Drama Puppet Guide

Angela Llanas | Libby Williams
Puppets and Dramatic Play

Guide
Contents
The Hats On Top Puppets and Dramatic Play Guide 3
Why Use Puppets in the Very Young Learner Classroom? 4
Teaching with Puppets 5
Ideas for Making Puppets 7
Why use Dramatic Play in the Very Young Learner Classroom? 10
Teaching Through Drama 11
Drama Ideas for the Classroom 15
The End-of-Year Play 19
2
© Macmillan Publishers Limited 2013
The Hats On Top Puppets
and Dramatic Play Guide
Dramatic play and puppets are very effective means of involving
children and getting their undivided attention. Hats On Top contains
many stories that children can act out and feel involved in. In
doing so, language becomes meaningful for children; they are
enabled and encouraged to interact, experiment, and develop as
successful learners.
The Puppet and Dramatic Play Guide is available to help The practical ideas within this guide are also here to
incorporate drama and puppets into your everyday class help encourage very young learners to collaborate
planning and as part of the Hats On Top course. with one another and to really get them involved and
familiar with the stories and characters used throughout
Hats On Top.
This guide demonstrates how to implement a number
of handy ideas and create learning situations that
are age appropriate, fun, and dynamic. There are
suggestions specific to Hats On Top and more general
suggestions that mean you and your learners can be
really creative with new content and language!
There are a variety of ideas for classroom tools and

techniques in this guide. These ideas offer flexibility
and work around the time and materials that today’s
teachers have available.
3
Why Use Puppets in
the Very Young
Learner Classroom?
Children learn best by seeing, hearing, and doing.
Puppets help them to learn by experiencing
language in an easy-to-understand way. They
are also colorful and can be created, touched,
and moved by the children themselves. Puppets
are fun, and children learn best while they are
having fun!
Building Fluency
The more fluent language speakers in the classroom the better.
The teacher speaks English. The puppets the teacher brings into the
classroom also speak English. Children learn a language by imitation.
They copy the conversations that they hear. A conversation between
the teacher and a puppet provides a good model to copy.
Reducing Shyness
Young children can be shy about speaking a new language. It’s often easier to
speak to a puppet than to the teacher.
Building Confidence
Young children don’t like making mistakes, but they don’t seem to mind talking to a
puppet. So working with puppets builds confidence.
Demonstrating Meaning
A glove puppet, shadow puppet, or a string puppet can demonstrate meaning. Glove
puppets can hold up things and talk to the class. Children can copy and repeat. String
puppets can move. Demonstrate the meaning of “walk” by doing the action and then
saying: He’s walking.
4
Teaching with Puppets
From the very first day with a young learners’ class, a classroom
should have a puppet friend or even two that the children can say
“Hello” to at the beginning of each class.
Puppet Ideas for 2- to 3-year-olds

Hats On Top Nursery Level
For this level, the Sam and Cassie puppets (or cut-outs) are a large part of introducing
content and language for the Nursery Level of Hats On Top. Be sure to bring the
puppets into the classroom and make a big introduction for them each time they are
used in class. This will make the English class special. Of course, the children should say
“Goodbye” to their classroom friends at the end of the class, too. Always have a big
exit and as they leave the classroom, the children can say Bye-bye! Perhaps have Sam
and Cassie go to sleep and put them to bed – this is especially useful if the children
need to wind down for some rest time or quiet activities. The characters will quickly lose
their magic if they are always visible and simply taken off the finger and put on the side
after use.

Hats On Top Level 1
This age group loves talking to their own toys and works well with
personal friend puppets.
These are just pieces of construction paper with eyes and a mouth
drawn on by the children themselves. Create and use the same
kind of puppet. Talk to your puppet while the children watch
and listen. For example:
Teacher: [Using a ‘child’ voice]
Hi. My name is Sue.
The children then work by themselves in their seats, with no

pressure on them, just talking to their own puppets.
Child:
Hi. My name is Diego.
The next step is for the children to walk around the

classroom introducing themselves to their friends’ puppets.
5
Hats On Top Level 2
As this age group likes playing with friends, the children love working in groups with masks and puppets. Stories
provide the perfect material for this type of puppet activity. For example, “It’s Time to Go to Bed” (Hats on Top, Level 2,
Big Book, Unit 9). Read the story to the children. Point to the pictures and get the children to repeat the story. Divide
the class into four groups. One group has monkey masks, and another one has bee masks. The third group has bear
masks, and the final group has child masks. This is important even though they are acting children, so that all the
children feel equally involved. Have the children curl up on the floor in their groups, holding their mask puppets over
their faces. The puppets act out the story.
Monkeys: Ooo! Ooo! Ooo! A tree is a bed for a monkey.
Buzz! Buzz! Buzz! A hive is a bed for a bee.

