L03 Teacher

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Table of Contents
1. Learning Objectives
2. Class Structure
3. Lessons 1-50
4. Holiday Lessons 1 – 10
5. Songs and Rhymes
6. Games Index
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Level 3 Learning Objectives

Unit 1: Our Classroom
● To foster an environment where children feel comfortable only speaking in L2.
● To learn basic verbs and commands to facilitate comprehension of instructions and activities when
given in English.
● To review basic classroom vocabulary.
● To improve students´ listening skills through a variety of TPR games (total physical response) and
fun activities.
● To promote cooperative learning by encouraging students to work in teams.
● To review the first two phonemes in group 4.
Unit 2: Our Body

● To strengthen students’ recall through continued practice and review of concepts and vocabulary.
● To practice counting from 1-20 correctly.
● To learn appropriate vocabulary and grammar structures related to the unit.
● To encourage students to ask and answer questions.
● To improve students' overall comprehension through TPR games and fun activities.
Unit 3: Around Town

● To become familiar with “Around Town” vocabulary.
● To further develop spatial awareness and to express this in L2 through the use of prepositions of
place.
● To foster an environment where students can listen to & follow instructions, collaborate with others
while developing visual and observation skills.
● To introduce the phonemes /z/, /w/ & /ng/.
Unit 4: Friends & Family

● To further develop vocabulary for talking about friends and family.
● To practice making introductions and greetings.
● To practice talking about feelings and emotions.
● To practice talking about daily routines and times of day.
● To introduce vocabulary for talking about rooms and objects in the home.
● To introduce the phonemes /v/, /oo/, /OO/ & /y/.
Unit 5: Toys & Transport

● To introduce vocabulary for toys and transport.
● To practice talking about favorite toys.
● To identify different modes of transport and the vehicles used for each mode.
● To say how you go to school.
● To introduce the phonemes /x/, /ch/ & /sh/.
Unit 6: Sports & Leisure

● To introduce vocabulary for sports and leisure.
● To practice talking about playing different sports.
● To answer the question: Do you play (sport)?
● To introduce the phonemes /th/ & /qu/.
Unit 7: Food & Drink

● To introduce/ reinforce vocabulary for talking about food & drink.
● To practice talking about likes & dislikes.
● To distinguish between healthy & unhealthy food.
● To introduce the phonemes /ou/, /oi/ & /ue/.
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Unit 8: Zoo Animals

● To build up animal vocabulary.
● To practice talking about zoo animals.
● To listen to & follow directions.
● To make simple animal descriptions using can & have.
● To complete simple sentences describing animals.
● To introduce the phonemes /er/ & /ar/.
Unit 9: Clothes & Weather

● To practice talking about clothes.
● To say what you are wearing.
● To say what a friend is wearing.
● To practice talking about the weather.
Holiday Lessons 1-10:

● To take advantage of fun learning opportunities associated with holidays celebrated in English
speaking countries which will engage students.
● To reinforce and strengthen grammar structures and concepts taught in previous units.
● To improve the students´ listening and oral skills through their participation in games and activities
inspired by these holidays.
Jolly Phonics Phonemes (Listed by Group)

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Class Structure
Below you can find an overview of the structure for each lesson. Lessons will be broken up into parts:
Getting Settled, Circle Time, Phonics, Activities & Games, and GoodBye. Lessons are designed to engage
students in learning language two through play and fun interactive activities and also to foster an
environment where students feel comfortable only speaking in language two.
❖ GETTING SETTLED (5 minutes)
Make a line outside the classroom at the door. Make sure that students are standing in line prior to pointing
out a designated area of the classroom where they must leave their bags and/or jackets. This can be against
the wall or on a table that will not be used during the lessons.
If you have a bathroom inside your classroom: have students take a seat on the floor for circle time after
leaving their things in the designated area. One by one, students may go to the bathroom during circle time.
If you have a bathroom outside your classroom: line students up at the door. Accompany students to the
bathroom in an orderly fashion. All students must go with you to the bathroom. No student should ever be left
alone. Walk back to the classroom in a line. Return to the classroom and sit in a circle on the floor for circle
time.
Check attendance and report any absences/ discrepancies to your coordinator or

administracion@nativelearn.com.
❖ CIRCLE TIME (15 minutes)
Circle Time is a great time to break the ice and have some fun with students. You can also introduce some
useful classroom language.
Start off by singing the HELLO SONG specified for your unit. Encourage students to sing along with you and
mimic your actions.
Here are some common activities we do during circle time:
Song and Game: Sing AROUND THE CIRCLE. This song ends with “Now, let's sit down”. Take this
opportunity to transition into the game ¨sit down /stand up¨. Tell students to stand up, then sit down. Vary
the speed to make it fun.
Routine Circle Time Songs: These songs will change throughout the units but are all active. It’s important
that you learn the songs, sing along, and perform actions. Some songs that are consistent in this portion of
class are calendar related songs (DAYS OF THE WEEK, MONTHS OF THE YEAR, 4 SEASONS SONG..)
while others are thematic for the unit or lesson. As you sing, use gestures to keep students engaged and
their energy level at medium.
Run and Touch: Ask the students to find different objects or flashcards around the classroom. Example:
Run and touch a table!/ Run and touch a chair!/ Run and touch the board!/ Run and touch something
blue!”etc.
Exercise Routine: Time to get exercise! Call out different actions such as stand up!, hands up/hands down,
jump, crawl, turn around, etc. You can specify how many times students should perform the action. Always
end with “sit down”.
Talk Time: With the children seated, ask and answer questions together to practice the vocabulary and
grammar structures in the lesson.
Finger Puppet: Your students will love this. The aim of the finger puppet is to establish rapport with
students and to aid with introduction of themes or concepts that will be covered in the lesson. You will need
to give your puppet a name for the whole school year so choose wisely!
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Before class, draw a face on your forefinger to make a finger puppet. The finger puppet routine will be much
the same in every class: At the start, your finger puppet is tucked into your fist. With your finger puppet
tucked into your fist, shout Hello to wake it up. Move your fist toward your ear as if listening. Nothing
happens. Now, go to each student and encourage them to shout Hello at your fist, but each time nothing
happens. Finally, tell students to all shout hello at the same time. This time the puppet wakes up and
wiggles!
The finger puppet can assist you in revising basic vocabulary as well as asking and answering questions as
directed in each lesson plan. Finally, the puppet yawns and says he's tired and wants to go back to sleep.
Encourage the students to say Bye-Bye, (puppet´s name), sweet dreams.
❖ PHONICS (5-15 minutes)
The large majority of lessons will cover at least 5-15 minutes of phonics. More time will be allocated for
lessons where a phoneme is being introduced for the first time and less time for revision or reinforcement
lessons. It is important to cover the material in all lessons. Children often learn fast but also require repetition
to retain the information over the long term. This is especially true for language learning. Each phonics
lesson will include a short song, an action for the phoneme, a short poem or story followed by a whole class
activity/ game and/or an activity sheet in the student´s book.
❖ ACTIVITIES & GAMES (variable number of minutes)
Each lesson will allocate time for activities and games which are aimed at introducing, reinforcing, and
revising vocabulary and grammar structures in a fun and interactive way. Games will allow students to learn
through play and engage individually, in pairs, or in teams. Each student has a Student Book with activities to
complement the majority of lessons. There are a few lessons with no activity sheet.
❖ GOODBYE (5-10 minutes)
Clean Up
Play the CLEAN UP song. Explain to the students that whenever they hear this song, it's time to clean up.
Everyone must take part. You can talk about being helpful and the importance of leaving the space tidy after
the lesson. Mimic actions for picking up material (crayons, paper, books etc.) and encourage them to copy
you as they sing along.
Wrap-Up
Say goodbye to the Finger Puppet. Get everyone to wake the pupper back up by shouting wake up
(puppet´s name) towards your fist . Make the puppet appear and go through the same routine as before: go
to each student and say hello, ask their name, and then say goodbye or see you. Then, say that it's time for
the puppet to get some more rest and curl him up into your fist again saying Goodbye, back to sleep.
Now sing the GOODBYE song.
Finally, have students gather their belongings. You can have students line up and ask them a question such
as What´s your name? as they leave the classroom to reinforce the day´s language focus.
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Lesson 1: Getting to Know You (Unit 1)
Vocabulary: stand up, sit down, turn around, hold hands, let's make a circle, body parts (revision)
Grammar Structures: What's your name?; I´m…; How are you?; My (hair) is (brown).; My (eyes)
are (blue).
Aims:
● To introduce yourself to the students and get to know them to create rapport.
● To encourage the students to respond to What's your name? with I´m….
● To see what the students already know.
● To establish a daily routine.
Materials: Computer or phone to play media files (optional)
Media Files: http://bit.ly/nativekit
Preparation: Listen to the songs before class and try to learn them
See Class Structure on Page 5
Start off by singing the HELLO SONG. Encourage students to sing along and mimic the actions.
Song and Game: Sing AROUND THE CIRCLE. This song ends with “Now, let's sit down.”.
Transition into the game sit down/ stand up. Tell students to stand up, then sit down. Vary the
speed to make it fun.
Talk Time: Sing the WHAT’S YOUR NAME song. Then, with the children seated, introduce
yourself with I´m (your name). Ask the student nearest you, What's your name?. Encourage them
to answer I´m (his/her name). Have each student say their name.
Routine Circle Time Songs: Start by singing the COUNT TO 20 song. You can pretend to be
rockets (by putting your arms together above your heads to make the shape of a rocket). Crouch a
little towards the ground and move down 1 number at a time towards the floor so that you are
nearly touching the ground when you get to 20. Then when the song counts backwards, do the
opposite. Start moving up 1 number at a time so that you are fully standing when you get to 1.
Then, end by yelling blast off. Then, continue with the DAYS OF THE WEEK song. Use gestures to
keep students engaged and their energy levels at medium. You can also add any other songs
requested by students or that you feel the students would enjoy or benefit from.
Go Touch: Ask students to find different objects around the classroom (try to stick to classroom
objects & colors at this time). This will give you an opportunity to see how much students already
know. Suggestions: Touch a table!/ Touch a chair!/ Touch the board!/ Touch something blue! etc.
Finger Puppet: Draw a face on your forefinger to make a finger puppet. Use this opportunity to
review basic vocabulary for parts of the face while you draw. Introduce your finger to the class and
give it a name. Make a fist so the puppet goes to sleep. With your finger puppet tucked into your
fist, shout hello to wake him up. Move your fist toward your ear as if listening. Nothing happens.
Now, go to each student and encourage them to shout hello at your fist but each time nothing
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happens. Finally, tell students to all shout hello at the same time. This time the puppet wakes up
and wiggles! Then, model the following role play with the puppet. Say Hello, What's your name?
and have the puppet respond I´m (puppet name). Now, encourage the students to say Hello and
introduce themselves to the puppet by saying I´m (his/her name). Finally, the puppet yawns and
says he's tired and wants to go back to sleep. Encourage the students to say Bye-Bye, (puppet´s
name), sweet dreams.
❖ ACTIVITIES & GAMES (30 minutes)
Stopwatch Game: The Stopwatch game is best for classes of 10 or more but will work with a
smaller group too:
1. Put students in two groups (teams) and have them sit in circles.
2. The first child in each group asks the person next to them What’s your name?
3. This person answers and asks the person next to them.
4. When it goes all around the circle they all shoot their hands in the air, stand up and say
Yeah!
5. The fastest team is the winner.
This may take a few tries to get them to do it fast enough for it to be fun. Be patient. It may take a
couple classes!
Take A Photo: Ask the children to imagine that they have a camera while demonstrating.
1. Give instructions to pairs of students in turn, e.g. Juan, use your camera to take a photo of
Maria please!
2. “Juan” walks over to “Maria” and takes a photo of her. Students can click every time they do
this.
3. Encourage the rest of the class to clap and say fantastic if they take a photo of the correct
person.
4. Extension: Get students to now give you instructions. Take a photo of … and you in turn
follow. This is an excellent activity to help you remember everyone's names.
Tell Me Something About Yourself: On the board, write I´m (your name). Ask students if they
know the sounds in your name. Continue by drawing a full length image of yourself. As you draw,
use the opportunity to check what body parts they already know (or review them). You can point to
your eyes. What are these?/ (eyes)/ What color are they? Point to your hair. What's this?/ (hair -
they may not know it so they may need some encouragement). What color is it? Now, that you
have modelled the language. Say I´m (your name). Point to your eyes as you say My eyes are
(brown). Then, encourage students to do the same in turns. Repeat this process with hair. Once
finished, you can switch it up a bit by saying “I´m (your name). I like (your favourite color). Then,
ask them to do the same.
See Class Structure on Pages 5 & 6

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Lesson 2: Our Classroom (Unit 1)
Vocabulary: table, chair, board, window, door, ceiling, floor, backpack (school bag)
Grammar Structures: What is it?; It´s a …
Aims:
● To introduce and/or review classroom and school vocabulary.
● To review first letter sounds for classroom vocabulary (phonics).
Preparation: Listen to the songs before class and try to learn them.
Song and Game: Sing AROUND THE CIRCLE. This song ends with “Now, let's sit down.” Take
this opportunity to transition into sit down / stand up. Tell students to stand up, then sit down. Vary
the speed to make it fun.
Talk Time: With students seated, introduce yourself. I´m (your name). Ask the student nearest you,
What's your name?. Encourage them to answer I´m (his/her name). Have each student say their
name.
Then, end by yelling “blast off”. Then, continue with the DAYS OF THE WEEK song. Use gestures
to keep students engaged and their energy levels at medium. You can also add any other songs
Exercise Routine: Time to get exercise! Call out different actions such as stand up!, hands up/
hands down, jump, crawl, turn around, etc. You can specify how many times students should
perform the action. End with, sit down.
Finger Puppet: Draw a face on your forefinger to make a finger puppet. Use this opportunity to
review basic vocabulary for parts of the face while you draw. Ask if students remember the
puppet’s name from last class. Make a fist so the puppet goes to sleep. With your finger puppet
tucked into your fist, shout hello to wake him up. Move your fist toward your ear as if listening.
Nothing happens. Now, go to each student and encourage them to shout Hello at your fist but each
time nothing happens. Finally, tell students to all shout hello at the same time. This time the puppet
wakes up and wiggles! Then, model the following role play with the puppet. Say Hello, What's your
name? and have the puppet respond I´m (puppet name). Now, encourage the students to say
Hello and introduce themselves to the puppet by saying I´m (his/her name). Finally, the puppet
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yawns and says he's tired and wants to go back to sleep. Encourage the students to say Bye-bye,
(puppet´s name), sweet dreams.
Around the Classroom Vocabulary: Tell students that you are going to practice some vocabulary
related to the classroom. Start by pointing to the board. Ask What is it?. Elicit: It's a board. Say:
That’s right! We can write and draw on it! Continue in this way until you have covered all the words
(table, chair, board, window, door, ceiling, floor and backpack (school bag)). Ask students to point
to each of the words in turns. Drill any new vocabulary and stress correct pronunciation.
Jump to the Chair: For this activity, you need to make arrangements so that there is a bit of open
space and no obstacles to impede students´ movement. Give instructions to pairs or groups of
students in turns, e.g. Jump to the chair!/ Hop to the window!. Encourage the rest of the class to
clap and say, e.g. Hurray!, if children do the correct action and go to the correct flashcard. Here
are a few other verbs you might try using for this activity: point to, jump, twirl, hop, crab walk,
swim, etc. You can increase the challenge by varying the type of instructions, e.g. Jump three
times!/ Twirl and touch your nose! etc.
I Spy: Have children sit in a semicircle to play this game. Say the rhyme, I spy with my little eye
something that starts with the /t/ sound. What is it? Encourage them to say what they think it is
(table) etc. Continue until you have gone through all the words.
Guess the Picture: Get students to sit facing the board. Tell them that you are going to draw a
picture (e.g. a table) on the board, little by little. While you are drawing, they must guess what the
picture is. When the children guess correctly, have them repeat it in sentence form (e.g. It's a
table.) Continue until you have done all the words.

