write down their answers on the board. Play the song
/watch?v=MVW9jBLlg3A. Ask children what activities are
mentioned to keep the oceans clean. Do you engage in
any activities to avoid ocean pollution? What can you do
to help?
https://www.youtube.com/watch?v=3WtVrrmnWDo. Show
Watch the video The Animals Save the Planet at
all the videos or choose only some. Ask kids to tell you
other ways to help the planet and avoid ocean pollution.
Children can make posters on avoiding ocean pollution
with the ideas they have brainstormed, to share with all
the school.
2
With older students, you can discuss the dangers of
the video at https://www.youtube.com/watch?v=Our5
plastic pollution, especially at the sea. Students watch
CZz5qoU and take notes on the three ways plastic ends
into the ocean. They can suggest ways to avoid that.
Remind them of the 3Rs (reduce, reuse, recycle). Make a
list of plastic items that can be reduced or avoided,
reused and recycled. Ask students to search the Internet
to find pictures of plastic pollution in the ocean and on
the beaches. Tell them to choose one, describe it, and
add a personal opinion. Then, in groups, they can make
a slide show presentation writing a caption for each
picture; to end their presentation, they suggest ways to
avoid plastic pollution.
Below, in the Sources and References, you will find lots
of links to activities, ideas and projects to help save the
oceans.
Sources and References
https://www.worldoceansday.org/resources
https://www.teachingenglish.org.uk/article/my-sea-
creature
https://www.worldoceannetwork.org/wp-
content/uploads/2017/05/SC-World-Ocean-Day-
Activity-guide.pdf
http://www.seachangeproject.eu/ouroceanourhealth
/ocean-literacy-resources/world-ocean-day-activity-
guide
https://www.dltk-kids.com/crafts/earth/world-
oceans-day.htm
https://www.activityvillage.co.uk/world-oceans-day
https://www.tes.com/articles/world-oceans-day
http://www.oneworldoneocean.com/initiatives/Plast
icsBreakdown
https://plasticoceans.org/
https://eslholidaylessons.com/06/world_ocean_day.
html
https://learnenglish.britishcouncil.org/magazine/wor
ld-oceans-day
A
Dear colleagues, Contents
nother school year comes to an end, but at The Teacher’s Magazine we are
working to bring new material to your classes. Page 2:
World Oceans Day
In this issue, you will find a lesson plan on Toys, with lots of photocopiable
Pages 4 to 7:
activities for very young learners and young learners.
Phonics for Kids:
The topic of healthy food is presented in the Phonics for Kids section, and Say Yes to Yogurt
also with plenty of ideas to work with Fruit and Vegetables.
Pages 8 to 10:
Fruit and Vegetables
https://www.youtube.com/watch?v=nMbOC6Ss-kw and find activities to work in class.
Peter Pan is the story featured in this issue. You can listen to it at
Pages 11 to 16:
Musical Instruments is another topic available in our posters and with activities.
Toys
We hope you make the most of it.
Pages 17 to 19:
Karina Uzeltinger Peter Pan
Editor-in-Chief
Page 20 to 21: We Don’t Teach
English. We Teach People
Page 22 to 25:
Musical Instruments
Pages 26 to 30:
My ABC Vocabulary
Page 31:
In Our Class, We Keep the
Room Clean and Tidy

Poster 1:
Peter Pan
Poster 2:
Toys

Poster 3:
Musical Instruments
Download another
photocopiable activity
from www.ediba.com