Bees:
Roar! Roar! Roar! A cave is a bed for a bear.

Bears:
Children: My bed is a bed for me.

Hats On Top Level 3
Five- to six-year-olds can go it alone! With a story activity like, “The Fastest Animal” (Hats on Top, Level 3, Big Book, Unit 9),
start the activity the same way, by reading the story to the class while the children follow the pictures in their books. After
the children have repeated the story, divide the class into groups of three. Assign parts and have the children make their
own animal puppets or masks. The children can then rehearse and act out the story in groups, It’s important that the fox
waves his flag, the two animals “run the race,” and that rabbit sits down to sleep, so that the scene is realistic and fun.
Rabbit: I’m the fastest animal of all!
Let’s have a race.

Turtle:
Rabbit: Ha! Ha! Ha! You’re the slowest animal of all.
I think I can win the race.

Turtle:
1, 2, 3…go!
Fox:
Rabbit: I’m going to sleep.
Yeah! I think I can win the race.

Turtle:
Rabbit: Oh, no!
Turtle is the winner. Hurray!

Fox:
6
Ideas for Making Puppets
There are many beautiful commercially made puppets,
but these can sometimes be rather expensive. Here are
some ideas to help the children to make their own
puppets. Here is a selection of very easy-to-make
puppets for the very young learner.
Triangle Puppets
Materials:
Construction paper
Scissors
Crayons
Cut triangles out of construction paper. Only the five- to six-year-olds will be able
to do this for themselves. The triangles should be large enough to cover the child’s
face. Make sure the peak of the triangle is at the bottom. The children draw the facial
features onto the triangle puppets with the crayons. Suitable for human or animal faces.

Paper Plate Spider Puppets/Masks
Materials:
Paper plates
Black poster paint
Paint brushes
Strips of black construction paper
Small circles of white paper (for eyes)
Glue sticks
A stapler
Have each child paint the paper plate black. Leave to dry. Meanwhile, cut the circles out
of the white paper for the spider eyes. This is a task for the teacher. Give eight strips
of black construction paper to each child. Show the children how to bend the strips to
make spider legs. Help the children staple eight legs onto each plate. Have the children
glue on the spider’s eyes. Suitable for Halloween plays.
Brown Paper Bag Puppets

Materials:
A brown paper bag for each child
Colored marker pens
Give each child a brown paper bag. Have them draw the puppet they want onto the
front of the bag. This could be either just the face or a full body puppet. The bag is worn
on the hand so that the children can manipulate it. Particularly suitable for zoo animal
puppets.
7
Tube Puppets
Materials:
A toilet paper or paper towel tube for each child
A sharp knife (only to be used by the teacher)
Colored pencils
Circles of white construction paper (about 4 inches in diameter)
Make two incisions (one on each side) in the top of the paper tube. Do this before the
class begins. Give each child a circle of white construction paper. Have the children draw
their puppet’s face on the paper and color it. Help the children to thread these faces
through the slits at the top of the toilet paper roll. Particularly suitable for monsters and
aliens.
Popsicle® Stick Puppets

Materials:
Circles of white construction paper (about the size of a saucer)
Black marker pens
Popsicle ® sticks
Tape
The children draw the face of their puppet on a circle of white construction paper.
They should do the outlines of the features (eyes, nose, mouth, and hairline)
in black marker pen. They can then color in the rest of the details, using
colored pencils. Help the children to attach a Popsicle ® stick to the
back of the puppet with adhesive tape. The child can then hold the
mask in front of his or her face. Especially suitable for the well-
known characters in fairy tales, such as the Big Bad Wolf, etc.
Glove Puppets
Materials:
Circles of white construction paper
Colored pencils
Colored tissue paper
Strip of white construction paper (for arms)
A stapler
Have the children draw a face on the circle of white