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Lesson 3: Meet Dan, Eva, Hugo and Anna (Unit 1)
Vocabulary: table, chair, pencil, book, board, rubber (eraser), crayons, paper, scissors, glue,
window, door, sharpener, backpack (school bag), girl, boy, grandmother, grandfather
Grammar Structures: What is it?; It´s a…; I´m a (boy/girl).
Aims:
● To introduce our level 3 friends: Dan, Eva, Hugo & Anna.
● To introduce the phoneme /ai/.
Materials:
● Flashcards: all school objects + TRAIN, RAIN, RAINBOW, TAIL + Eva, Dan, Anna & Hugo
● Computer or phone to play media files (optional)
Preparation:
● Learn the lyrics to the WHAT'S YOUR NAME song before class.
● Listen to all other songs before class and learn them.
Song and Game: Sing AROUND THE CIRCLE. This song ends with “Now, let's sit down.”. Take
this opportunity to transition into the game, sit down / stand up. Tell students to stand up, then sit
down. Vary the speed to make it fun.
rockets by putting your arms together above your heads to make the shape of a rocket. Crouch a
Then, end by yelling “blast off”. Then, continue with the DAYS OF THE WEEK song. Use gestures
Talk Time: With the children seated say: I´m a (girl/boy). Ask the student nearest you, And you?.
Encourage them to answer I´m a (boy/girl). Let each student have a turn.
Go Touch: Ask students to find different objects around the classroom (try to stick to classroom
objects & colors at this time). This will give you an opportunity to see how much students already
know. Suggestions: Touch a table!/ Touch a chair!/ Touch the board!/ Touch something blue!
Finger Puppet: Draw a face on your forefinger to make a finger puppet. Ask if students remember
the puppet’s name. Ask if students think your puppet is a girl or a boy. Make a fist so the puppet
goes to sleep. With your finger puppet tucked into your fist, shout hello to wake him up. Move your
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fist toward your ear as if listening. Nothing happens. Now, go to each student and encourage them
to shout Hello at your fist but each time nothing happens. Finally, tell students to all shout hello
(puppet name) at the same time. This time the puppet wakes up and wiggles! Then, model the
following role play with the puppet. Say Hello, What's your name? and have the puppet respond
I´m (puppet name). Now, encourage students to say Hello and introduce themselves to the puppet
by saying I´m (his/her name).
Meet Our Friends: Tell students that (finger puppet´s name) is going to introduce them to some of
his friends. Show students the character flashcards for DAN, HUGO, EVA & ANNA. This is Eva.
She's a girl. She likes to jump. Can you jump?/ This is Dan. He's a boy. He likes to swim. Can you
swim?/ This is Anna. She's Eva and Dan´s grandma./ This is Hugo. He's Eva and Dan's grandpa.
Show the flashcards one at a time again and have students repeat the names as you show each
character flashcard. You can reinforce this activity with the WHAT'S YOUR NAME song. Substitute
the names in the original song with the names of the characters we will be getting to know
throughout this course.
Hello, hello. What’s your name?
My name is DAN.
My name is EVA.
Nice to meet you.
My name is HUGO.
My name is ANNA.
Nice to meet you.
My name is (ELLIE).
My name is (TEACHER'S NAME).
Nice to meet you!
Let’s be friends!
Get students to close their eyes and count from 1 to 20 while you quickly hide the character
flashcards around the classroom. Tell students to open their eyes and select a volunteer to find one
of the characters. Repeat with the other 3 characters. Play again if students are interested.
❖ PHONICS (10 minutes)
/ai/ Phoneme: Examples of words with the /ai/ sound are: TRAIN, RAIN, TAIL and RAINBOW.
Have children stick their arms out to their sides and stretch them out as they say /ai/. Now say,
trAIn, rAIn, tAIl and rAInbow together while dragging out the /ai/ sound and doing the action. Next,
add in a word that does not have the /ai/ sound like spider. When they hear this word, they should
not do or say anything. Play Four Corners. Designate a corner of the classroom for each flashcard
(TRAIN, RAIN, RAINBOW) Leave the fourth corner with no flashcard. Call out one of the words
with a long A ( /ai/) sound. Students must run to the corresponding corner BUT if you call out a
word that does NOT have the /ai/ sound, then they must run to the corner with no flashcard.
/ai/ Story: First introduce the story by pretending you can’t hear anything. You can cup your hand
around one of your ears and say /ai/. Tell the story for the phoneme /ai/ by using mimes to help
students understand and follow the story. You can repeat the story a few times, getting to them to
mime actions or say words along with you.
A child cannot hear well

and keeps saying, /ai/?
The doctor checks the child’s
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ears and finds lots of wax.

She gives the child some ear drops.
Now the wax has gone, there are no more /ai/s.
School Vocabulary Flashcards: Show students the school objects flashcards one at a time. Get
them to tell you the words they already know. Drill any new vocabulary making sure to stress
correct pronunciation.
Flashcard Game: Put all the flashcards used during the lesson at one end of the classroom.
Choose two students to come to the other side of the classroom with you. Tell them a verb (e.g.
“fly”). Now, call out a flashcard. Have the students “fly” to the pile of the flashcards and look for the
correct flashcard. Whoever finds it first wins. AVOID high energy verbs like “run” or you might have
someone fall! Instead use medium energy verbs such as jump, twirl, hop, crab walk, swim etc.
Statues: Explain that when there is music, you will call out an action verb (e.g. “twirl”) for students
to do. When the music stops, they will freeze in position like statues. Show the last student to
freeze a classroom object flashcard and ask What is it?. They must answer with It´sa... Then,
continue the game. You can use verbs such as jump, twirl, hop, crab walk, swim, walk, dance, etc.
Alternatively, if your room doesn't have access to speakers or music, you can always do
this activity without music. Do as above but while students carry out the action, encourage them
to use a sing-song voice to say what they are doing (e.g. TWIRLING, TWIRLING, TWIRLING LA
LA LA). When the teacher says STOP, they freeze in position like statues.
Activity: Give the students their books and pencils. Ask them to find one of the objects (e.g. Find
the eraser in the picture.). Then, show them a crayon (e.g. red crayon). Encourage them to tell you
what color it is (e.g. It's red.). Then say: Ok, let's color the eraser red. Continue in this way until
you have colored in all the classroom objects.

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Lesson 3: Meet Dan, Eva, Hugo and Anna (Unit 1)
Listen, find and color the hidden classroom objects

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Vocabulary: table, chair, pencil, book, board, rubber (eraser), crayons, paper, scissors, glue,
window, door, sharpener, backpack (school bag), pencil case, pen
Grammar Structures: What is it?; It's a…; How many…are there?; There are (five pencils).;
There is only one pencil.
Aims:
● To review the names of our level 3 friends: Dan, Eva, Hugo & Anna.
● To practice counting objects to answer the question: How many..?.
● To distinguish plural and singular forms of nouns.
● To review the phoneme /ai/.
Materials:
● Flashcards: all school objects + TRAIN, RAIN, RAINBOW & TAIL + Eva, Dan, Anna & Hugo
Preparation:
● Learn the lyrics to the WHAT'S YOUR NAME song before class.
● Listen to the /ai/ Jolly Phonics song and all other songs before class and learn them.
rockets by putting your arms together above your heads to make the shape of a rocket. Crouch a
Talk Time: With the children seated say: I´m a (girl/boy). Ask the student nearest you, And you?.
Encourage them to answer I´m a (boy/girl). Let each student have a turn.
Exercise Routine: Time to get exercise! Call out different actions such as stand up!, hands
up/hands down, jump, crawl, turn around, etc. You can specify how many times students should
Finger Puppet: Have students wake up the finger puppet following the usual procedure. Once the
puppet is awake, pretend that it cannot remember the names of our level 3 friends. Ask students to
sing the WHAT’S YOUR NAME song to help the puppet remember.
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My name is DAN.
My name is EVA.
Nice to meet you.
My name is HUGO.
My name is ANNA.
Nice to meet you.
My name is (ELLIE).
My name is (TEACHER'S NAME).
Nice to meet you!
Let’s be friends!
After the song, have the puppet show that it remembers their names. Then, say that the puppet is
tired, and it's time to go to sleep.
Four Corners: Play Four Corners by placing each of the friends flashcards around the classroom
with one in each corner. As you place them, explain what each friend likes doing (e.g. This is Dan´s
corner. He likes twirling.). Then tell the students that you are going to call out a friend´s name (e.g.
Dan) and they must move (twirling, creeping, swimming etc.) to that friend´s corner.
/ai/ Song: We are going to revise /ai/. With students seated, draw the phoneme /ai/ on the board.
Make the sound /ai/ /ai/ /ai/ and cup your hand around one of your ears, pretending you can’t hear
anything while saying /ai/-/ai/-/ai/. Now, sing the /ai/ song with students. Tell them that whenever
they hear /ai/ in the song, they should cup a hand around one ear and pretend they can’t hear as
they say /ai/. Sing the /ai/ phoneme song to the tune of Camptown Races.
My ear hurt.
I was in pain.
/ai/? /ai/?
My ear hurt.
I was in pain.
What did you say?
Revision: Examples of words with the /ai/ sound are: TRAIN, RAIN, TAIL and RAINBOW. A good
idea for teaching the LONG A sound, is to have the children stick their arms out to their sides and
stretch them out as they say, /ai/, trAIn, /ai/ rAIn, /ai/ rAInbow, /ai/ tAIl, etc. Now, say a word that
does not have the /ai/ sound such as spider. When they hear this word, they are not to do or say
anything. Now, tell them that you are going to put flashcards with the /ai/ sound up on the board
face down (but one card does not have the /ai/ sound. Tell them that they are going to take turns to
try and find the card that does NOT have the /ai/ sound. Once finished, you can turn all the cards
face up. Write the words for each card under their picture but leave out the letters /ai/. Get them to
take turns writing in one of the missing letters.
KIM´S GAME - How many … are there?: Sit in a semicircle to play this game. Lay classroom
objects you have on hand in front of students. Review how many there are of each object by
counting together. Say: Look! What are these? (Pencils!) Good! These are pencils. How many are
there? Let's count. Once you have counted all of the objects together, ask students to close their
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eyes and count from 1-20. While students have their eyes closed, remove one of the objects. Tell
them to open their eyes and tell you what's missing. Start by removing ALL of the same object.
Once they have gotten the hang of the game, you can challenge them a little more by removing a
few for any plural objects and get them to tell you how many there are left.
Activity: Give students their books and pencils. Ask students if they can find an object on the
page. (e.g. Point to the erasers). Then, say: How many erasers are there?. Finally, say: Color the
erasers yellow. Make sure students write the number of each object in the box. Continue in this
way until you have counted and colored in all the classroom objects.

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Find, color and count the number of classroom objects.

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Vocabulary: read, draw, sing, color, count, listen, open your book, close your book, stand up, sit
down, open your eyes, close your eyes, point
Grammar Structures: How do you say…in English?; Can I go to the bathroom, please?
Aims:
● To review the names of our level 3 friends: Dan, Eva, Hugo & Anna.
● To review concepts and vocabulary covered in previous classes.
● To introduce classroom language.
Materials: Flashcards: Eva, Dan, Anna & Hugo
Routine Circle Time Songs: Start by singing the COUNT TO 20 song. Pretend to be rockets by
putting your arms together above your heads to make the shape of a rocket. Crouch a little
towards the ground and move down 1 number at a time towards the floor so that you are nearly
touching the ground when you get to 20. Then when the song counts backwards, do the opposite.
Start moving up 1 number at a time so that you are fully standing when you get to 1. Then, end by
yelling blast off. Then, continue with the DAYS OF THE WEEK song. Use gestures to keep
students engaged and their energy levels at medium. You can also add any other songs requested
by students or that you feel the students would enjoy or benefit from.
Talk Time: With students seated, ask: Am I a boy or a girl?. Wait for them to answer. Now, ask the
student nearest you, Are you a boy or a girl? Encourage each to answer: I´m a (boy/girl).
Go Touch: Ask students to find different objects around the classroom. Suggestions: Touch a
table!/ Touch a chair!/ Touch the board!/ Touch something blue!
Finger Puppet: Have students wake up the finger puppet following the usual procedure. Once the
puppet is awake, pretend that it cannot remember the names of the characters. Ask students to
sing the WHAT’S YOUR NAME song to help the puppet remember.
Hello, hello. What’s your name? My name is ANNA.