Staff: Editor-in-chief: Karina Uzeltinger / Executive Director: Adrian Balajovsky / Layout and Editorial Design: Cristina Baridón / Freelance writers: Agustina Negretti, Mónica Buzada, Juliana Tomas, Daiana Agesta,
Annie Altamirano / General Management: Claudia Traversa, Sergio Vicente / Executive Director Assistant: Darío Seijas / Digital Archive: Cecilia Bentivegna / Arts and Illustrations: Alberto Amadeo, Fernando Cerrudo,
Emmanuel Chierchie, Gabriel Cortina, Mariano Martín / Digital Colouring: Mónica Gil, Natalia Sofio / Customer Service: Carlos Balajovsky, Maia Balajovsky / English Proofreading: Agustina Negretti, Mónica Buzada /
Spanish Proofreading: Elisabet Álvarez, Marcelo Angeletti, Liliana Vera / Human Resources: Mariana Medina / Multimedia: Martín Asteasuain, Francisco Del Valle, Aldana Meineri, Pablo Yungblut / Photography:
ISSN: 1698-5133
Fernando Acuña, Mónica Falcioni, Patricia Perona / Marketing Management: Favio Balajovsky, Fernando Balajovsky, Juan Meier / Reception Desk: Consuelo Pérez Fernández, Cecilia Bentivegna / ICT: Leandro Regolf,
JUNE-JULY 2019
Bruno Meineri / Tech support: José Celis / Arts and Crafts: Valentina Di Iorio.
Impreso en ESPAÑA
Printed in SPAIN Legal Deposit: M-40.271-2003 / In SPAIN Published by: Ediba Europa EON, S.L., Atenas 2, oficina l, 28224 Pozuelo de Alarcón, Madrid / Advertise with us: Ana Osorio. Tel. 91 352 77 10, e-mail:
THIS MAGAZINE IS publiediba@ovejer.com / Subscription contact: Tel. 91 352 09 18, e-mail: suscripciones@ovejer.com / Prepress: J. A. Misis / Printed by: JIDER Comunicación, S. L. / Circulation: Logista Publicaciones S.L.
A PUBLICATION OF: Tel.: 91 665 71 58 / PORTUGAL: Subscription contact: Mafalda Charters / e-mail: mafalda.charters@internews.com.pt / Circulation: International News Portugal (INP) / Av. Duque de Ávila, 185 – 2ºD, 1050-082
Lisboa, Tel.: 351 21 898 20 10 / ITALY: Subscription contact: susanacamocardi@ediba.com / Circulation: Press-di Distribuzione Stampa Multimedia, S. r. l. / 20090 Segrate (MI), e-mail: diffusione@mondadori.it
/ Registrazione al Tribunale di Milano con il número 592, del 06 de Settembre 2004.
In MEXICO: Imported and Distributed by: IBERMEX, S. A. DE C. V. / Order contact: Sonia Pulido, e-mail: sonia.pulido@grupocirsa.com

In POLAND and CZECH REPUBLIC published by: EDIBA Polska sp. z o. o. / ul Wiertnicza, lokal 7 – 02-952 Warszawa / POLAND: Subscription contact: zamowienia@ediba.com /www.ediba.com /
Tel./fax 22 566 77 87 / Circulation in Poland: Pol Perfect sp. z o. o. CZECH REPUBLIC: Subscription contact: www.send.cz

C 2003 The Teacher’s Magazine Go to www.ediba.com to contact us.

Reproduction in whole or parts of this magazine is strictly forbidden, with the exception of pages labelled as “Photocopiable activities”. Price for VAT-free places, same as cover page price.