construction paper. They should then color the face with
their colored pencils. Give each child a length of colored tissue
paper. Help children gather the tissue paper around the “neck”
of the puppet. Staple it into place. This is the glove part of the
puppet. Give each child two short strips of white construction paper,
and help them to staple them into place on the “glove.” The child slips
his or her hand up under the tissue paper to hold up the puppet and move
it. This type of puppet is a little more difficult to make than the other puppets. For
this reason, it is more suitable for the five- to six-year-old age group.
8
Sock Puppets
Materials:
An old sock for each child. Ask the parents to send one in.
Circles of paper (for eyes)
Circles or triangles of paper (for ears – depending on what type of
puppet is desired)
Strips of paper for mouth (and tongue or antennae if desired)
Colored pencils
Glue
Have the children color the paper eyes, ears, mouth, antennae, etc.
Help them to glue them into place on the sock. The sock puppet is worn
over the hand. Particularly suitable for horses, snakes, and caterpillars.
Finger Puppets
Materials:
Small lengths of colored construction paper
Colored pencils or pens
A thick pencil or wooden spoon
Tape
Give each child a length of colored construction paper. Have them draw the face of the
puppet on the top of the paper, in the middle. Get the children to color their puppets.
Help them to roll the puppet around the thick pencil or the handle of the wooden
spoon. Warning: It’s very difficult to do this directly
around a small child’s finger. Tape the tube
of the finger puppet together. This type of
puppet works particularly well when the
children are working in pairs or groups
around their tables.
9
Why Use Drama in the
Very Young Learner Classroom?
Development
Drama and theater is an important part of a child’s socio emotional
development. It is a very positive, fun, and attainable way for
children to develop their language skills.
Language Classroom Management

Using drama in the classroom draws upon the basic Full participation from the learners and minimal
principles of Communicative Language Teaching and participation from teachers means drama activities
Task-Based Language Learning approaches. This means can lend themselves particularly well to the classroom
children are working toward a language goal and can and can help to manage the classroom environment
incorporate language that is meaningful to them in positively. Children will be engaged and too busy either
order to reach their goal. to make a lot of noise or to behave badly. They will be
having fun. As a result, they will be learning.
They will be having fun. As a

result, they will be learning. Exploration
Most of all, drama is fun and engaging for very young
learners. Children learn concepts and language through
involving themselves in action, stories, hands-on
activities, and conversation. Allowing children
to explore their world through drama
promotes thoughtful and fun use of English
inside and outside of the classroom.
10
Teaching through Drama
The following section shows how to best integrate drama into
activities suitable for and according to the learner’s age and
development stage.
Drama Ideas for 2- to 3-year-olds

Hats On Top Nursery Level
Child Development Profile
Two- to three-year-olds are experiencing a certain amount of independence for the first time. They are learning new
words every day. They are very difficult to reason with. It is a time when children are moving out of babyhood and into
childhood. They have a very short attention span and become irritable and tired easily.
Notes on Child Activity Teaching

Development Suggestions Tip
Two-year-olds can act out Musical Mimes Always demonstrate

individual vocabulary items. Teacher: Trees. (Help children’s imagination by the actions first.
Play some music and have all demonstrating some movement.) Miming to demonstrate
the children skip around. For comprehension makes a
example, use new vocabulary Children: (The children all freeze, holding up their very good introduction to
items from Hats On Top, arms like tree branches. Start the music again. Stop drama in the classroom.
Nursery Level, Teacher’s Edition, the music.)
Unit 9. Use pictures to help with
Teacher: Birds. (And so on.) any new vocabulary
items.
Children at this age work Let’s be… Allow children to interpret
best with “movement” Demonstrate and have the children act out the the words freely, using
acting or one-word acting, words they say, using their whole bodies. their bodies and sounds.
following instructions in whole This will help them to
classroom groups rather than Teacher: Horses! build confidence and
participating in individual help develop their gross
acting activities with whole Children: (The children gallop around pretending motor skills and spatial
sentences. to be horses.) awareness.
Let’s say…
Have the children repeat the word each animal says,
repeating it for each character/animal.
Teacher: The elephant said “Hello.”

The giraffe said …
Children: … Hello
11
Hats On Top Level 1
Three- to four-year-olds are beginning to learn how to share and to take turns. They ask questions. They talk to
imaginary friends. They like to do things for themselves. So they can act, using words.

Children can mime the stories Story Mime Children are starting to
they hear. For example, three- Teacher: A duck can run. show their understanding
to four-year-olds can pretend (The children all run on the spot.) by becoming really
they are ducks as you read involved with the stories
Ducks are Amazing to them Teacher: A duck can swim. they hear. Have the
Hats on Top, Level 1, Teacher’s (The children all move their arms and pretend to children suggest different
Edition, Unit 8. swim.) animals for the story.
Teacher: A duck can fly.