Hello, hello. What’s your name? Nice to meet you.
My name is DAN. Hello, hello. What’s your name?
My name is EVA. Hello, hello. What’s your name?
Nice to meet you. My name is (ELLIE).
Hello, hello. What’s your name? My name is (TEACHER'S NAME).
Hello, hello. What’s your name? Nice to meet you!
My name is HUGO. Let’s be friends!
After the song, have the puppet show that it remembers their names. Then, say that the puppet is
tired. Tuck the puppet into your fist as he snores away.
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Classroom Language: Assign an action for each classroom language phrase (sing, count, listen,
open your book, close your book, stand up, sit down, open your eyes, close your eyes, point).
Demonstrate the actions as you say each word. Encourage students to tell you any other words or
phrases they may already know. Drill any new vocabulary and stress correct pronunciation. Go
through the words or phrases and their corresponding actions once again while students copy you.
Teacher Says: The teacher will call out commands to reinforce classroom language. Students
must follow these commands and copy your actions for two rounds. Once students have practiced
following the commands, play again but do not do the actions, only call out the commands. If a
student does the wrong action, they sit down. Continue playing until there is a winner.
Mime What Happens: Invent a simple sequence of events using vocabulary for classroom
language. Do not use more than 4-6 simple sentences.Tell the students the events while doing the
actions. Get students to mime them as well. For example: Open your book./ Point to the window./
Write your name./ Color./ Run and touch a table. Now, repeat the same sequence, but this time
mime the actions but leave gaps as you say it aloud. Children do the gestures with you and also
supply the missing words. For example, teacher: Open your (mimes book) and students respond
by saying book.
/ai/ Song: Use the /ai/ song as a cue so that students know that they are now going to be doing a
bit of work with phonics. Sing the song to the tune of Camptown Races and as you do, pretend you
can´t hear by cupping your hand over your ear and saying, /ai/-/ai/-/ai/. Since they have already
heard the song in a previous lesson, encourage them to sing along and mime with you.
My ear hurt.
I was in pain.
/ai/? /ai/?
My ear hurt.
I was in pain.
What did you say?
Pictionary: Divide the class into two teams. Draw pictures of words with the /ai/ phoneme on the
board. Challenge a pair of students (one student from each team) to guess the word for the picture.
The first student to guess the word correctly wins a point for their team. Continue the game until
each student has had at least one turn.
Activity: Give the students their books and crayons. They will complete two worksheets for the /ai/
phoneme. Introduce the activity by reviewing the words with the /ai/ sound (rain, tail, paid, snail,
and train). Ask them to cross out the picture for the word that does not have the /ai/ sound (e.g.
fork). Then, tell the students to fill the phoneme /ai/ in the gaps of the second worksheet. Early
finishers can color the pictures.
❖ GOODBYE (5 minutes)

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Lesson 6: Classroom Revision and Phonics (Unit 1)
Vocabulary: classroom objects (pencil, table, chair, crayons, rubber/eraser) and classroom
language (open your book, close your book, stand up, sit down, write, read).
Grammar Structures: What is it?; It's a…; How many (books) are there? There are (five pencils).;
There is (one pencil).
Aims:
● To review the names of the level 3 characters: Dan, Eva, Hugo & Anna.
● To review classroom and school vocabulary.
● To practice asking and answering the question How many..?.
● To work with and revise the phoneme /j/ .
Materials:
● Flashcards: Dan, Hugo, Anna & Eva
● Classroom objects
Preparation: Listen to and learn the Jolly Phonics /j/ song and action.
Talk Time: With the children seated, ask: Am I a boy or a girl?. Wait for students to answer. Now,
ask the student nearest you, Are you a boy or a girl?'' Encourage them to answer I´m a (boy/girl).
Let each student have a turn.
Exercise Routine: Time to get exercise! Call out different actions such as stand up!, shake your
hands, touch your toes, twirl, shake, hop, etc. You can specify how many times students should
Finger Puppet: Follow the routine from page 5
Classroom Objects. Play a modified game of “Jump To The Elephant” by substituting elephant for
any classroom object vocabulary word. Spread classroom objects around the classroom. Give
instructions to pairs or groups of children in turn, e.g. Jump to the pencil!/ Jump to the table! etc.
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Encourage the rest of the class to clap and say, Hurray! when students do the correct action and
go to the correct object.
Classroom Language: Mime different actions related to classroom language (e.g. Open your
book). Encourage the students to guess what the action is. Continue until you have done all of the
following: sing, color, count, listen, open your book, close your book, stand up, sit down, open your
eyes, close your eyes, point.
/j/ Story: We are going to learn /j/, the second sound from Jolly Phonics Group 4. Start by sitting
students in a circle and showing them the phoneme /j/. You can draw it on board as you make the
sound /j/ /j/ /j/. Then, do the action for /j/ by pretending to wobble like jelly on a plate as you make
the sound /j/. Continue by telling the students the Jolly Phonics /j/ story:
A mummy and her daughter are making some jelly.

When it's ready, they tip it onto a plate.
The jelly is tall and red and has four layers.
As they carry it to the table, it wobbles and wobbles.
The girl laughs and pretends to wobble just like the jelly, saying /j/-/j/-/j/!
Now, encourage the children to pretend to wobble like jelly on a plate and say /j/-/j/-/j/.
/j/ Song: Introduce the song to the students by singing it to the tune of Jingle Bells for them as you
pretend to “wobble” like Jelly on a plate saying /j/ /j/ /j/.
Jelly and jam,

jelly and jam,
jiggling on the plate.
Oh, what will I eat with it?
/j/ - /j/ - /j/ - /j/.
Revision: Examples of words with the /j/ sound are: jacket, jump, jelly, juice. A good idea is to
have students jump up and down as they say /j/ jump, /j/ jacket, /j/ jelly. etc. Now, add in a word
that does not have the /j/ sound (example TRAIN). When they hear this word, they are not to do or
say anything. Now, explain that they are going to hear some words with the /j/ sound and some
without. When they hear a word with the /j/ sound, they must jump up and down as they say /j/ and
repeat the word. If they hear a word without the /j/ sound, they should not do or say anything. Once
finished, write the words on the board but leave out the /j/. Students take turns writing in the /j/.
/j/ Revision Worksheet: Give students their books and crayons. Introduce the activity by reviewing
the words listed and each of the pictures. Model how to do the activity by doing an example with
the class. Then, students look at each picture as they match it with its corresponding word. Early
finishers can color in the pictures. Make sure to go around checking students´ books and
interacting with them.

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Lesson 6: Classroom Revision and Phonics (Unit 1)

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Lesson 7: The Body and The Face (Unit 2)
Vocabulary: body, face, foot, feet, hair, arm, hand, leg, finger(s), head, shoulder(s), knee(s),
toe(s), mouth
Grammar Structures: This is my (face).; What are they?; What is it?; It's a…; They are...
Aims:
● To assess what vocabulary children already know related to the topic.
● To introduce new vocabulary for parts of the body and the face.
● To introduce the phoneme /oa/.
Materials:
● Flashcards: body parts + Dan, Eva, Hugo & Anna.
Preparation: Listen to and learn the Jolly Phonics /oa/ song before class as well as the action.
Start by singing HELLO HELLO CAN YOU. Encourage students to sing and mimic the actions.
Song and Game: Sing AROUND THE CIRCLE. This song ends with “Now, let's sit down”. Take
this opportunity to transition into the game ¨sit down /stand up¨. Tell students to stand up, then sit
Routine Circle Time Songs: Sing the DAYS OF THE WEEK and the MONTHS OF THE YEAR.
Run and Touch: Ask the students to find different objects or flashcards around the classroom.
Example: Run and touch a table!/ Run and touch a chair!/ Run and touch the board!/ Run and
touch something blue! etc. For this lesson, you can also include body parts (touch your body, face,
foot, feet, hair, arm, hand, leg, finger(s), head, shoulder(s), knee(s), toe(s)).
Exercise Routine: Time to get exercise! Call out different actions such as Stand up!, Hands
up/Hands down, Shake your hands, Shake your feet, Pat your tummy. Touch your toes 10 times.
Bend your knees 5 times. Wiggle your fingers. You can specify how many times students should
perform the action. Always end with, sit down.
Talk Time: Ask the students in turn the following (or similar) questions: How many fingers have you
got? How many toes have you got? How many eyes have you got? etc.
Finger Puppet: After you have asked the questions in Talk Time, transition with: Hey, Finger
Puppet? How many toes do you have?/ Oh, silly! I don’t have any!/ And your arms? Where are
they?/ I don’t have any either! I’m just a finger with… (encourage students to say the body parts
the finger puppet has).
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/oa/ Song: We are going to learn the third phoneme from Jolly Phonics Group 4 /oa/. Start by
sitting students in a circle and showing them the phoneme /oa/. Draw /oa/ on the board and ask
them if they know the sound. Make the action for /oa/ by bringing a hand over your mouth, as if
something has gone wrong and say, Oh!. Sing the /oa/ song to the tune of The Muffin Man:
Oh, did you see

the billy goat?
/oa/- /oa/-/oa/,
/oa/-/oa/-/oa/.
Oh did, you see the billy goat,
under the old oak tree?
Now, tell students you are going to draw some pictures on the board (boat, soap, coat, goat and
rain). Elicit the name of each picture. Be sure to distinguish between the /c/ sound in coat and the
/g/ sound in goat. Ask them to do the action for the /oa/ sound. Then, ask them to tell you which of
the pictures does NOT have the /oa/ sound: (rain). Finish by writing the words under each picture,
leaving out the /oa/. Get them to come up in turns to do the action as they fill in the /oa/.
Song: Sing HEAD SHOULDERS KNEES AND TOES. First, review the body parts in the song
(head, shoulders, knees, toes, eyes, ears, nose and mouth). Be sure to go through the body parts
in the same order as they appear in the song. Encourage the children to copy you. Do this 1-3
times. Then, do it with music or just sing the song. Turn it into a game by alternating between
singing slow/fast or in a high/low voice. Extension: Try singing an alternate version of this song.
For example: HAIR, FINGERS, LEGS & FEET.
Flashcard Games: Concentrate on vocabulary related to the face, but focus especially on hair.
With students seated, go through the flashcards one at a time. It´s hair. Can you say, it's hair? (It´s
hair.) Ok! Great! Touch your hair. Repeat until you have gone through all the body parts.
Now, lay all the flashcards face up. Ask: Can you find the (nose)? Get them to answer in turns by
raising their hands. Once they have found the right card, turn it face down. Continue until all the
flashcards are face down.
Then, ask, Who remembers where the nose is?. Let one student select the card believed to be the
nose and have them turn it face up. Ask: Is it the nose?. If yes, say, Yes, it is! and leave it face up.
If it isn't the correct card, say, No, it isn’t. That's the… and turn it face down again in the same
position. Make sure you switch from It´s a… to They´re… for plural body parts (example EYES).
Activity: Give the students their books and crayons. Before you begin, tell them they are going to
use their ears to listen (cup your ear), their eyes to find (point to your eyes) and finally they are
going to use their hands and fingers to hold their pencils/ crayons. Now say, we are going to
listen, read, and draw. Early finishers can color and copy the words in their own handwriting.

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Lesson 7: The Body and The Face

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toe(s), mouth, monster
Grammar Structures: Has it got any (eyes)? / It has got (two eyes)./ Has it got any hair?/ Yes! (Blue hair!)
Where is your hair? Have you got long hair or short hair?
Aims:
● To revise and reinforce new vocabulary for body and face.
● To practice naming different parts of the body.
● To revise and reinforce the phoneme /oa/.
Materials:
● Flashcards: body parts + Dan, Eva, Hugo & Anna + monster
● Large sheet of paper or poster board (optional)
Preparation: Listen to the Jolly Phonics /oa/ song before class.
Start off singing HELLO HELLO CAN YOU. Encourage students to sing and mimic the actions.
Song and Game: Sing AROUND THE CIRCLE. This song ends with “Now, let's sit down”. Take
this opportunity to transition into the game ¨sit down /stand up¨. Tell students to stand up, then sit
Routine Circle Time Songs: Sing the DAYS OF THE WEEK and the MONTHS OF THE YEAR.
Teacher Says: Call out different actions such as, Teacher says stand up! Teacher says hands up!
Hands down. Teacher says shake your hands. Shake your feet. Pat your tummy. Teacher says
touch your toes 10 times. Teacher says touch your HAIR. Bend your knees 5 times. Teacher says
wiggle your fingers. Students must only do the actions when TEACHER SAYS. End with: Teacher
says sit down so that students will already be seated in preparation for the following activities.
Talk Time: Ask the students in turn the following (or similar) questions: How many fingers have
you got? How many toes have you got? How many eyes have you got? Where is your hair? Have
you got long hair or short hair? (Demonstrate long hair and short hair with your hands to help
students understand.)
Finger Puppet: After you have asked the questions in Talk Time, transition with: Hey, Finger
Puppet!/ Have you got any hair?/ (Finger puppet shakes his head “no”)./ Oh right, you don’t have
any!/ Finger puppet asks the students in turns, Have you got hair? Show me!

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Vocabulary: Get the flashcards of the parts of the body. Slowly reveal each flashcard card and
have your students touch that part of their body (so, when you show the "hair" flashcard, everyone
touches their hair). Repeat each word three times. Then ask your students to say each word.
Practice: Line the flashcards up on the board. Randomly touch a card and have your students
touch that part of their body as they say the word. Do another round where students come up in
turns to arrange the cards in the order you say them.
Flashcard Exercises: Get everyone sitting on the floor in groups of 3 and facing the front of the
class. Give out body flashcards so that each group has at least two cards. Shout out a random
flashcard word (e.g. ears) with an action (e.g. ears - hands up). All students with the ears flashcard
have to do that action. Continue with other words and different actions (e.g. jump up and down, run
on the spot, turn around, stand up / sit down, wiggle, touch your toes, etc.).
Song and Game: Quickly play “Stand up, Sit down” ending with everyone standing up. Put the
song on, and as the song plays the teacher sings and does all the actions, touching each part of
his/her body with two hands in time with the song. Make sure your students are following along.
(They will have remembered the actions from last class). It’s easy and fun so your students will
love doing this. Each verse gets faster so by the last verse it will be frantic but great fun.
Activity: You can choose between two options for this section of the class.
● Option A: Spread out a large sheet of paper or poster board on the floor. Draw the outline of
a body. It can be “Mr. Potato'' shape or a monster or a human body. Then tell the students
that they are going to complete the body according to your instructions. Students take turns
listening, drawing and coloring. For example, you will say: Has it got any eyes? (No) Oh!
That means he can't see. Ok! Let's draw in the eyes. He's got 2 eyes. Pablo, can you draw
in one eye? And Maria, can you draw in the other eye? Continue in this fashion until you
have completed all of the body parts vocabulary.
● Option B: Alternatively students can do this individually in their books. Students listen to
your instructions to complete the “Mr. Potato Worksheet.” Students will listen, draw and
color. For example, you will say: Has the Potato got any eyes? (No) Oh! That means he
can't see. Ok! Let's draw in the eyes. He's got 2 eyes. Can you draw in one eye? Can you
draw in the other eye? Continue in this fashion until you have completed all of the body
parts vocabulary.
/oa/ Revision: In this lesson, we are going to review the third phoneme from Jolly Phonics Group 4
/oa/. Start by sitting students in a circle and showing them the phoneme /oa/ on the board. Ask
them if they remember the sound. Make the action for /oa/ by bringing a hand over your mouth, as
if something has gone wrong and say, Oh! . Sing the /oa/ song to the tune of The Muffin Man:
Oh, did you see

the billy goat?
/oa/- /oa/-/oa/,
/oa/-/oa/-/oa/.
Now, ask students if they remember any words from the previous lesson with the phoneme /oa/.
Write their examples on the board. If they don´t remember any, draw pictures and elicit the words.
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/oa/ Revision Worksheet: Give students their books and crayons. Have them open to the Jolly
Phonics /oa/ page. Introduce the activity by reviewing all the words with the /oa/ sound (e.g. boat,
goat, road, foam, and soak). Ask them to cross out the picture for the word that does not have the
/oa/ sound (e.g. rain). Then, tell the students to do the handwriting practice. Early finishers can
color the boat.