3
 Say Yes toYo g u rt
Objectives
• To provide effective guide and support for
students to learn how the spoken word is
T
represented.
• To suggest activities that scaffold the pathway
towards literacy.
• To achieve and predict accurate written
representation of /j/, mostly <y, i>.
• To revise sounds.
he palatal approximant, also known as semi-
vowel for its acoustic nature, functions as a
consonant: it situates itself marginally in the
syllable and articles have pre-consonantal
forms when /j/ follows: a year – and not *an
year.
Since this is a relatively easy sound to acquire, teachers will
only need to pay attention to students who may produce
friction when /j/ is in initial position before close front
vowels. If you encounter the case, suggest a long /i:/ sound
to replace the semi-vowel: yeast /i: i: st/.
Another issue to bear in mind is the mutation of the
approximant towards a plosive in accented contexts; warn
students against it, and suggest the same idea as in the
previous case.
All in all, this easily-acquired phoneme and the work with it
will provide a framework that will enable you and your
students to revise all the sounds you have been working
with so far.
And to do so, we suggest you develop the following project
on eating habits. Start by showing kids a picture of a
plant, another of a dog or cat, and a picture of a
horse. Now ask What do they eat? Elicit the
word water for the plant, pet food, meat for
the dog or cat and grass for the horse.
Now ask children what they eat. Show
them activity A on page 5, where they
will find different pictures with healthy
and unhealthy food. Ask them to write
Yes below the healthy items and No
below to the unhealthy ones. Talk
together about the different foods, why it
is that some are considered unhealthy and
then tell them to shout out loud Yes or No
when you mention each of the items.
Now, to focus on repetition of the sound
in question in this article, tell them to
repeat: Say Yes to... each of the healthy
items. In that way, they will say Yes to
Yogurt! And you may also encourage
them to say Yes to yellow bananas.
This activity may be extended to
more items that you may elicit from
students.
4
PHONICS
FOR KIDS
Something that tends to stick in students' memories is
cooking in class. Probably because it is an unexpected and
fun activity, and because most senses are involved in the
process, preparing and sharing food in class is a fantastic
means to link language to children's experiences. To keep
with yeast and egg yolk. At this link https://www.geniuski
on focusing on the /j/ sound, I suggest you try out a recipe
tchen.com/recipe/what-to-do-with-all-the-egg-yolks-bread-
3199 you will find instructions to make delicious bread, but
you may experiment with anything that suits your
institution's requirements. If there is no kitchen or oven at
the place, you may try something simpler, like fruit salad. In
that case, focus on other words that contain the segment in
question, for instance, the yellow colour of certain
ingredients, or ask if it is usual to find certain ingredients
like onions or yam in the recipe. Activity B depicts images
of ingredients to be matched with the names. Ask students
in which recipes they are found. Instruct them to match and
colour.
Sorting tasks help students learn not only about the
language, but also about how to learn (metalearning). They
provide a framework that is at the same time familiar and
challenging. Activity C encourages students to classify food
according to the origin: if they come from plants or animals.
Words appear without pictures because they are the same
ones that were presented in activity B, so you can use that
one as a resource as well. Elicit the answers orally first, and
then encourage students to complete the task on their own.
To give closure to the project, and to relate what students
work on at school with their everyday lives, suggest that
they should work on keeping a healthy, balanced diet. To do
so, it is important to try different foods that we may find
unappetising, but provide nutrients that our body needs.
Activity D is a frame in which each child will portray an
ingredient they will commit to trying in the
upcoming week in order to keep a variety of
nutrients in their diet. Show your own
version of the poster, and talk about it.
It is suggested that you use yogurt as
an example, so that the /j/ sound is
repeated throughout; however, it is
not necessary that students complete
their posters with food containing said
phoneme. Remember that this is a
project that will allow you to evaluate
how your students are doing in the
process of acquiring the sound-
spelling system, not just to focus on
one sound. Therefore, it is
important that if you detect
difficulties in the production of a
phoneme, help the learner
throughout in order to facilitate
the acquisition of the language.
Say Yes to this project!
Agustina Negretti
 Level: A1 Age: Very Young Learners/Young Learners

Say Yes to Yogurt

A) Yes or no?

PHOTOCOPIABLE 5
 Level: A1 Age: Very Young Learners/Young Learners

Say Yes to Yogurt

B) Match and colour.

ONION

YOLK

YOGURT

YEAST

YAM

CUCUMBER

6 PHOTOCOPIABLE
 Level: A1 Age: Very Young Learners / Young Learners

Say Yes to Yogurt

C) Classify.

ONION YOLK YOGURT YAM CUCUMBER

FROM PLANTS FROM ANIMALS

D) Say yes to...