(The children all move their arms and pretend to fly.)
Teacher: Wow! Ducks are amazing!
Children can now act at being Character Mime Help the children to
particular characters. For Have the children pretend to be rabbits. They can pretend by asking them
example, animals presented in count their carrots, pretend to eat them, and say questions about how
Hats on Top, Level 1, Teacher’s 1 … 2 … 3 carrots! Yummy! rabbits move (hop).
Edition, Unit 4. At first, they Demonstrate the activity
will feel better speaking all by pretending to eat
together, but once they are carrots. Have the children
comfortable, they will enjoy count the carrots with you.
acting out the scene on their
own.
12
Hats On Top Level 2
Four- to five-year-olds are really growing independent and self-confident. They can play cooperatively with
each other. They can make simple choices. But remember, they still need a teacher to set limits for them. They can
now understand the concept of “time out” when they over-step those limits. They can count from 1 to 10. They
recognize different colors. They can use a pencil and draw recognizably.

Children are able to recognize Act it out Have the children act
objects and make suggestions Child 1: Where can I find a teddy bear? out the conversations
about where they see them or Child 2: In the toy store. pretending they are in
where they can be found. This each location.
will work well with Hats On
Top, Level 2, Teacher’s Edition,
Unit 8.
Children can now act out Act it out (extended) Encourage the children
the conversation and further Child 1: Where can I find a picture book? to substitute “teddy
explore the object and location Child 2: In the library. bear” for other items
using new language structures. Child 1: I’m going to the library. without assistance. They
could even re-locate the
conversation and add
where they are going.
13
Hats On Top Level 3
Five- to six-year-olds want to please and are proud of their work. They need a lot of praise
and encouragement. Their attention span is getting longer. They enjoy playing in small groups.
They know how to compare things. They might even be starting to read. They have a lot of
imagination and a lot of energy. They will be able to handle more complex acting situations.

Older children can use mime What do I like? Have the first child to
for playing games. For Have a child come to the front of the class and act guess correctly come to
example, five- to six-year-olds out an activity, and then ask: What do I like? the front of the class and
who have just learned I like The other children in the class guess: You like to mime another activity.
to… Hats on Top, Level 3, climb. You like to swing. etc.
Teacher’s Edition, Unit 2.
Five- to six-year-olds can now The Wind and the Sun Begin by taking one role
learn simple words and act Sun: I’m stronger than you. while the students take
out scenes such as those in Wind: No, no. I’m stronger than you. the other. Once this has
Hats on Top, Level 3, Teacher’s Sun: Can you make that boy take off his jacket? been practiced and the
Edition, Unit 7. Wind: Yes, I can. P...u...f...f! No, I can’t. children know exactly
(The sun makes sun ray movements with his fingers what they have to do, the
and the boy takes off his jacket.) children can then work
Boy: Thank you. in groups, acting out the
Wind: You win, sun! You’re stronger than me. same conversation.
14
More Drama Ideas
for the Classroom
Here are some more general suggestions and ideas
to demonstrate how drama can be implemented
and used in the classroom with very young
learners. These ideas are to help incorporate
drama into the classroom environment, to use
simple resources as a general tool, and also how to
relate this to some specific Hats On Top lessons.
The Classroom Dress-Up Box

and Dramatic Play Area
Acting is a wonderful way of opening up the very young learner’s
imagination. A great idea is to have an old trunk or large box in the classroom
and to ask the parents to help fill it with dress-up items like wings, princess dresses,
pirate costumes, etc. Allow the children to choose their own costumes when they are
acting out their plays. Decide on a theme — for example, Fall, Occupations, Animals —
and this could influence the Dramatic Play Area to change from time to time from the
box to its surroundings. Children can thus become more engaged with the theme and
its content.

The Classroom Props Box
The classroom will also need a props box, with toy cars, toy animals, baby dolls, kitchen
items, etc. This will make classroom drama far more fun. For example, after working on
Hats on Top, Level 1, the children could create a little play like the following, using the
toys in the props box.
Child 1: A car.
Child 2: A cow.
Child 3: A doll.
Child 1: I love my car.
Child 2: I love my cow.
Child 3: I love my doll.
15
Other age groups could create plays with the
language they have been learning. Help
remind children of the key words they
can use. Use further vocabulary items
and images from the Black Line Masters
available on the Hats On Top Teacher
Resource Website for any items that
might not be on hand. Children might
also want to use some of the character
BLMs and have these around their neck
or on their front to help them play that
character.
Model the activity