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Lesson 8: Mr. Potato Worksheet (Unit 2)
Listen, draw and color to complete Mr. Potato.

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Lesson 8: /oa/ Revision Worksheet (Unit 2)

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Vocabulary: body, face, foot, feet, hair, arm, hand, leg, finger(s), head, shoulder(s), knee(s), toe(s),
mouth, monster
Grammar Structures: The monster has … / It has/ It has got a(n)/ It doesn’t have a(an)
Aims:
● To distinguish between singular and plural when using body vocabulary.
● To introduce the phoneme /ie/.
Materials Needed: The Body & Face flashcards + monster
Preparation: Listen to the /ie/ Jolly Phonics song and learn it before class.
Start off by singing the HELLO HELLO CAN YOU song. Encourage the students to sing along with
you and mimic the actions. Do the circle time routine, but use this variation for the finger puppet
once the students have “woken” him up: Tell them that he has a problem. He's different and he
does not look the same as everyone else. Ask them what's missing (legs, arms, etc.).
Vocabulary: Prepare flashcards of the parts of the body. Slowly reveal each flashcard and have
your students touch their part of the body (so, when you show the "head" flashcard, get everyone
to touch their heads). Organise the students in pairs. Place the flash cards in a pile at a far end of
the classroom. Call out a body word and an action (e.g. “jump” “ears”.) Have a pair of students
jump toward the flashcards and sift through them until they have found the card you called out (e.g.
“ears”).
Practice: Line the flashcards up on the board. Randomly touch a card and have your students
touch that part of their body as they say the word. Do another round where students come up in
turns to arrange the cards in the order you say them.
Flashcard Exercises: Get everyone sitting on the floor and facing the front of the class. Give out
body flashcards so that each student has at least one card (even better is for each student to have
two cards). Shout out a random flashcard word (e.g. ears) with an action (e.g. ears - hands up!).
The student with the “ears” flashcards has to do that action. Continue with other words and
different actions (e.g. jump up and down, run on the spot, turn around, stand up/ sit down, wiggle,
touch your toes, etc.).
Song & Game: Quickly play “Stand up, Sit down” ending with everyone standing up. Put the
HEAD SHOULDERS KNEES AND TOES song on, and as the song plays the teacher sings and
does all the actions, touching each part of his/her body with two hands in time with the song. Make
sure your students are following along. (They will have remembered the actions from last class).
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It’s easy and fun so your students will love doing this. Each verse gets faster so by the last verse it
will be frantic but great fun.
Activity: Tell students, We are going to create a monster. Start by drawing an oval on the board.
Tell the students you need their help to complete the monster. Give them each a body part
flashcard. They are each going to get a turn to tell you their body part and a number from 1-10.
Encourage the children to use the verb “has'' (i.e. The monster has 10 eyes.). The teacher must
draw whatever the student says. Once everyone has had a turn, you can continue the activity by
giving a student a turn as ¨teacher¨. You and the other students each have a flashcard. The ¨new
teacher¨ calls on someone and that person instructs the ¨new teacher¨ what to draw and how
many. Note: Be sure to draw their attention to singular and plural body parts, especially the
irregular plural: FOOT / FEET.
/ie/ Song: In this lesson, we are going to focus on the phoneme /ie/. Start by sitting students in a
circle. Draw /ie/ on the board and ask students if they know the sound. Make the action for /ie/ by
standing up straight and bringing your hand up to the side of your head, as if to salute, navy officer
style, and say /ie/ /ie/. Sing the /ie/ song to the tune of THE FARMER IN THE DELL:
The captain said, “/ie/-/ie/!”

“Stand up straight!
Don´t be late!”
/ie/ Revision Worksheet: Give the students their books and crayons. Have them turn to the Jolly
Phonics /ie/ page. Introduce the activity by drawing students´ attention to the boy in the picture. Tell
them that he is going to a fancy dress/ costume party. He is dressed up as a sailor. Look how he
salutes. Do the action together several times while saying /ie/. Then, tell them they can color in the
picture. Next, have students look at the second worksheet. Say /ie/ together, then trace it with their
fingers followed by tracing with a pencil and writing /ie/. Do the rest of the worksheet together as a
class with the teacher modelling what to do.
See Class Structure on Page 5 & 6

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Lesson 9: The Body & Face (Unit 2)

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Lesson 9: The Body & Face (Unit 2)

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toe(s), mouth
Grammar Structures: How many fingers on one hand?/ How many fingers on two hands?/
It's your (head)./ It´s a (hand)./ They´re (hands).
Aims:
● To distinguish between singular and plural body parts.
● To revise and reinforce the phoneme /ie/.
Materials Needed:
● Flashcards: the body and the face
● Phone or speakers to reproduce media files
Preparation: Listen to the song, How Many Fingers On One hand?, before class.
Finger Puppet: Do the circle time routine, but use this variation for the finger puppet once the
students have “woken” him up: Tell them that he would like to know how many fingers we have on
one hand. Show them your hand (It's a hand!). Count your fingers on one hand from 1-5. Then,
have students do the same. Now, show them your other hand. Have your finger puppet do a little
wiggle and say Look! It's another hand. They´re two hands. One hand. Two hands. Let's count our
fingers on two hands 1-10. When you have finished, have the puppet give a little yawn and say Oh!
I'm sleepy! After all that counting, I need a little nap. Send him back to sleep.
/ie/ Song: In this lesson, we are going to review /ie/. Start by sitting students in a circle. Draw /ie/
on the board and ask them if they remember the sound. Make the action for /ie/ by standing up
straight and bringing your hand up to the side of your head, as if to salute navy officer style, and
say /ie/ /ie/. Sing the /ie/ song to the tune of The Farmer in the Dell:

Don´t be late!”
/ie/ Revision: Have students sit down facing the board. Tell them that you are going to draw some
pictures on the board. Note: some words must contain the phoneme /ie/ and at least one picture
must not have /ie/. Suggestions of words to draw with /ie/ sound: tie, pie, flies, fries, cried, die
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(singular of dice). Once finished drawing, point to a picture and ask, What is it?. Write the word
somewhere on the board but not right next to its corresponding picture. Now, tell students you are
going to play a game. You are going to say a word, if it has the /ie/ phoneme, they must stand up
and do the action for this phoneme (sailor´s salute /ie/ /ie/ /ie/). If the word does not contain the
phoneme, they must sit down and do nothing. NOTE: Be careful! Not all words with /ie/ in the
spelling are pronounced with the phoneme /ie/ (e.g. the I-E in CHIEF or FIERCE or MOVIE do
NOT make the same sound as the I-E in PIE or TIE.
❖ ACTIVITIES (25 minutes)
Vocabulary: Start by pointing to your head. Encourage the students to say It's your head. If
students say It´s head or It´s a head, that's okay. Continue until you have revised all the words.
Play Four Corners: Organise students in pairs or play as a whole class if students are
well-behaved. Designate one corner as “It's a hand.”, the second as “They're hands.”, the third as
“It's a foot.” and the fourth as “They're feet.”. Show the students a hand and say What is it?
Encourage students to respond by “jumping” to the corresponding corner (e.g. “It's a hand.”)
Continue until you have done all the four corners at least twice.
Race: On the board draw four large squares. In one square, draw a hand. As you draw, encourage
students to say, It's a hand. In the second square, draw two hands. As before, encourage students
to say, They're two hands. In the third square, draw a foot. Encourage students to say, It´s a foot.
Finally, in the fourth square, draw two feet. Encourage students to say, They're two feet. Organise
students in pairs at the opposite end of the classroom. Call out, It's a hand. The first pair races to
the corresponding square. Continue until all pairs have had at least one turn.
Song: Encourage students to stand in a circle. Place your hands behind your back. Bring out one
hand, chant: It's a hand. Get them to repeat after you. Bring out two hands and chant: They’re
hands. Continue in a similar fashion with foot and feet. Then, wiggle your fingers as you say
They're fingers. Likewise, wiggle your toes. Since you´re probably going to be wearing shoes, just
point to the area where your toes are and give your foot a little shake. Now, sing HOW MANY
FINGERS ON ONE HAND? while counting your fingers and toes in time with the song.
It's a hand. They´re hands: Lead into this activity by first drawing the numbers 1, 2, 5 and 10 on
the board. Write ONE for 1 under the corresponding number. Then, trace one hand on the board.
Ask: How many fingers on one hand? Write: THERE ARE FIVE (5) FINGERS ON ONE HAND.
Next, trace a set of two hands. Ask: How many fingers are on two hands? Write THERE ARE TEN
(10) FINGERS ON TWO HANDS. Finally, give the students their books and turn to Ït's a hand.
They´re hands¨. Explain that they must fill in the gaps. Since children cannot read, do the
worksheet together as a class. Make sure the students understand singular and plural forms.
*Note: You can play HOW MANY FINGERS ON ONE HAND in the background with low volume as
they work.

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Lesson 10: The Body & The Face (Unit 2)

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Lesson 11:The Body and The Face (Unit 2)
Vocabulary: smell, hear, see, touch/feel, taste
Grammar Structures: I CAN SEE with my…/ I CAN HEAR with my…/ I CAN SMELL with my…/ I
CAN touch with my…/ I CAN taste with my …
Aims:
● To introduce the phoneme /ee/ as found in FEET-KNEE(s)-TEETH.
● To introduce the phoneme /or/ as found in FORK-HORSE-CORN.
● To introduce the five senses.
Materials Needed:
● Flashcards: the body & face + food flashcards
Preparation: Draw ears on either side of your forefinger (finger puppet) but no other facial
features.
Start off by singing Hello, hello, how are you?/ I'm fine, thank you. Sing to any tune that comes to
mind and repeat it a few times. Encourage the students to sing along with you and to turn to the
person next to them to ask and answer the questions in the song. Do the circle time routine, but
instead of playing the AROUND THE CIRCLE song aloud, just do the actions (but not in the order
they appear in the original song) and get them to tell you what you are doing. Have students count
how many times you touch each body part.
Finger Puppet: Follow the routine on page 5. Once students have woken the finger puppet up, tell
them that he has a problem. Look! He only has ears. He can't see! Why can't he see? Oops! He
has no… ? (Elicit eyes). We need eyes to see! Let's give him some eyes! Draw in his eyes and say
how well he can SEE now that he has eyes! Do the same for your nose and mouth. Then, the
finger puppet says goodbye by saying: Oh! I'm sleepy! After all that playing, I need a little nap.
Talk Time: Look around the room. What can you see? (hear?) (smell?) (touch?)
/ee/ /or/ Revision & Song: In this lesson, we are going to review the fourth and fifth phonemes
from Jolly Phonics group 4 (/ee/ and /or/). Start by sitting students in a circle. Draw /ee/ and /or/ on
the board. Ask students if they remember the sound. Make the action for /ee/ and /or/ by putting
your hands on your head as if ears on a donkey, then move up and down as you say eeyore,
/ee/-/or/. Sing the /ee/ /or/ song to the tune of Twinkle, Twinkle Little Star:
See the donkey

in its stall.
“Eeyore!”
/ee/-/or/!”
is its call.
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Activity: Students sit down facing the board. Tell them that you are going to draw some pictures
on the board. Note: Some words must contain the phonemes /ee/ or /or/ and at least one picture
must neither contain /ee/ nor /or/. Suggestions of words to draw with /ee/ sound: knee, feet, teeth,
tree, bee, sheep. Suggestions of words to draw with /or/ sound: corn, fork, horse, store, doctor.
Once finished drawing, point to a picture and ask What is it?. Write the word somewhere on the
board but not right next to its corresponding picture. Now, tell the students you are going to play a
game. You are going to say a word, if it has either the /ee/ or /or/ phonemes, they must stand up
and do the action for this phoneme (donkey ears /ee/-/or/ /ee/-/or/). If the word does not contain the
phoneme, they must sit down and do nothing.
Introduce The Five Senses: Start by reviewing HANDS, EYES, EARS, NOSE, and MOUTH. Tell
students that each body part helps our bodies with TOUCH, SMELL, SIGHT, and TASTE. Make a
show of tasting a pretend lollipop or ice cream while saying mmmm, yummy. Ask students what
body part is used to TASTE the lollipop/ice cream (mouth). Say: I can taste with my mouth.
Continue by pretending to see something at a distance Hmmm, what's that over there? I see a .
Ask students what body part is used to SEE the object (eyes). Say: I can see with my eyes.
Continue in this manner until you have also done NOSE (smell), EARS (hear) and HANDS (touch).
Remember to be a little theatrical since it goes a long way in keeping children engaged.
5 Senses Scavenger Hunt: Classroom scavenger hunts are a great opportunity to review past
vocabulary. To start, have students sit facing the board. From end to end draw an EYE to represent
sight (our eyes help us to see), then draw a NOSE to represent smell (our noses help us to smell),
then draw an EAR to represent HEARING (our ears help us to hear), then draw a MOUTH to
represent TASTE (our mouth helps us to taste) and draw HANDS to represent touch (our skin help
us to feel touch). Explain to the students that they must look around the classroom to find 5 things
they can see, 2 things they can smell, 2 things they can hear, 5 things they can touch, 1 thing they
can taste (make sure to lay out a few food flashcards).
5 Senses Wheel: Have students open their books to the “5 Senses Wheel”. Lead into this activity
by asking students which body part helps us to see (eyes). Next, find the phrase “I CAN SEE with
my...¨ on the 5 Senses Wheel. Then, draw EYES. Continue in a similar fashion until you have
completed the other 4 senses.