SAY YES TO

PHOTOCOPIABLE 7
 Fruit and Vegetables
T
his lesson plan based on the topic of fruit
and vegetables is aimed at A1 students.
The activities proposed are planned
according to the different intelligences
theory, to involve most of the students and
not only those who learn in a verbal-
linguistic way. What is more, the vocabulary is learned
and reviewed in context.
Bring to class an orange, some lettuce, an apple, a
cabbage, corn and any other fruit or vegetable children
are familiar with, and carry them in a bag. Ask children
to guess what the objects are.
Divide the class into groups according to the number of
elements that are in the bag.
Once all members of the group have touched the object,
they agree on what it is. Then, each group selects three
members. They come to the front, cover their eyes and
taste, chew or lick the fruit or vegetable and guess what
it is. Be sure that children have no food allergies.
Note: the object touched is not the same as the object
chewed.
After this activity, each group speaks about which object
8
they have touched and which one they have tasted; all
the objects are mentioned and written on the board.
For the following class, ask students to bring vegetables
and fruit cut in pieces and a dish.
Start the class asking what children have brought. This
warm-up activity is for kids to review the vocabulary
seen so far.
Each student prepares a funny dish with the objects
brought from home. For example, they can make a face
using a piece of orange as a mouth, banana slices as
eyes, a grape as a nose, lettuce as hair; tell them to give
a name to the character invented and even think about
three sentences using the vocabulary learned.
Note: before doing this activity, it is important that
children wash their hands, so that when the activity is
over, they can eat their own funny dishes.
Place on the classroom floor or the playground, cutouts
of vegetables and fruit. Students listen to a song and
dance around, when the music stops, the teacher shouts
three objects and children need to stand up on one of
those. For example, the teacher shouts BANANAS,
LETTUCE, TOMATOES, and the students need to reach
the pictures mentioned to stand on them before
somebody else does. Those students who cannot reach
any of the objects are out of the game.
Another activity is called Guess where I’m sitting. Place
one chair in the middle of the classroom or playground.
Put a fruit or vegetable image face down on the chair
and play music for children to dance around. When the
music stops, a student sits down covering the vegetable
or fruit image, which only he/she can look at, and asks
for clues for the rest of the students to guess what the
object is. The game starts again with a new picture face
down on the chair.
Another game you may play is Guess what it is. Give
clues for students to guess an item mentioned. For
example, it is green, it can be light or dark green. It is
soft. Sometimes, it goes with another vegetable in the
same bowl to have as a salad. You can also pour some
drops of oil, vinegar and lemon to it. You can add a
pinch of salt on it.
The sentences provided can be simpler or more
challenging depending on the students’ level of English.
Show kids the video at https://www.youtube.com/watch?
Discuss the differences between fruit and vegetables.
v=OztHFbVb-NM and name different fruit and vegetables
they have seen so far.
After these three activities, students will be able to
identify, name and speak about vegetables and fruit.
Have fun and do not miss the activities!
Juliana Tomas
Level: A1 Age: Very Young Learners/Young Learners

My Fruit and Vegetable Vocabulary Cards

A) Cut the names and place them under the correct picture. Then, colour.

BANANA ORANGE LETTUCE TOMATO

APPLE CORN CABBAGE PEACH

CARROT

PHOTOCOPIABLE 9
 Level: A1 Age: Very Young Learners/Young Learners

My Fruit and Vegetable Vocabulary Cards

B) Classify them into fruit and vegetables.

FRUIT VEGETABLES

10 PHOTOCOPIABLE
Toys
T
Aims
his unit is aimed at very
young learners and
young learners.

• Identifying different kinds of toys.

Use the flashcards in poster 2 to introduce toys. With
very young learners, introduce 3 or 4 the first time, and
add one each class. Below, there are some games and
• Comparing and contrasting. activities that can be done to reinforce vocabulary.
• Expressing likes and dislikes. Use the flashcards to revise colours and numbers.
• Expressing location. Introduce the notion of primary and secondary colours.
Bring toys in different sizes to the class to introduce big
• Learning new games and songs.
and small.
• Identifying colours.