With all classroom theater, the children should be working toward autonomy. But this can only
be achieved in stages.
Stage One:
Take one role while the students take the other, with some help. For example, with this scene
adapted from Hats on Top, Level 3, Teacher’s Edition, Unit 4, make sure that all of the students
have a book open on the desks in front of them.
Teacher: Where are you?
Children: I’m at school.
Teacher: What are you doing?
Children: I’m reading a book.
Once this has been practiced and the children know exactly what they have to do, the
class is ready for the next stage of the process.
Stage Two:
Have the children work in pairs, acting out the same conversation. The important thing
is to help the children first, so that nobody is unsure about what they have to do.
Remember, it is important to get the children out to the front to act out their scenes, as
well. Young children like to show off to the teacher.

16
Extending out from the book
An important part of dramatic autonomy is extending out from the book.
The very youngest learners will not be able to do this, but from age four
on, they will.
First, the children learn a scene from the book. (For example, Hats on Top,
Level 3, Student Book, p. 38).
Server: Do you want a hamburger or a hot dog?
I want a hot dog, please.

Boy:
Then divide the children into groups of three or four. Have each group create and draw its
own menu – two items only. The children in each group then decide on a server and two
or three children to visit the café. After that, they act out their own café scene. Encourage
them to be as inventive as they like, as they are now breaking free from the book.
Server: Hello.
Children: Hi.
Server: Do you want a banana milkshake or an apple pie?
Child A: A banana milkshake, please.
Child B: An apple pie, please.
Server: One banana milkshake and one apple pie. OK.
Children: Thank you.
Of course, the children may make mistakes. But that does not matter. The important
thing is that they are having fun, and acting is encouraging them to speak.
17
Well-Known Stories
Well-known fairy tales like “Little Red Riding Hood” and
“Goldilocks and the Three Bears” are great for classroom
theater, because the children will already know the story and
can therefore concentrate on the actual words. Little Red
Riding Hood might work particularly well after Hats On Top,
Level 2, Teacher’s Edition, Unit 9, where the children will use
and learn wolf and howl. Use pictures on the board or puppets
to present the story. Remember to simplify the language and to
tell the story in direct speech, as the children are later going to
act it out. For example:
The children should practice the words chorally and individually. Then
they can act out the story in groups. This is where an apron and a hat
from the Props Box will add to the fun.
Bear Number 1: I’m Daddy Bear.
Bear Number 2: I’m Mommy Bear.
Bear Number 3: I’m Baby Bear.
Bears: This is our house.
Bear Number 1: My porridge is hot!
Bear Number 2: Let’s go into the woods.
The Ball Buddy

A classroom ball is an invaluable help when learning “lines” for classroom dramas. After
the story has been presented, bounce the ball to each child in turn. Whoever catches
the ball has to give the next line of the story. The Ball Buddy is as important to classroom
drama as the classroom friend is to working with puppets.
18
The End-of-Year Play
The end-of-year play is important for several reasons.
It’s important for the children because it’s fun and gives them a chance
to show their parents how much English they have learned.
It’s important for the parents because it gives them an insight into how
well their children are doing, and will encourage them to take an active
interest in their children’s future English development.
It’s important for the teacher for diagnostic reasons. It proves that what you
are doing with the children in your class is working.
1 ave the children gather around. Show them the pictures that go with
H
the end-of-year play. These can be found on the Hats On Top Teacher’s
Resource Website. Have them name the different things that they
recognize in the pictures.
E nd this session with a game. For the very young children, this could be
as simple as putting pictures from items and characters in the play on the
different walls of the classroom (cow, apple, etc.), saying the words one at
a time, and having the children run and touch the correct picture. With the
slightly older children, it could be making sounds or miming when they hear
a sound word (rattle, tick tock, or creak). Five- to six-year-olds can look at
one of the pictures from the play in the book. Count slowly up to ten, while
the children are looking, before closing the page. The children then try to
remember all the things in the picture.
2 S how the children all the pictures again and ask them to predict what
happens in the story.
ave the children listen to the play, picture by picture. Point to things as
H
they are mentioned.
3 eep the children’s attention by varying the activities, even though the focus
K
is on the play. For example, at this stage, stop, hand out sheets of paper, and
have the children draw their favorite character from the play.
ave the children go back to the play in the book. Help the children to tell
H
the story.
19
4 ave children start acting now. Read the story aloud to
H
them while they mime the actions.
T hen it will be time for another change of activity. Sing
the song from the play.
5 ext, the children need to learn the words. Model them