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Lesson 11: My 5 Senses Wheel (Unit 2)
My 5 Senses Wheel
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toe(s), mouth, smell, hear, see, touch/feel, taste, monster
Grammar Structures: What can you see?; (S)He doesn’t have a(n)... ; (S)He has no… ; (S)He
has a(n) ...
Aims:
● To revise and reinforce the phoneme /ee/, as in FEET-KNEE(s)-TEETH.
● To introduce the phoneme /or/ as found in FORK-HORSE-CORN.
● To review body parts and the five senses.
Materials Needed: The Body & The Face Flashcards + monster
Preparation: Put the flashcards up around the classroom before class to play I SPY. Before the
lesson, draw 3-5 faces on the board. Each face must be missing at least one body part.
Start off by singing Hello, hello, how are you?/ I'm fine, thank you. Sing to any tune that comes to
mind and repeat it a few times. Encourage the students to sing along with you and to turn to the
person next to them to ask and answer the questions in the song. Do the circle time routine, but
instead of playing the AROUND THE CIRCLE song aloud, just do the actions (but not in the order
they appear in the original song) and get them to tell you what you are doing. Have students count
how many times you touch each body part.
Finger Puppet: Substitute with this variation for the finger puppet routine: Once the students have
“woken” him up: Tell them that finger puppet needs help! The finger puppet shows students the
pictures on the board. Look! He has ears and a mouth, but he doesn't have a… Hmmm! I can’t
remember the name. He can't see! Why can't he see? Oops! He has no… ? (elicit eyes). Can you
help me draw his eyes? Continue in this way, until you have covered all the missing body parts in
pictures drawn on the board. Then, the finger puppet says goodbye: Oh! I'm sleepy! After all that
work, I need a little nap. Send him back to sleep.
Talk Time: Go to the window. Look outside. What can you see? (hear) (smell)
perform the action. End with “sit down.”
❖ ACTIVITIES (25 minutes)
The Five Senses: Start by reviewing HANDS, EYES, EARS, NOSE, and MOUTH. Tell students
that each body part helps our bodies with TOUCH, SMELL, SIGHT, and TASTE. Make a show of
tasting a pretend lollipop or ice cream, mmmm, yummy! Ask the students what body part is used to
TASTE a lollipop/ice cream. Give students turns to mime actions relating to one of the senses.
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Have the rest of the class guess the sense or body part. Continue in this manner until you have
also done NOSE, EARS and HANDS (for touch).
Body Revision: Have students stand in a circle and sing HEAD, SHOULDERS, KNEES & TOES.
After singing the song, show the monster flashcard as you say, Look! It's a monster. Is it a girl or a
boy? Does it have eyes? Does it have a nose? How many legs (arms) does it have? Now, draw a
large shape on the board. Tell students that you are going to draw a monster together. Call
students up to the board in turns. Tell a student to draw two eyes. After the student finishes, call
another student to the board, say draw six legs. Continue the game until each student has had a
chance to draw a different part. Once you have finished, say Look! This is our monster. He has two
… (elicit eyes), / six (elicit legs) etc. Then, play games to review parts of the body.
Suggestions:
● I SPY: Divide the class into two teams and line students up in pairs. The teacher says I spy
a body part that helps us to run. The first pair races to find the corresponding flashcard
somewhere in the classroom. The first student to find the correct flashcard (for the
example, leg or foot) scores a point for their team.
● BANG BANG: Students make a large circle and the teacher stands inside the circle. The
teacher extends their arms, making a "gun" with the hands and spins around until students
say STOP. Whomever the teacher is pointing to when they stop, sits down in their spot in
the circle. The two students on opposite sides of the student sitting will "duel". The duel
consists of the teacher showing a flashcard. The first student to say it correctly
(pronunciation counts for older students) wins. The student that loses sits down and the
student that was sitting during the duel (because they were pointed at by the teacher)
stands up again. Spin around and repeat the process until only one student is left.
● FLASHCARDS AT DAWN: Divide the class into two teams and line students up in pairs.
The first pair stands back to back in the middle of the classroom. Each student is given a
flashcard which they must hold without looking at the picture. Students then take three
steps away from each other before quickly turning around. They each race to say what
flashcard their opponent has. The first student to correctly shout out the word their
opponent has, wins a point for their team. Extension: Allow both students to get an extra
point by saying the plural correctly or allow both students to get an extra point by using the
vocabulary word in a sentence.
/ee/ /or/ Revision: In this lesson, we are going to review the phonemes /ee/ and /or/. Start by
sitting students in a circle. Draw /ee/ and /or/ on the board. Ask students if they remember the
sound. Make the action for /ee/ and /or/ by putting your hands on your head as if ears on a donkey,
then move up and down as you say eeyore, /ee/-/or/. Sing the /ee/ /or/ song to the tune of
Twinkle, Twinkle Little Star:
See the donkey

in its stall.
“Eeyore!”
/ee/-/or/!”
is its call.
Activity: Give students their books and a pencil. Explain that they are to trace the phonemes /ee/
and /or/. When finished, students can draw other words they know with /ee/ and /or/.

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Lesson 13: Around Town (Unit 3)
Vocabulary: street, playground, school, hospital, bookshop, supermarket
Grammar Structures: Is there a/an…?; Are there any… in your town?; Is there a/an…in your
town?
Aims:
● To introduce vocabulary related to the theme of Around Town.
● To introduce the phoneme /z/.
● To strengthen and assess listening comprehension skills as demonstrated when following
instructions.
● To collaborate with others and develop visual and observation skills by making a mural.
Materials:
● Flashcards: Dan, Eva, Hugo & Anna + bookshop, playground, hospital, street, school
● One big poster board (optional)
Preparation:
● Bring a poster board to class. (optional)
● Listen to the songs before class.
Start off by singing EVERYDAY HELLO. Encourage students to sing along and mimic the actions.
Song and Game: Sing JUMP, RUN and SHOUT. Then transition into the game sit down /stand
up. Tell students to stand up, then sit down. Vary the speed to make it fun.
Routine Circle Time Songs: Start by singing the NUMBER SONG 1-20. Try adding in an action
such as clapping while singing this song. Then, continue with the MONTHS OF THE YEAR song.
Use gestures to keep students engaged and their energy levels at medium. You can also add any
other songs requested by students or that you feel the students would enjoy or benefit from.
Time to get exercise! Call out different actions such as hands up/hands down, jump, crawl, turn
around, etc. Specify how many times students should perform the action. End with “sit down”.
Finger Puppet: Follow the routine from page 5 to wake up the finger puppet. Once he has been
woken up, let him do a little wiggle! Have him peek outside a window, Look! I can see a
playground! (show flashcard) Oh! I love being outside and going for a walk. I love to read books
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with Dan and Eva. Sometimes Hugo and Anna take us to the bookshop! (show flashcard). And
sometimes we stop for ice cream or play in the playground (show flashcard).
Talk Time: With the children seated, turn to the student next to you and ask What can you see
from your window?/ Is there a … in your town?
Around Town Flashcards: Introduce the vocabulary words one at a time using flashcards. Say
the word and have students repeat it three times.
Over-under: Line up students in two teams. Give the student at the front of each line a flashcard.
When you say go, the first in line says the word and passes the flashcard over their head, the next
student says the word and passes the card under (between) their legs. Continue in this way:
over/under/over/under etc. The last student in the line races to the front to hand the flashcard to
the teacher and says the word. The first team to do so gets a point. Repeat with other flashcards.
Bring Me: Spread the flashcards around the classroom in places where students can see or reach
them. Ask pairs of students to bring you the flashcards in turn, e.g. Bring me the bookshop
flashcard, please!/ Thank you. Continue until everyone has had a turn.
Collective Mural: You may do this activity on a poster board or on the board as a class. Start by
drawing a basic background for the mural (a street with traffic lights, a zebra crossing, an outline
for buildings and a playground). Now, in turns, give students the opportunity to fill in more details.
You can say, Oh, we need somewhere we can buy books. Where do we buy books? In a
bookshop! Let one student draw a bookshop. Continue in the same manner adding a supermarket,
a school, police station, fire station etc.
/z/ Story & Song: /z/ is the first phoneme from Jolly phonics Group 5. With students seated, draw
the phoneme /z/ on the board. Make a continuous /z/ sound/ like a bee buzzing while flapping your
hands to your sides as though they were bee's wings. Encourage the children to imitate your
actions and produce the sound themselves. Now, tell the poem for the phoneme /z/.
Z stands for zebra,

colors white and black:
running around
with stripes on their back.
Sing the /z/ phoneme song to the tune of Did You Ever See A Lassie?
Did you ever hear
a bee buzz,
a bee buzz,
a bee buzz?
Did you ever hear
a bee buzz,
“/zzz/!”, like this?
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Activity: Start by drawing four pictures on the board: a zebra, a bee, zero, and a zipper. For each
picture, ask students: What is it?/ It's A… Write the word somewhere on the board but not right
next to its corresponding picture. Finally, ask the students which word does NOT have the /z/
phoneme (bee). Important: Be sure to differentiate between the word BEE and the sound BUZZ
(the sound contains the /z/ phoneme but not the animal itself). Now, hand out the books and ask
students to turn to page with the /z/ phoneme. Students must complete the worksheet by filling the
gaps. Then, they must only color the pictures with the /z/ phoneme.

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Lesson 13: Around Town (Unit 3)

Page51
Lesson 14: A Visit To The Hospital (Unit 3)
Vocabulary: hospital, doctor, nurse, ambulance, (to feel) sick, cry, hair, purple, gray (grey), black,
brown, white, orange, coat
Grammar Structures: Is there a/an …?/ Are there any … in your town?/ Is there a/an …in your
town?/ How are you feeling? What tools does a doctor not have?
Aims:
● To introduce health & illness vocabulary.
● To review vocabulary related to the theme of Around Town.
● To review the phoneme /z/.
Materials:
● Flashcards: Dan, Eva, Anna & Hugo + hospital, ambulance, doctor, nurse, hair, street,
bookshop, playground, school, supermarket.
● 2 or more clothes pegs
● Speakers or phone to reproduce media files
Preparation: Listen to the songs before the lesson.
Start off by singing EVERYDAY HELLO. Encourage students to sing along and mimic the actions.
Song and Game: Sing the song JUMP, RUN and SHOUT. Then transition into the game sit down
/stand up. Tell students to stand up, then sit down. Vary the speed to make it fun.
Routine Circle Time Songs: Start by singing the NUMBER SONG 1-20. Try adding an action,
such as clapping, while singing this song. Then, continue with the MONTHS OF THE YEAR. Use
gestures to keep students engaged and their energy levels at medium. You can also add any other
songs requested by students or that you feel the students would enjoy or benefit from.
Go Touch: Ask students to find different objects around the classroom. Suggestions: Touch a
table!/ Touch a chair!/ Touch the board!/ Touch something blue! etc.
Finger Puppet: Have the EVA & DOCTOR flashcards handy. Follow the routine from page 5 to
wake up your finger puppet. Once he has woken up, let him do a slight wiggle! Notice that
something is wrong and say (Finger Puppet´s name), you don’t look too happy. What's the matter?
Are you sick? Take your finger puppet to your ear and pretend he's whispering. Then say, Oh no!
He says Eva isn't feeling well. Pull out Eva’s flashcard. Look! This is Eva. Finger Puppet says
Eva´s ear (point to your ear) hurts. Eva needs to have her ear checked by a doctor.
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Talk Time: Have you ever been to the doctor? Is your doctor a boy or a girl? What´s your doctor´s
name? Have you ever been to a hospital?
❖ PHONICS(15 minutes)
/z/ Review: We are going to revise /z/. With students seated, draw the phoneme /z/ on the board.
Make a continuous /z/ sound/ like a bee buzzing while flapping your hands to your sides as though
they were bee's wings. Encourage the children to imitate your actions and produce the sound
themselves. Then, sing the /z/ phoneme song to the tune of Did You Ever See A Lassie?
Did you ever hear

a bee buzz,
a bee buzz,
a bee buzz?
Did you ever hear
a bee buzz,
“/zzz/!”, like this?
Spelling Activity: Write some /z/ words on the board, but substitute the /z/ with a blank (e.g.for
ZEBRA, write _ebra). Then, have students take turns filling the missing /z/. Encourage them to
read the word aloud. In turns, students draw a picture under the written word. Suggested words:
zipper, zigzag, zoo, buzz, zebra, zero, zombie.
Flashcards: Review the vocabulary words from lesson 12 one at a time (street, playground,
school, bookshop, supermarket). As you show the students the flashcards, say the word.
Encourage students to repeat each word three times.
Ostrich Game: You will need at least two clothes pegs. Pair up students and peg a card onto
each student’s back. Both students face each other with hands behind their backs waiting for the
teacher to shout Go!. At this point, they must try to discover their partner’s hidden flashcard without
letting their partner see theirs. When a student finally sees their partner’s card, s/he has to shout it
out to become the winner. The students look like ostriches when playing this game. Use the
flashcards from lesson 12 which you just reviewed + any other flashcards from units 1 and 2.
Hospital Vocabulary: Show the following flashcards (hospital/doctor/nurse/ambulance) one at a

time. As you show the flashcard to the students, say the word then repeat it three times.
Encourage students to repeat after you. Then, mime the verb ¨cry¨. Say it three times while
pretending to cry. Encourage students to repeat after you.
Jump to the Flashcard: Divide students into two teams. Place the flashcards in a line at the
opposite end of the classroom. Call out a flashcard. For example, say “jump to the hospital”. One
student from each team jumps to find the correct flashcard. The first student to reach the flashcard
earns a point for their team. Use the following flashcards: street, playground, school, bookshop,
supermarket, hospital, doctor, nurse, ambulance
Activity: Students open their books to ¨The “Doctor”. Ask them to listen, touch and repeat. Call out
doctor” and allow time for students to find the picture in their book and to repeat the word aloud.
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Ask them to count: How many doctors are there? (four) Now, give students pencils and crayons.
Ask them to number the doctors from 1 to 4. Explain that now, we are going to listen and color
each doctor's coat and hair. Doctor number 1 has black hair and a purple coat. Doctor number 2
has gray hair and a white coat. Doctor number 3 has brown hair and a red coat. Doctor number 4
has white hair and an orange coat. Now, focus their attention to the tools below the doctors and
ask, What does a doctor not have? Students point to the handcuffs, fire hydrant, whistle. Tell
students Draw an X over the tools a doctor does not have.