Notions Game: The Hidden Picture

• Colours: red, orange, green, blue, yellow, purple,
brown, grey. Primary colours. Secondary colours.
• Size: big, small.
• Prepositions: next to, in, on, under.
• Numbers 1-5.
• Toys: car, ball, teddy bear, doll, kite, video game,
skateboard, blocks.
Age: Very Young Learners and Young Learners.
Pick a flashcard and hold it, so that the children can
only see the blank side. Ask Yes/No questions for
children to guess what the picture is. The first child who
guesses correctly comes up to the front and selects
another flashcard, for the other children to make their
guesses. This game can be played from time to time with
increasing numbers of picture cards.

Structures Technique: Crepe paper wall

• What’s this/that?
• It’s a [name of the toy].
• Where is the [name of the toy]?
• What colour is it?
• Is this/it a [name of the toy]?
• Commands: play, put it on/in/under/next to [place],
open/close.
Tip: You can use the pictures on page 14 to make
flashcards for the children to play different games.
shapes
Age: Very Young Learners and Young Learners
Divide children into small groups. Bring to the class
shapes of toys you have previously made on cardboard
and give them to each group. Children should also have
scraps of different coloured crepe or tissue paper. Show
learners how to crumple up the scraps of paper into
small balls, to be stuck onto the given shapes. Then,
children can draw a suitable background for each shape
and colour them with crayons. The pictures can then be
put up on a classroom wall and used to revise
vocabulary items.

11
 Personal Dictionaries
Age: Young Learners
Children will enjoy keeping their own personal
dictionaries. Make copies of the pictures on page 14 fold
in half A4 sheets of paper. Ask kids to cut out and stick
one picture on each page. Write the name below each
image for kids to copy underneath.

Game: Battle Cry

Age: Young Learners
This game requires that children know letters A-F and
numbers 1-6. It is a great game to practise yes/no
questions.
Organisation: Two Teams/leader
Materials: cardboard or posterboard drawings with a
chart with 7 columns and 7 rows; in the first row,
numbers 1 to 6 (the first square is free) are placed, and
in the first column, letters A to F.
Procedure: Stick the charts on the wall or board. Each
leader provides a list of items to be found and where
they are. In turns, members from the teams ask Is there a
… in B4? for example. The leader peeps whether there is
a … in B4 or not. Every time an item is found, a point is
awarded to the corresponding team.

Game: Tic-Tac-Toe
Age: Very Young Learners and Young Learners.
Organisation: two teams; one group is going to be X and
the other O.
Procedure: In turns, one member for each team picks a
flashcard and names the toy in it. If it is correct, the
teacher draws the X or 0 for the team and the flashcard
is taken out. The first group to fill in a vertical,
horizontal or diagonal row wins the game.
Who took the toys from the toy
box?
Introduce this activity with a puppet. Then, choose
different kids to answer the questions. Once children are
confident, they can say the chant in small groups.
Group: Who took the toys from the toy box?
Teacher: Alice took them.
Alice: Who, me?
Group: Yes, you!
Alice: Not me!
Group: Then, who?
https://www.teachingenglish.o
Alice: Danny took the toys from the toy box.
http://lettoysbetoys.org.uk/le
Danny: Who, me?
And so on.
Where’s the doll?
Place toys or flashcards in different places in the
classroom before the children come in. Tell them to find
all the toys. Then, place a doll under the chair. Ask
Where’s the doll? and model It’s under the chair. Place
other toys under different items to practise. Then, place
the doll on the chair. Again, ask Where’s the doll? and
model It’s on the chair. Teach in and next to in the same
way.
What’s your favourite toy?
Ask children to bring their favourite toy to the class. Go
around and let them introduce their toy by saying This is
my favourite toy. It’s a …
Let them play with their toys and share them with their
classmates. Discuss if girls and boys can play with the
same toys. Remind learners that everyone can play with
the toy they like the most.
Sources and References
rg.uk/article/toys
sson-plans/

12
 Level: A1 Age: Very Young Learners/Young Learners

Toys
A) Trace.

Download another photocopiable activity from www.ediba.com

PHOTOCOPIABLE 13
 Level: A1 Age: Very Young Learners/Young Learners

Toys
B) Match.