N
line by line. Have children repeat them chorally.
fter that, it will be time to get the children to go through
A
the whole play. Point to the pictures and help them say all the
lines. They will still be working chorally at this stage.
6 T here’s no need to assign parts at first. In the initial stages, all the children
should have a chance to act out all the parts.
hen the children are comfortable with all parts and it is time to assign parts,
W
adapt the play as it appears in the book, because there will not be enough
parts for all the children in the class. Assign the “main” parts and then assign
the other parts in groups – a group of sheep, a group of cows, a group of cats,
etc.
Costumes
Have a special session for making animal masks.
hoose clothes and props from the dress-up and props boxes. Nothing very fancy
C
is necessary.
on’t forget that the children will need to make invitations to take home to their
D
parents. These can be made out of folded construction paper. Each child draws a
picture of the play on the front of his or her invitation. Write day and the time of the
performance on the inside.
On the day of the show

ave a full dress rehearsal. This is very important. Little children need to be absolutely
H
clear about what is going to happen, as the presence of an audience can confuse
young children, anyway.
Things to remember
If the parents are coming in for a show, give them a show. Take time to rehearse
several of the songs the children have learned in their English class over
the year. That way, the performance can end with a little concert. has completed
Level 2 of
has com
pleted plet
has com 1 of Level 3 ed
Level of
Good work!
One final point rk! Good wo
Good wo rk!
After the show will be the perfect time to give out the end-of-year
certificates, which can be found at the end of the Hats on Top Student © Macmillan Publishers Limited 2013
has completed the

Books. That will make the perfect end to the performance. © Macmillan
Publishers
Limited
2013
Nursery Level of © Macmillan
Publishers
Limited
2013
Good work! © Macmillan Publishers Limited 2013
20

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Angela Llanas | Libby Williams

Puppets and Dramatic Play

Why Use Puppets in the Very Young Learner Classroom? 4

Teaching with Puppets 5

Ideas for Making Puppets 7

Why use Dramatic Play in the Very Young Learner Classroom? 10

Teaching Through Drama 11

Drama Ideas for the Classroom 15

The End-of-Year Play 19

There are a variety of ideas for classroom tools and

Puppet Ideas for 2- to 3-year-olds

Puppet Ideas for 3- to 4-year-olds

Teacher: [Using a ‘child’ voice]

Hi. My name is Sue.

The children then work by themselves in their seats, with no

Hi. My name is Diego.

The next step is for the children to walk around the

Monkeys: Ooo! Ooo! Ooo! A tree is a bed for a monkey.

Buzz! Buzz! Buzz! A hive is a bed for a bee.

Roar! Roar! Roar! A cave is a bed for a bear.

Children: My bed is a bed for me.

Puppet Ideas for 5- to 6-year-olds

Rabbit: I’m the fastest animal of all!

Let’s have a race.

Rabbit: Ha! Ha! Ha! You’re the slowest animal of all.

I think I can win the race.

Rabbit: I’m going to sleep.

Yeah! I think I can win the race.

Rabbit: Oh, no!

Turtle is the winner. Hurray!

Brown Paper Bag Puppets

Popsicle® Stick Puppets

Have the children draw a face on the circle of white

Language Classroom Management

They will be having fun. As a

Drama Ideas for 2- to 3-year-olds

Notes on Child Activity Teaching

Two-year-olds can act out Musical Mimes Always demonstrate

Teacher: The elephant said “Hello.”

Notes on Child Activity Teaching

Teacher: A duck can fly.

Teacher: Wow! Ducks are amazing!

Notes on Child Activity Teaching

Notes on Child Activity Teaching

The Classroom Dress-Up Box

Child 1: I love my car.

Child 2: I love my cow.

Child 3: I love my doll.

Model the activity

Teacher: Where are you?

Children: I’m at school.

Teacher: What are you doing?

Children: I’m reading a book.

Server: Do you want a hamburger or a hot dog?

I want a hot dog, please.

Server: Do you want a banana milkshake or an apple pie?

Child A: A banana milkshake, please.

Child B: An apple pie, please.

Server: One banana milkshake and one apple pie. OK.

Children: Thank you.

Bear Number 1: I’m Daddy Bear.

Bear Number 2: I’m Mommy Bear.

Bear Number 3: I’m Baby Bear.

Bears: This is our house.

5 ext, the children need to learn the words. Model them