Page54
Lesson 14: A Visit To The Hospital (Unit 3)
The Doctor
Number the doctors 1-4.
Listen to your teacher´s instructions and color.
Put an X on the tools doctor’s don’t have.
Page55
Lesson 15: A Visit To The Dentist (Unit 3)
Vocabulary: dentist, toothbrush, mouth, toothpaste, smile
Grammar Structures: It´ a …/ Brush our teeth.
Aims:
● To introduce vocabulary for a visit to the dentist.
● To review vocabulary related to the theme of Around Town.
● To introduce the phoneme /w/.
Materials:
● Flashcards: Dan & Eva + dentist, smile, mouth, street, playground, school, bookshop,
supermarket, hospital, ambulance, nurse, doctor
● Speakers or phone to download music files
Start by singing EVERYDAY HELLO. Encourage students to sing along and mimic the actions.
Song and Game: Sing JUMP, RUN and SHOUT. Then transition into the game sit down /stand
Exercise Routine: Time to get exercise! Call out different actions such as smile, cry, stick your
tongue out, stand up!, hands up/hands down, jump, crawl, turn around, etc. You can specify how
many times students should perform the action. End with “sit down”.
Finger Puppet: Have the Eva, Dan & dentist flashcards handy. Follow the routine on page 5 to
wake up your finger puppet. Once he has woken up, let him do a little wiggle! Say Oh, look! (Finger
puppet) is excited! Why are you so excited? (pretend to listen and then show the flashcards as you
say) Oh! You´re going to the dentist today with Dan & Eva. (point to Eva & Dan) and say They're
going to have their teeth checked. What about you, Finger Puppet, are you going to have your
teeth checked? Take your finger puppet to your ear. Pretend he's whispering in your ear and say,
Oh no! He says he doesn’t have any teeth. Let out a little giggle. Then, the finger puppet says he's
tired, yawns and goes back to sleep. Goodbye, Finger Puppet.
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Talk Time: Have you ever been to the dentist? Is your dentist a boy or a girl? How many teeth do
you have? Do you brush your teeth? Have you ever lost a tooth?
/w/ Story & Song: With students seated, draw the phoneme /w/ on the board. Make a continuous
/w/ sound/ as you blow into your open hands (palms facing up), like the wind, repeating /w/.
Encourage the children to imitate your actions and to produce the sound themselves. Now, tell the
story for the phoneme /w/.
One day the wind and the sun had a competition.
“I will blow that man’s coat off”, said the wind,
/wh/-/wh/-/wh/.
The man held on to his coat.
The sun shone, brighter and hotter, until the man took off his coat.
Then, sing the /w/ song to the tune of He Has Got The Whole World In His Hands
I see the clouds moving,
/w/-/w/-/w/.
I see the kites flying,
/w/-/w/-/w/.
I see the trees bending,
/w/-/w/-/w/.
The wind is blowing strong!
Spelling Activity: Write some /w/ words on the board. Suggested words for this level: windy/
window/ white/ write/ weather/ water/ watch/ wall/ More advanced words: watermelon/ whale/ wolf
As you write, say the word and encourage students to repeat after you. Now, begin drawing a
picture for one of the words so that the picture is only partially complete. Let students take turns
guessing what /w/ word it is by asking, Is it /a/an …?. If they haven't guessed correctly, draw a little
more of the image. Give students the opportunity to guess again in turns. Once they guess
correctly, write the word under the picture. Then, continue with a different word.
Flashcards: Review the vocabulary words from lessons 12 & 13 one at a time (street, playground,
school, bookshop, supermarket, hospital, ambulance, nurse, doctor). As you show the students the
flashcards, say the word. Encourage students to repeat each word three times.
Pictionary: Pick a student and show them a flashcard or whisper a word in their ear. The student
draws the picture on the board. The first student to guess correctly gets to draw next. This game
can also be played in teams with a point system.
A Visit to the Dentist: Ask students if they remember that Dan & Eva are going to the dentist
today. Show the following flashcards (dentist/ smile/ mouth) to the students one at a time. As you
show the flashcards to the students, say the word then repeat it three times. Encourage the
students to repeat after you.
Four Corners: Place one flashcard in each of the four corners of the classroom. Call out a card
and have the students move to that corner. You can use a variety of actions such as jump, skip,
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dance, hop, fly etc. When you are finished, play again but this time let a student volunteer to call
out the words.
Dental Hygiene Activity: Draw a big mouth on the board with teeth showing. Explain that it is
important to brush your teeth at least two times a day or after every meal. Use a different color
marker/chalk to draw little bugs on each tooth and explain that the teeth are dirty. Draw a tube of
toothpaste on the board. Point to the board eraser and pretend that it is a “toothbrush” that takes
some toothpaste and then pretend to brush your teeth. Mime the actions and use the eraser to
clean the little bugs off the teeth (without rubbing out the teeth). Now let students take turns
drawing the bugs on the teeth on the board and rubbing them away with the eraser “toothbrush”.
Song: Sing BRUSH YOUR TEETH. Do the actions for this song by holding an imaginary
toothbrush in front of your teeth. Move your hand back and forth as if brushing your teeth.

Page58
Lesson 16: At School (Unit 3)
Vocabulary: chair, table, bag, ball, in, on, under, between, board, school, table, crayon
Grammar Structures: Where is the ball?/ Is it under (the table)?/ Is it in the bag?/ Is it on the
chair?/ Do you like going to school?/ Does your school have a(n)...?
Aims:
● To review school vocabulary and vocabulary related to the theme of Around Town.
● To review the phoneme /w/.
● To introduce prepositions of place (in, on, under, between).
● To further develop spatial awareness and express this in L2.
Materials:
● Flashcards: Eva & Dan + school, chair, basketball (to teach ball), board, crayon,
playground, dentist, hospital, doctor, ambulance, supermarket, street, bookshop, nurse,
● A small ball or a ball made from scrap paper
● 2 sheets of A4 paper one of which has /w/ written in center while the other is blank
● 4 sheets of A4 paper with one preposition (in, on, under, between) written on each
Preparation: Listen to the songs before the lesson. Prepare 2 sheets of A4 paper by writing a
large /w/ in the center of one of them. Leave the other sheet of paper blank. Prepare 4 sheets of
A4 paper by writing one preposition (in, on, under, between) in large print on each sheet.
such as clapping while singing this song. Then, continue with the MONTHS OF THE YEAR song
(by the Singing Walrus). Use gestures to keep students engaged and their energy levels at
medium. You can also add any other songs requested by students or that you feel the students
would enjoy or benefit from.
touch something blue! etc.
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Finger Puppet: Before starting the finger puppet routine, have the Eva, Dan & school flashcards
handy. Follow the routine from page 5 to wake up your finger puppet. Once he has woken up, let
him do a little wiggle! Say, Oh, look! Finger puppet is excited today! Why are you so excited? Oh!
You´re going to school with Dan & Eva today. Pull out the flashcards. Finger puppet says I want to
see Eva and Dan’s school!. Eva wants to show me her table and chair. Dan wants to play with his
ball. Take your finger puppet to your ear, pretend he's whispering in your ear, then tell the students,
Oh ok! He says he needs a rest before going to school. Then the Finger Puppet lets out a yawn
and goes back to sleep. Goodbye, Finger Puppet, see you later at school.
Talk Time: Do you like going to school? Does your school have a playground?
/w/ Review & Song: We are going to review /w/. With students seated, draw the phoneme /w/ on
the board. Make a continuous /w/ sound/ as you blow into your open hands (palms face up), like
the wind, repeating /w/. Encourage students to imitate your actions and produce the sound
themselves. Ask them if they remember any words that begin with /w/. Write them on the board.
Then, sing the /w/ song to the tune of He Has Got The Whole World In His Hands?
I see the clouds moving,

/w/-/w/-/w/.
/w/-/w/-/w/.
I see the trees bending,
/w/-/w/-/w/.
The wind is blowing strong!
Two Walls: Place the paper with the /w/ on one wall and the blank sheet on the opposite wall of
the classroom. Now, call out words at random, some with /w/ and others without. Students must
move to the wall that corresponds with the word you have called out. You can instruct students to
do a variety of actions such as jump, skip, dance, hop, fly, etc when moving to the correct wall.
Suggested /w/ words for this level: windy/ window/ white/ write/ weather/ water/ watch/ wall/
More advanced /w/ words: watermelon/ whale/ wolf
Vocabulary Review: Review the vocabulary (school, chair, table, bag, ball, board, crayon) one
word at a time. As you show the students the flashcards or point to classroom objects, say the
word. Encourage students to repeat each word three times.
Over-Under: Line up students in two teams. Give the student at the front of each line a flashcard.
When you say go, the first in line says the word and passes the flashcard over their head. The next
the teacher and says the word. The first team to do so gets a point. Repeat with other flashcards to
review vocabulary to cover all the words in the Around Town unit.
A Visit to School : Ask students if they remember where Dan & Eva are going today (to school).
Now, using the paper or small ball, model the prepositions of place (in, on, under, between). Then,
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sing IN, ON, UNDER. When the song ends, write the prepositions on the board. Place the ball in
different places (e.g. under the table). Pretend to forget where it is. Ask students Where’s the ball?
(Oh, look! It’s UNDER the table). Continue in this manner a few times, covering each preposition at
least twice. You can also ask students to “hide” the ball from you. Ensure that whenever you “find”
the ball, you say where it was using a preposition. Extension: instruct students to put the ball under
their chair, to draw something on the board, to place the ball or a school supply under the window,
call 3 students and say who has to be between the other 2, etc.
Four Corners: Before class write one of the prepositions (in, on, under, between) on each of the
sheets of paper. Assign a preposition to each of the corners of the classroom. Place the ball in a
spot (e.g. under the table). Ask Where’s the ball? as students move to the corresponding corner
(UNDER).Continue in this manner until you have covered each preposition at least once. Then,
divide the class into teams. Repeat the activity, but this time students will compete in pairs (one
student from each team). Move the paper ball to a new location (e.g. ON a chair). The pair of
students race to the “ON” corner. The student who arrives first earns a point for their team.
Listen & Draw: Give students their books and ask them to turn to the School page. Begin by
asking students to listen and point to the different objects in the school scene.
Point to the chair.
Point to the table.
Point to the bag.
Point to the board.
Hand out pencils. Tell students that they are going to listen and draw.
The ball is under the table.
The crayon is on the table.
The bag is on the chair.
The pencil is between the table and the chair.

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Lesson 16: A Visit To School
Listen and Draw

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Lesson 17: A Visit To The Bookshop (Unit 3)
Vocabulary: book(s), window, door, numbers 1-10, boy, girl, window, door, in, on, colors
Grammar Structures: Is it a bookshop?/ Yes, it is./ No, it isn’t/ What are you going to do today?/
We are going to …/Is there a(n) (bookshop) in your town?/ How many (windows) are there in the
(bookshop?)
Aims:
● To introduce bookshop vocabulary while reviewing the Around Town theme.
● To introduce the phoneme /ng/.
● To review prepositions of place (in, on, under).
Materials:
● Flashcards: Eva & Dan + bookshop, dentist, smile, mouth, street, playground, school,
supermarket, hospital, ambulance, nurse, doctor
● Speakers or phone to play media files
Finger Puppet: Have the Anna, Dan, Hugo, Eva & bookshop flashcards handy. Follow the routine
from page 5 to wake up your finger puppet. Once he has woken up, let him do a little wiggle! Say,
Hello, finger puppet! What are you going to do today? (listen) I am going to go to Hugo & Anna´s
bookshop with Dan & Eva. We are going to story time and to buy new books! (Dramatically explain
what the finger puppet has said by using the flashcards) Then, pretend he's whispering in your ear
and tell students, Oh ok! He says he's tired. He's going to sleep before going to the bookshop.
Finger Puppet lets out a yawn and goes back to sleep. Goodbye, Finger Puppet, see you later!
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Talk Time: Is there a bookshop in your town? Do you like reading? What´s your favorite
story/book?
Point and Say: To quickly review vocabulary previously covered, ask students to point to (the
window) (the door) (a book) and to say It’s a(n) ... . End by asking How many (windows) (doors)
are there in the classroom?
/ng/ Story & Song: We are going to introduce /ng/, the third phoneme from Jolly Phonics group 5.
With students seated, draw the phoneme /ng/ on the board. Make a continuous /ng/ sound as you
put your arms in the air as if lifting a heavy weight above your head. Encourage students to imitate
your actions and produce the sound themselves. Point out that /ng/ is usually at the end of a word.
Ask students if they know any words with the /ng/ phoneme and write them on the board. If
students cannot think of any, mention and write some of the suggested words. Suggested /ng/
words at this level: evening, feeling, morning, strong, sing, song, spring, young More advanced
/ng/ words: dining room, king, living room, painting, ring, strong, swimming pool, swing, wing
Now, read the story:
The Singing King
This King loved to sing. No talking,
Only singing. He had strong lungs, a
Bell to ring and a drum to bang.
Even when eating and drinking he
Would sing. The Queen kept telling
Him she was tiring of his singing, but
He kept ignoring her, driving her to
start living in a different building.
Then, sing the /ng/ song to the tune of If You Are Happy And You Know It?
If you´re strong and you know it,
Say “/ng/!”
Say “/ng/!”
And you really want to show it…
...if you´re strong and you know it,
Say “/ng/!”
Game: Call out words (some with the phoneme /ng/ and others without). When students hear a
word with the /ng/ phoneme, they must say /ng/ while doing the strong man action. If the word does
not have /ng/, students do nothing. Suggested /ng/ words at this level: evening, feeling, morning,
strong, sing, song, spring, young
Review Town Flashcards: Review the vocabulary words for Around Town one at a time. As you
show the students the flashcards, say the word then repeat it three times. Encourage the students
to repeat after you.
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Over-Under: Line up students in two teams. Give the student at the front of each line a flashcard.
When you say go, the first in line says the word and passes the flashcard over their head. The next
Jump To The Flashcards : Divide students in two teams. Place flashcards in a pile at the opposite
end of the classroom. Call out a flashcard. One student from each team jumps to the pile of
flashcards. Once they arrive at the pile of flashcards, they race to find the correct flashcard and
hand it to the teacher. The student who finds the flashcard first earns a point for their team.
Memory: Ask students to sit in a semicircle in front of you. Spread all the flashcards face up in
front of them. Review the words one at a time. Encourage students to repeat after you. Then, turn
each card face down. Now, ask the students, in turn, if they remember the position of each card.
You can prompt them, Is this the bookshop? Yes, it is. No, it isn´t. Once the student has made a
guess, you can turn the card face up. If the student is right, leave the card face up and if not, turn
the card face down (maintaining its position). Continue encouraging the students (in turns) to
guess what the cards are until they have gotten all or most of them.
A Visit To The Bookshop: Ask the students if they remember that Dan & Eva are going to visit
their grandparents’ (Hugo & Anna’s) bookshop today. Show Hugo and Anna´s character
flashcards. Hugo is Eva & Dan´s grandfather. Anna is Eva & Dan´s grandmother. Now, show the
bookshop flashcard to the students. As you show the flashcard to the students, say the word then
repeat it three times. Encourage the students to repeat after you. Ask What can you buy in a
bookshop? Have you ever been to a bookshop?
Bookshop Activity: Give the students their books, pencils and crayons. Ask them to turn to the
bookshop page. Begin by asking students to listen, draw, count and color the different objects in
the bookshop. Can you see the books? How many books are there? Can you count them? (There
are 9). Color three books brown. Color two books gray. Color 4 books purple. Can you see the
window? Draw a girl in the window. Can you see the door? Color the door brown. Can you see the
three brown books? Draw a pencil ON the books.