CAR

BALL

TEDDY BEAR

DOLL

KITE

VIDEO GAME

SKATEBOARD

BLOCKS

Download another photocopiable activity from www.ediba.com

14 PHOTOCOPIABLE
 Level: A1 Age: Very Young Learners/Young Learners

Toys
C) Odd-one-out.

Download another photocopiable activity from www.ediba.com

PHOTOCOPIABLE 15
 Level: A1 Age: Very Young Learners/Young Learners

Toys

4 1
D) Count and match.

3
2

5
Download another photocopiable activity from www.ediba.com

16 PHOTOCOPIABLE
 Level: A1 Age: Very Young Learners

Peter Pan
A) Match.

Download another photocopiable activity from www.ediba.com

PHOTOCOPIABLE 17
 Level: A1 Age: Young Learners

Peter Pan
A) Read.

THIS IS NEVERLAND. PETER PAN AND TINKER BELL

LIVE THERE. LOOK! A PIRATE SHIP! CAPTAIN TONIGHT, THEY ARE FLYING WITH WENDY, JOHN
HOOK'S SHIP! AND MICHAEL TO NEVERLAND.

LOOK! CAPTAIN HOOK IS TAKING AN INDIAN

PRINCESS TO HIS SHIP! "WHERE'S PETER PAN'S
HOUSE?" HE ASKS. ONE DAY, HOOK TAKES THE CHILDREN TO HIS SHIP.
BUT PETER PAN SAVES THE GIRL! BUT TINKER BELL CALLS PETER PAN.

PETER PAN COMES TO RESCUE THE CHILDREN. HE

AND HOOK FIGHT. PETER PAN PUSHES HOOK THE CHILDREN MISS THEIR MUM AND DAD. THEY
OVERBOARD AND LOOK! A CROCODILE IS WAITING. ARE SAD. SO PETER PAN TAKES THEM BACK HOME.

18 PHOTOCOPIABLE
 Level: A1 Age: Young Learners

Peter Pan
A) Match.

NEVERLAND

FOREST

PIRATE SHIP

PETER PAN

TINKER BELL

CAPTAIN HOOK

INDIAN PRINCESS

CHILDREN

CROCODILE

PHOTOCOPIABLE 19
 We don’t Teach
p l e
E
We Te a ch Pe o
FL teachers, especially those who teach
young learners, know that they are
teaching more than English. One of the
things we teach is values.
Most parents recognise the need for their
children to be exposed systematically and
explicitly to situations in which they have to reflect on
values. Some governments suggest that teachers do it.
Some schools expect teachers do it. Some parents
specifically ask teachers to help them out by teaching
values.
However, it is important to point out the controversial
nature of the subject of moral education, and the
sensitivities it may engender, since moral education
could be perceived as a form of indoctrination. To guard
against possible misinterpretation, I would like to point
out the following:
• The nature of the work of schooling involves dealing
with issues that could easily be labelled under moral
education, for values are manifested in what we do, how
20
English.
we act, and what we say.
• Teachers need not avoid tackling moral issues. Quite
the opposite, they should be encouraged to do so not
with the purpose of steering their students in the
direction of a certain point of view or converting them to
a new doctrine, religious or otherwise, but rather to
prepare them to think carefully and critically about
moral issues.
• One major issue of contention in relation to moral
education is whose values to teach. This issue could be
more sensitive in an EFL context where the values of the
immediate environment will differ in some significant
ways from the values of English-speaking societies.
Teachers are an integral part of making sure that each
generation, like the generation before it, learns what it
needs to know to succeed in the world. It is sometimes
frustrating and tiring, but it is nothing new.
As a teacher, one of the most important things you can
do is lead by example. There is no point in asking our
students to be helpful and polite when we are not. Being
nice, kind and fair is something most of us do naturally
(because someone else, years ago, taught us to do it!)
but it is important to remember, especially for teachers
of young children, that our students are watching our
every move. They are learning important lessons about
how the world works by what they see.
If we walk into a classroom at the beginning of the year
and say, This year, I expect you all to be fair, kind,
honest, careful, friendly, helpful and on time, we will
most surely find our expectations unfulfilled. But, we
can set specific, small goals and ask students to try to
stick to them.
Methodology
In order to implement values education in the EFL
classroom, we should centre around creating an active
learning environment. Active learning involves building
an open classroom climate characterised by intensive
student participation and interaction, respect for
students and teacher, open discussion, and positive
reinforcement.
By breaking values into small, meaningful chunks,
stating our expectations, following up during the week
and rewarding students for good behavior, teaching
values becomes not only manageable, but incredibly
helpful to your image as a teacher.
Activities for young learners
With young learners and in the initial stages, you
may need to do most of the work in L1. Learners will
give examples in their L1 because they do not have
the necessary language yet. Repeat their contributions
in very simple English. Ask the class to repeat key
vocabulary and help them to gradually incorporate the
words in sentences.

‘Please-and-Thank-You Week’
During this week (or month, depending on your
schedule), suggest that everyone remember to say
‘please’ and ‘thank you’. In the classroom, they can do
this in English. And they can do it in their native
language outside the classroom, in other classes
and at home.
Lesson plan
Ask the class to work in pairs, and ask their
partner to lend them something. How do they
ask politely? How do they answer?
• Pre-teach the words ‘polite’ and ‘rude’. Give
examples. • You may also use the red and green cards here.
• Discuss the importance of being respectful to people in • You may introduce polite forms of asking for things:
general, at home, in the street, at school. Elicit examples Could you lend me…? Can I borrow…? May I go to the
of polite behaviour. toilet?
• Show pictures that reflect polite and rude behaviour. • Divide the class into pairs, and ask pupils to draw and
You may use pictures in your books or from magazines colour an image depicting respectful behavior towards
or the Internet. teachers and classmates at school, and another depicting
disrespectful behaviour.
• Encourage pupils to describe each situation in L1. Ask
them if these situations reflect polite behaviour or not. • When they have finished, the pairs stand up and say,
This boy/girl/person is respectful/not being respectful.
• Encourage them to say, It’s polite./It’s rude.
• Collect all the pictures, and make a class poster. Draw
• Make red and green cards and ask children to show a happy face and a sad face on top of the poster.
them as they say the corresponding word.
• Ask pupils to glue their pictures in the correct category.
• Focus on ‘Please’ and ‘Thank you’. Tell the class that Display the poster in the classroom, and remind the class
they are magic words. Ask them why they are magic. that they have to be respectful to people.
Elicit some answers from the class, e.g. if you say them,
people will probably do what you ask them, and they
will be happy because you are polite. For children, learning explicit values can be lots of fun.
They enjoy helping each other remember the week’s
value and really enjoy seeing how we, the teachers,
Project: Make a ‘Respecting occasionally forget to use it.

Classmates and Teachers’ Poster’
• Show pictures that represent respectful and
disrespectful behaviour.
• Ask children to identify which is which. Ask Are they
being respectful?
But remember that above all, whether with very young
or older children, teaching values takes time and
patience, and it is best done by example!
Annie Altamirano
TESOL-SPAIN

21
 Musica l Instruments
Aims Games
• Identifying different musical instruments. Slap on the back: using flashcards
• Learning new games and songs.
Stick a card with a musical instrument on a pupil’s back.
• Asking and answering questions. They ask yes/no questions to guess what instrument it is.
With my little eyes
Structures Put different flashcards or real musical instruments on
• Commands: play. the floor. Then, say: "I can spy, I can spy with my little
• Who wants to play the...? little eyes something (green)."
• Is it [a horn]? Yes, it is. No, it isn’t. Children try to guess. You can also use this game to
practise other items of vocabulary (school objects, toys,
Vocabulary for instance).

Piano, guitar, flute, drums, horn, violin.

Aims
Activities • Identifying different musical instruments.
• Comparing/ Contrasting.
Teach the following song:
• Production of instruments with different materials.
To the tune of "Row, row your boat"

Play, play, play the drums; one, two and three;

Structures
Commands: play.
Play, play, play the drums; and then look at me. Who wants to play the...?
Play, play, play the horn; one, two and three. Do you like...?
Play, play, play the horn; and then look at me. What’s this/that?
Play, play the violin; and then look at me.
Vocabulary
Piano, guitar, flute, triangle, maracas, trumpet, drum,
violin, horn.