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Lesson 17: A Visit To The Bookshop

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Lesson 18: A Visit To The Circus (Unit 3)
Vocabulary: horse, strong(man), juggler, smile, mouth, circus, clown, elephant, tiger.
Grammar Structures: Is this a circus?/ Yes, it is./ No, it isn’t./ What are you going to do today?/
We are going to (the circus). Is there a(n) (circus) in your town?/ What can you see at the circus?/
There is a(n)/ There are …
Aims:
● To introduce circus vocabulary.
● To review Around Town vocabulary.
● To review the phoneme /ng/.
● To review prepositions of place (in, on, under).
Materials:
● Flashcards: Dan, Anna, Eva & Hugo + clown, smile, circus, elephant, tiger and horse,
bookshop, street, playground, school, supermarket, hospital, ambulance, nurse, doctor
● Envelope, pouch, or bag where students can place flashcards.
● Speakers or phone to play the media files
Song and Game: Sing the song JUMP, RUN & SHOUT. Then transition into the game sit down
Hands down. Teacher says shake your hands. Shake your feet. Pat your tummy. Teacher says
touch your toes 10 times. Teacher says touch your HAIR. Bend your knees 5 times. Teacher says
wiggle your fingers. Students must only do the actions when TEACHER SAYS. End with: Teacher
says sit down so that students will already be seated in preparation for the following activities.
Finger Puppet: Before starting the finger puppet routine, have the circus, clown, elephant, tiger
flashcards handy. Follow the routine from page 5 to wake up your finger puppet. Once he has
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woken up, let him do a little wiggle! Say, Hello, Finger puppet! What are you going to do today!/
The circus is coming to town. I am so excited! Clowns are my favorite, they're so funny. Elephants
are my favorite circus animal! Pull out the flashcards and show students the flashcards with finger
puppet saying the words and encouraging students to repeat. Then, Finger Puppet lets out a little
yawn and goes back to sleep. Goodbye, Finger Puppet, see you later!
Talk Time: Do you like the circus? Do you like clowns? What is your favorite circus animal?
/ng/ Review: We are going to review /ng/, the third phoneme from Jolly phonics Group 5. With the
children seated, draw the phoneme /ng/ on the board. Make a continuous /ng/ sound/ as you put
your arms up in the air as if lifting a heavy weight above your head, saying /ng/. Encourage the
children to imitate your actions and to produce the sound themselves. Point out that the /ng/
phoneme is usually at the end of the word (but not always). Ask them if they remember any words
with the /ng/ phoneme (swing/ sing/ wing/ strong/ song/ ring/ hungry/ angry/ thing). Write them on
the board (but for each word substitute the /ng/ with the two _ _). Then ask the students to come
up to the board, in turns and fill in the missing /ng/ letter for each word. Sing the song to the tune
of If You Are Happy And You Know It?
Say “/ng/!”
Say “/ng/!”
And you really want to show it…
...if you´re strong and you know it,
Say “/ng/!”
Review Town Flashcards: Review the vocabulary words for Around Town one at a time. As you
show the students the flashcards, encourage them to say the words without any prompts. If they
get stuck, you can encourage them to keep trying by prompting as long as they are given the
chance to first show what they know.
Ostrich Game: You will need at least two clothes pegs. Pair up students and peg a card onto each
student’s back. Both students face each other with hands behind their backs waiting for the
teacher to shout Go!. At this point, they must try to discover their partner’s hidden flashcard
without letting their partner see theirs. When a student finally sees their partner’s card, s/he has to
shout it out to become the winner. The students look like ostriches when playing this game.
Review Prepositions: Sing the song IN ON UNDER to review prepositions. Ask students to sit in
a semicircle in front of you. Choose some of the flashcards you have been learning in this unit.
Line the flashcards face up in front of the students. In turn, ask students to place the cards in
different positions. Place the bookshop under the playground. Place the playground in the
envelope/pouch/bag.
A Visit To The Circus: Ask the students if they remember that Dan & Eva are going to visit the
circus with their grandparents. Show Hugo and Anna´s character flashcards. Hugo is Eva & Dan´s
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grandfather. Anna is Eva & Dan´s grandmother. Now, show the following flashcards (circus, clown,
smile, elephant, tiger and horse) to the students one at a time. As you show the flashcards to the
students, say the word then repeat it three times. Encourage the students to repeat after you.
Circus Clown Song & activity: Play the CIRCUS CLOWN song. Assign an action for these lyrics
in the song: Circus Clown, Circus Clown! Paint your face, run in place, beep your nose, touch your
toes, laugh out loud, blow kisses to the crowd & take a bow. Model the actions and encourage
students to mimic them. Then, draw a large oval shape for a clown face on the board leaving out
the facial features. Review vocabulary for parts of the face by asking students to come up to the
board, in turns, to draw in a clown mouth, nose eyes, etc. If you have colored chalk (or markers),
you can ask them to Color the eyes blue. Color the lips (mouth) red, etc.
Circus Activity: Give students their books and ask them to turn to Ät the Circus”. Begin by writing
the following phonemes on the board: /ai/, /j/, /oa/, /ie/, /ee/, /or/, /z/, /w/ & /ng/. Point to each one
as you pronounce it and do the action. Have students copy you. Then, explain that they must
choose one of the phonemes on the board and write it in the gap to complete the word in their
book . You can do an example by drawing rain on the board and writing R_____N. Ask students
which of the listed phonemes would go in the gap. (AI), Do more examples on the board until
students have understood the task. Then, give students their pencils & crayons. Walk around the
room helping students, when most of the class is finished, correct the worksheet as a class.

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Lesson 18: A Visit To The Circus (Unit 3)

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Lesson 19: Friends & Family (Unit 4)
Vocabulary: grandma, grandpa, friend, boy, girl, mom, dad, brother, sister, baby, young, old,
camera, hospital, nurse, doctor, pirate, river, oval
Grammar Structures: Say hello like a.../ This is… / good morning/afternoon/evening/night/ Who is
this?/ That’s grandma./ That’s me./ This my (mom)./ He is (young).
Aims:
● To introduce vocabulary related to the theme of friends & family.
● To practice making introductions (of friends & family) in English.
● To practice greetings in English through songs.
● To introduce the phoneme /v/.
Materials:
● Flashcards: grandma (Anna), grandpa (Hugo), boy (Dan), girl (Eva), camera, hospital,
nurse (mom), doctor (dad), pirate (friend) + /v/ examples: river, oval, TV.
● Several markers or pens for students to draw family members on their fingers
● Speakers or phone to play the songs
Preparation: Listen to the songs before the lesson and watch the video for the LET'S COUNT TO
20 song (in media files) to learn the actions.
Start off by singing HELLO HELLO HELLO (MGC). This song introduces: good morning/
afternoon/ evening/ night. Encourage students to sing along and mimic the actions.
Song and Game: Sing WALKING WALKING. Then transition into the game sit down /stand up.
Tell students to stand up, then sit down. Vary the speed to make it fun.
Routine Circle Time Songs: Start by singing the LET'S COUNT TO 20 song. Be sure to add in
the actions for this song (clapping & jumping). Then, continue with the MONTHS OF THE YEAR
song. Use gestures to keep students engaged and their energy levels at medium. You can also
add any other songs that you feel students would enjoy or benefit from.
Talk Time & Finger Puppet: Show students your finger puppet and ask Who is this?/ This is
(finger puppet’s name). Now, turn to the student sitting to your left and ask Who is this? while
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pointing to the student sitting to your right. The student should reply with,This is… Continue
pointing to different students until everyone has had a turn to answer with “This is.”. .
Now, say Finger puppet! What are you going to do today!/ I want to play a game today! It’s called
“Say Hello Like a…”/ Ok. Let’s play. Tell the Finger Puppet to say hello like an opera singer. Your
Finger Puppet sings Hellooooooo (like an opera singer). Now, ask the students to play. Finger
Puppet says, Say hello like your teacher./ Say hello like a lion./ Say hello like a monkey etc.
Continue the game for a couple rounds (but don’t spend too much time on it). Then, Finger Puppet
lets out a little yawn and goes back to sleep. Goodbye, Finger Puppet, see you later!
/v/ Story and Song: We are going to introduce /v/, the fourth phoneme from Group 5. With
students seated, draw the /v/ phoneme and a van on the board. Say /v/ is for van. Make a
continuous /v/ sound/ as you pretend to drive a van while saying v-v-v-v-v. Encourage students to
imitate your actions and produce the sound themselves. Show students the river and oval
flashcards as examples of /v/ in the middle of a word. Ask students if they know any words with the
/v/ phoneme and write them on the board. If students cannot think of any, mention and write some
of the suggested words. Suggested /v/ words: van, vegetables, vet, vampire, Eva, evening, oval,
river, November, TV. Now, sing the song to the tune of Go In And Out The Windows
Drive Vic´s Van

Round the village.
Drive Vic´s Van
Round the village.
Drive Vic´s Van
Round the village
/v/-/v/-/v/-/v/-/v/.
Read the Victor the Vet Story:
Victor was a vet. Victor had a van. It was red with a black roof. He went in his van to help sick animals.
One evening, Victor the vet had to help a cow. The cow had hurt his leg in the river.
Victor helped the cow. The cow was happy.
Introduce Friends & Family Flashcards: Introduce the vocabulary words for friends & family one
at a time. As you show each flashcard, encourage students to repeat the word without prompting.
Then, teach the word ¨friend¨. Show students the pirate flashcard and tell students that Dan &
Eva´s friend from school likes to dress up like a pirate. Make sure to also review baby, mother,
father, sister and brother which are words they should already know. You can draw a family tree to
review mother, father, sister, brother, and baby.
Spin The Pencil: Sit students in a circle with a pencil in the middle. The teacher spins the pencil.
When it stops spinning, the student it is pointing to is shown a flashcard and asked to say what it
is. If the answer is correct, then that student can spin the pencil.
Family Photos: Draw 5 large squares on the board in a row. Write one of the vocabulary words
under each square: grandpa, grandma, friend, mom, dad. Showing the flashcard for Hugo, ask,
Who is this? (Hugo) Yes, this is Eva & Dan’s grandpa. He works in a bookshop. Ask one of the
students to stick the flashcard in the square that says grandpa. Repeat with the Anna flashcard for
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grandma. Then, showing the pirate flashcard, ask, Who is this? (Dan and Eva´s friend) Yes, this is
Eva & Dan’s friend. He goes to their school. He likes to dress up as a pirate. Ask one of the
students to stick the pirate flashcard in the square that says pirate. Next, show the nurse flashcard
and ask, Who is this? (a nurse) Yes, This is Eva & Dan’s mom. She works in a hospital. She’s a
nurse. Ask a student to stick the flashcard in the square that says mom. Finally, show the doctor
flashcard and ask, Who is this? (a doctor) Yes, This is Eva & Dan’s dad. He works in a hospital.
He’s a doctor. Another student sticks the flashcard in the corresponding square (dad).
Song: Quickly draw your finger puppet’s family on your remaining fingers. Play the FAMILY
FINGER song and sing along - wiggling the correct finger for each verse. Extension: Repeat the
song but this time change the words to focus on new vocabulary:
Daddy finger, daddy finger, where are you? Here I am, here I am. How do you do?
Mommy finger, mommy finger, where are you? Here I am, here I am. How do you do?
Grandpa finger, grandpa finger, where are you? Here I am, here I am. How do you do?
Grandma finger, grandma finger, where are you? Here I am, here I am. How do you do?
Friend finger, friend finger, where are you? Here I am, here I am. How do you do?
Play Finger Puppet Conversations: Encourage students to draw a girl, boy, grandma, grandpa,
& friend on each of their fingers on one hand. By now, everyone should have an idea of the
structures from the song, so we are going to have some fun role-plays with the finger puppets.
First model with a student. Hold up one finger puppet (e.g grandma) and get the student to hold up
one finger (e.g. grandpa). Role-play a fun conversation, for example:
T: Hello, Grandma.
S: Hello Grandpa.
T: How are you?
S: I’m fine, thank you. How are you?
T: I’m fine, thank you. See you soon.
S: See you soon.
Students can do the role plays in pairs. Then, switch partners or take turns doing it in front of the
rest of the class. Encourage students to ask other questions such as: What's your name?
Friends & Family Activity: Give students their books and ask them to turn to Friends & Family.
Begin by showing students Dan & Eva’s flashcards. Say Dan is Eva’s brother. He’s a boy. Eva is
Dan’s sister. She’s a girl. Next, show Hugo and Anna´s flashcards while saying Hugo is their
grandpa. Anna is their grandma. Explain that we are going to read, draw and color. In square
number one, It’s a boy. This is Dan. Ok! Let’s draw a picture of Dan. Continue until pictures have
been drawn for boy, girl, grandma and grandpa. When students get to ¨This is my friend.¨ explain
that they must draw a picture of a friend and write their name. Go around asking students about
their friend and circling his or her before their name. Have each student say, This is my friend.
(Her) name is Marta. Then, they draw a picture of their family and write their names. Once finished
with reading and drawing, tell students they can color their pictures if time allows. You can also let
students present their families to the class.