Activities
1) Teach the following song:

The Musical Instruments

Look, look, Mum!

I’ve got a drum.
One, two, one, two,
I want to play with you.

Look, look, Dad!

I’ve got maracas
One, two, one, two,
I want to play with you.

22
2) "Friends make music"
Invite children to play in their own band. Here are
directions for making simple instruments.
Guitar: stretch rubber bands of different sizes over a
shoe box.
Horn: cut straws into various lengths. Cut and flatten a
point at one end of each straw. Blow hard on the pointed
end. What sound do different straw lengths make?
Drum: cut the end of a balloon and stretch it over an
uncovered tin. Use fingers to play. To soften the sound,
use sticks with wrapping rubber bands around.
Maracas: put pebbles or dried beans in a small plastic or We can play on the big bass drum,
cardboard container with a cover. Wrap and tape paper the big bass drum, the big bass drum.
around the container. Decorate and shake.
Boom, boom, boom, on the big bass drum.
With all the musical instruments you can practise:
Listen to us play it!
"What’s this?", "Is this a ...?", "Where is the...?". "Do
you like playing the...?" We can play on the violin,
the violin, the violin.
Aims Fiddle-diddle-dee, on the violin.
• Identifying different musical instruments.
Listen to us play it!
• Comparing/ Contrasting.
• Expressing likes and dislikes. We can play on the triangle,
• Expressing location. the triangle, the triangle.
Tring, tring, on the triangle.
Structures Listen to us play it!
Commands: play the...
Who wants to play the...? We can play on the piano,
Do you like...? the piano, the piano.
What’s this/that? Plink, plank, plonk, on the piano.
Where is the...? Listen to us play it!

Vocabulary
Piano, guitar, flute, triangle, drum, violin, violoncello,
horn, trumpet, saxophone, harp, bass, accordion,
xylophone, harmonica, keyboard, maracas.
Activities
1) Sing this song: "We can play on the big bass drum"
2) Let’s play a game: “Guess the instrument”.
Choose a flashcard and tell students to ask you questions
about the musical instruments, for example, Is it big?
Has it got keys? etc. until they guess the instrument.
Then, change the card and do it again. Finally, students
get to the front, choose a card, and the rest ask questions
to guess the instrument.

23
 Level: A1 Age: Very Young Learners/Young Learners

Musical Instruments
A) Circle the musical instruments.

Download another photocopiable activity from www.ediba.com

24 PHOTOCOPIABLE
Level: A1 Age: Very Young Learners/Young Learners

Musical Instruments
B) Read and match.

PIANO

DRUM

GUITAR

VIOLIN

MARACAS

FLUTE

TRUMPET

Download another photocopiable activity from www.ediba.com

PHOTOCOPIABLE 25
 Age: Very Young Learners/Young Learners
Name: ................................................................

My letter S vocabulary
Colour items starting with S.

SPIDER SHIP SNAIL SUN SHEEP

26 PHOTOCOPIABLE
 Age: Very Young Learners/Young Learners
Name: ................................................................

My letter T vocabulary
Colour items starting with T.

TRAIN TEDDY BEAR TREE TIGER TURTLE

PHOTOCOPIABLE 27
 Age: Very Young Learners/Young Learners
Name: ................................................................

My letter U vocabulary
Colour items starting with U.

UP UMBRELLA UNHAPPY UNICORN

28 PHOTOCOPIABLE
 Age: Very Young Learners/Young Learners
Name: ................................................................

My letter V vocabulary
Colour items starting with V.

VAMPIRE VEGETABLES VASE VIOLIN VOLCANO

PHOTOCOPIABLE 29
 Age: Very Young Learners/Young Learners
Name: ................................................................

My letter W vocabulary
Colour items starting with W.

WATERMELON WORM WHALE WITCH WINDOW

30 PHOTOCOPIABLE