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Lesson 19: Friends and Family (Unit 4)

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Vocabulary: happy, sad, angry, sleepy, hungry, grandma, grandpa, girl, boy, young, old, camera,
hospital, nurse, doctor, pirate, river, oval, TV
Grammar Structures: Who is this?; This is grandma.: This is me.; How do you feel?; I feel
(happy).; I am (happy).; Are you (happy)?; Yes, I am.; No, I am not.
Aims:
● To review vocabulary related to the theme of friends & family.
● To practice talking about feelings and emotions.
● To review the phoneme /v/.
Materials:
● Flashcards: grandma (Anna), grandpa (Hugo), boy (Dan), girl (Eva), camera, hospital,
nurse (mom), doctor (dad), pirate (friend), hungry, sleepy, angry, sad, happy + /v/ examples:
river, oval, TV.
● Speakers or phone to play media files (optional)
❖ CIRCLE TIME (15-20 minutes)
Start off by singing HELLO HELLO HELLO (MGC). This song introduces: good morning/ afternoon/
evening/ night. Encourage students to sing along and mimic the actions.
add any other songs that you feel the students would enjoy or benefit from.
Finger Puppet: Follow the routine from page 5 to wake up your finger puppet. Once he has woken
up, let him do a little wiggle! Say Hello, Finger puppet! How do you feel today?/ I feel happy! When
I feel happy, I like to wiggle and smile! Can you wiggle and smile? Encourage students to do a little
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wiggle and smile. Once they have all done their wiggles, your Finger Puppet lets out a yawn and
says I'm sleepy. Encourage students to say Goodbye, Finger Puppet! See you later!
Feelings & Emotions: Introduce or review feelings & emotions vocabulary. Say the word followed
by an action to represent it. Then, use it in a simple sentence. Eg. Happy! (smile or laugh) I am
happy. Continue in a similar fashion for: sad, angry, sleepy, hungry.
Talk Time: How do you feel today?/ How are you today? Students should answer with I feel… or I
am...
❖ ACTIVITIES & GAMES (15-20 minutes)
Review Friends & Family Flashcards: Review the vocabulary for friends & family one at a time
(grandma, grandpa, girl, boy, friend (pirate), dad (doctor), mom (nurse). As you show each
flashcard, encourage students to repeat the word without prompting. Make sure to also review,
baby, sister and brother which they should already know, using mimes or drawing pictures on the
board.
Take a Photo: Place the flashcards on the walls around the classroom (but not the camera
flashcard). Ask students to pretend they have a camera. Show the camera flashcard as you say
This is a camera. Put the camera flashcard aside. Use your hands to mime camera, make the
sound Click! as you “take a picture”. Now, give instructions to pairs of students in turn, e.g. Take a
photo of Dan & Eva’s grandma. What’s her name?/ Anna! Students walk over to the correct
flashcard and pretend to take a picture. They can also say Click! each time they do this. Encourage
the rest of the class to clap and say Fantastic! if they take a photo of the correct person. Continue
the activity until all the other vocabulary words have been covered. Their mom works in a hospital.
She is a nurse. Do you see her? Their dad works in a hospital too! He’s a doctor! Do you see him?
Dan & Eva´s friend is (name). He likes to play “dress up”. Today he's a pirate. Do you see him?
Mime: Explain that you are going to mime different feelings/emotions. You will only do the actions
and won’t use any spoken language or noise. Students must guess what the feeling/emotion is by
raising their hand. Once you have modelled the activity, pick a student and whisper a feeling into
their ear.The student then mimes the feeling. Their classmates must guess what it is.
Pictionary: Pick a student and whisper a feeling into their ear. The student draws a picture on the
board. The first student in the class to guess correctly gets to draw the next picture. This can also
be played in teams with a point system.
/v/ Review Song: With students seated, draw the /v/ phoneme and a van on the board. Say /v/ is
for van. Make a continuous /v/ sound as you pretend to drive a van while saying v-v-v-v-v.
Encourage students to imitate your actions and produce the sound themselves. Ask students if
they remember any words with the /v/ phoneme and write them on the board. Suggested /v/ words
at this level: van, vegetables, vet, vampire, Eva, evening, oval, river, November, TV. Now, sing the
song to the tune of Go In And Out The Windows
Drive Vic´s Van

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Round the village.

Drive Vic´s Van
Round the village.
Drive Vic´s Van
Round the village
/v/-/v/-/v/-/v/-/v/.
/v/ Activity: Draw four squares on the board. In the first square, draw vegetables. In the second
square, draw a vet. In the third square, draw a van. Finally in the fourth square draw the number
zero. Go back to the first square and ask What are these?/ They are vegetables. Write
VEGETABLES under the first square. Go to the second square and ask Who is this?/ This is a vet.
Write VET under the second square. Continue with the other squares. Once you have completed
the fourth square, ask Which word does not have the /v/ sound?/ (zero). Now, give the students
their books and turn to What Begins with V. Tell students that they must write in the missing V for
the words that have the /v/ sound. Remind them to be careful because one picture does NOT have
the /v/ sound. Ask Do you know which picture does not have /v/?/ (Zero). When they are finished,
they must ONLY color the words which have the /v/ phoneme.
For more advanced classes, you can draw VIOLIN, VAMPIRE, VOLCANO & WATERMELON when
modelling the activity on the board instead of using the same ones from the worksheet.

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Vocabulary: old, young, morning, afternoon, evening, night, wake up, have lunch, have a snack,
go to sleep
Grammar Structures: (Name) is old/young; in the morning/evening/afternoon; at night
Aims:
● To review vocabulary related to the theme of friends & family.
● To practice talking about daily routines & time of day.
● To introduce the sixth phonemes in Jolly Phonics Group 5 /oo/ & /OO/.
Materials:
● Flashcards: old/grandma (Anna), old/grandpa (Hugo), young/boy (Dan), young/girl (Eva),
moon.
● Speakers or phone to play the songs
Start off by singing HELLO HELLO HELLO (MGC). This song introduces greetings: Good morning/
afternoon/ evening/ night. Encourage students to sing along and mimic the actions.
Yes, No, Stand-Up: Tell students that answering ÿes¨ means stand up and answering ¨no¨ means
sit down. Next, ask students a few simple questions to check that they understand. Is mommy a
girl? Is grandpa a girl? Do I have 2 eyes? Is this my nose (pointing to my mouth)? Extension: Have
a stronger student have a turn at playing ¨teacher¨ and asking questions.
up, let him do a little wiggle! Say, Hello, Finger puppet! How do you feel today?/ I feel happy!/
That’s wonderful. I feel happy too! What do you do every afternoon?/ Every afternoon, I wait for
Dan & Eva to get home from school. Then we have a snack with Hugo and Anna, their
grandparents!/ That’s great! I enjoy an after school snack at home too! Your Finger Puppet says
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My days are always so busy. That's why I NEED lots of naps! Finger Puppet lets out a yawn and
says I am ready to go back to sleep. Encourage students to say Goodbye, see you later!
Talk Time: What do you do after school? / What do you do everyday?
Friends & Family Flashcards: Review the vocabulary words for Friends & Family one at a time.
As you show the students the flashcards, encourage them to repeat the words without any
prompts. Review friends and family vocabulary previously acquired (mommy, daddy, brother,
sister). Today, we are going to introduce the adjectives OLD & YOUNG. Take out Dan and Eva’s
flashcards. Say Dan and Eva are young. Take out Hugo and Anna’s flashcards. Say Hugo and
Anna are old. Use different well-known characters to reinforce old and young. For example: Is
Santa Claus old or young? (old) Are Anna and Elsa from Frozen old or young? (young) Are the PJ
masks old or young? (young). Are Peppa and George old or young? (young). Are Grandma and
Grandpa Pig young or old? (old).
Four Corners Game: Place one flashcard (girl, boy, grandma and grandpa) in each corner of the
classroom. Divide the students into two teams. Have each team line up in the center of the
classroom. Tell a pair of students (one student from each team), Jump to the girl. She’s young.
Continue giving similar instructions until each pair has had a turn. You can use other medium
energy actions besides “jump”, e.g. Fly to grandpa. He’s old. The student who reaches the correct
character first earns a point for their team. You can also play a second round where you close your
eyes and count to ten while students quietly move to one of the four corners. When you get to 10,
say STOP and call out one of the corners. For example, grandma. Everyone in that corner must sit
down. Play until only one student remains. That student can now be the¨teacher¨ who counts to 10
and says the vocabulary word.
Review Feelings & Emotions: First, sing IF YOU ARE HAPPY AND YOU KNOW IT. Assign
actions for the words in the song and encourage students to mimic the actions. After the song,
mime the emotions and have students guess in turns.
Daily Routines: Introduce 4 times of day:

morning, afternoon, evening and night by
drawing a simple house with a tree next to it
and a horizon. First, draw a sun rising over the
horizon. Teach ¨morning” and chorus 3 times.
Next, erase the sun. Draw the sun up high in
the sky and teach “afternoon”. Then, draw the
sun low in the sky on the other side of the
house for “evening”. Finally, erase the sun and
draw a moon and stars for “night”. Erase the
board and invite a student up to draw. Say,
Draw afternoon. Have the student draw the
sun high in the sky. Erase the sun and invite the other students to draw the other times of the day.
Times of the Day Chart: Draw 4 equal squares on the board and title each square (in the
morning, in the afternoon, in the evening, at night). Now, do an action such as wake up. Say it 3
times while doing the action. Ask students, Do we wake up at night? (No! In the morning). Write “I
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wake up” in its corresponding square on the board. Continue with the remaining actions (have
lunch, have a snack, play in the playground, have dinner, go to sleep, etc.
/oo/ /OO/ Introduction & Song: We are going to introduce /oo/ and /OO/ which are the sixth
phonemes from Jolly phonics Group 5. With the students seated, draw /oo/ and /OO/ on the board.
Say /oo/ is for BOOK as you draw a book. Then, say /OO/ is for ZOO as you draw a zoo.
Encourage students to produce the sound themselves. Ask them if they can think of any words
with the /oo/ or /OO/ phonemes and write them on the board under the appropriate phoneme.
Suggestions: /oo/ = foot, book, look, cook; /OO/ = boot, school, moon, food, zoo
Sing the song to the tune of Go In And Out The Windows. Encourage students to perform the
action as they sing. Action: Imagine being a cuckoo in a cuckoo clock, jutting your head forward
and back, singing the call of the cuckoo, /oo/-/OO/, /oo/-/OO/, /oo/-/OO/.
Who wants to
Be a cuckoo?
Who wants to
Be a cuckoo?
Who wants to
Be a cuckoo?
/oo/-/OO/, /oo/-/OO/,
/oo/-/OO/!
/oo/-/OO/ Game & Activity: Draw two columns on the board. Label one column “Book” as in /oo/
and the other “Zoo” as in /OO/. Call out words, e.g. “cook”. Ask students, Where do you think the
word cook belongs? In the “book” or “zoo” column?/ “Book”. Write “cook” under the book column.
Now, say “moon”. Where does the word moon belong?. Write “moon” in the “zoo” column. Continue
in this manner for a few other examples. Some suggestions are as follows: look, hook, took, soon,
zoo, food, boot, tooth, shoot. Follow up this activity by playing a simple game. Designate one wall
in the classroom as “book” and the opposite wall as “zoo”. Have the students stand together in the
center between the two walls. Tell the students you are going to all out a word and an action. They
must listen and move to the wall with the corresponding phoneme, e.g. Moon! Fly! Students then
“fly” to the wall designated as “zoo”. Continue the game for a few examples, alternating between
words for “book” and words for “zoo”. After the game, ask students to be seated. Give them their
books and ask them to go to the “oo OO” page. Tell students that they must listen to and read each
word. If the word makes an /oo/ sound as in book, color it green. If it makes an /OO/ sound as in
moon, color it blue.

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Vocabulary: old, young, morning, afternoon, evening, night, wake up, have lunch, have a snack,
play on the playground, go to sleep, doctor, nurse, pirate, moon
Grammar Structures: In the morning/evening/afternoon/ At night/ I wake up.../ I have lunch.../ I

have a snack… / I play on the playground... / I go to sleep...
Aims:
● To review friends & family vocabulary.
● To practice talking about daily routines & time of day.
● To review the sixth phonemes in Jolly Phonics Group 5 /oo/ & /OO/.
Materials:
● Flashcards: Anna (grandma), Hugo (grandpa), Eva (girl/sister) & Dan (boy/brother), doctor
(dad), nurse (mom) , pirate (friend), camera, moon
● Speakers or phone to play/download music files (optional)
Song and Game: Sing WALKING WALKING.Then transition into the game sit down /stand up.
add other songs requested by students or that you feel the students would enjoy or benefit from.
Example: Run and touch a table!/ Run and touch a chair!/ Run and touch the board! etc.
up, let him do a little wiggle! Say, Hello, Finger puppet! How do you feel today?/ I feel hungry!/ Oh
me too! I usually have a snack in the afternoon. Then, I go to the playground in the evening. What
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do you do every evening?/ Every evening, I go to the playground with Dan & Eva. We like to play
on the swings./ That’s great! I enjoy going for a walk in the evenings too! Finger Puppet says, My
days are always so busy, that's why I NEED lots of naps! Finger Puppet lets out a little yawn and
says, I am ready to go back to sleep. Encourage students to say, Goodbye, Finger Puppet, see
you later!
Talk Time: When do you wake up? When do you go to sleep? When do you go to school? When
do you go home? When do you have lunch?
/oo/ /OO/ Review & Song: We are going to review /oo/ and /OO. With students seated, draw the
/oo/ and /OO/ phonemes on the board. Say /oo/ is for book. Draw a book on the board as you
make an /oo/ sound. Now, say /OO/ is for spoon. Make an /OO/ sound as you draw a spoon on the
board. Encourage students to produce the sound themselves. Ask them if they can think of any
words with the /oo/-/OO/ phoneme and write them on the board under the appropriate phoneme.
Suggestions: /oo/ = foot, book, look, cook; /OO/ = boot, school, moon, food, spoon, zoo.
Sing the song to the tune of Go In And Out The Windows as you do the action (imagine being a
cuckoo in a cuckoo clock, jutting your head forward and back, saying the call of the cuckoo,
/oo/-/OO/, /oo/-/OO/, /oo/-/OO/). Encourage students to perform the action as they sing.
Who wants to
Be a cuckoo?
Who wants to
Be a cuckoo?
Who wants to
Be a cuckoo?
/oo/-/OO/, /oo/-/OO/,
/oo/-/OO/!
Draw three columns on the board. Label the on the far left as /oo/ (as in book) and the one on the
far right as /OO/ (as in spoon). Write the following words in the center column: hook, spoon, broom,
foot, moon, boot, wood, book, cook, zoo, food, look, school, pool, good, room. Ask students to
come up to the board in turns. Call out a word. They must identify the word and write it in the
correct column. For example, you call out foot and the student points to the word foot on the board,
and then if it should go in the /oo/ column as in book or the /OO/ column as in spoon. The student
writes the word in the correct column. Continue by giving the next student a turn.
Friends & Family Flashcards: Review the vocabulary words for Friends & Family one at a time.
As you show the students the flashcards, encourage them to repeat the words without any
prompts. Review friends and family vocabulary previously acquired (mom, dad, brother, sister.)
Spin the Pencil: Sit students in a circle with a pencil in the middle. The teacher spins the pencil.
is. Elicit It’s a… If the answer is correct, then that student can spin the pencil. Continue the game
until each student has had at least one turn. Suggestion: Be sure to also include “old” and “young”
by using the flashcards of Anna and Hugo.
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Daily Routines: Review the 4 times of day: morning, afternoon, evening and night. Quickly
introduce the 4 words by drawing a picture on the board. Draw a simple house with a tree next to it
and a horizon. Then draw a sun rising over the horizon. Ask the students What time of day is it?/
Morning. Next, erase the sun and draw the sun up high in the sky and ask, What time of day is it?
/Afternoon. Then draw the sun low in the sky on the other side of the house for evening. And
finally, erase the sun. Draw a moon and stars for night.
Four Corners: Designate each of the four corners of the classroom as in the morning/ in the
afternoon/ in the evening/ at night. Call out a question, e.g. When do you wake up? Students move
to the correct corner. Students ending up in an incorrect corner are eliminated and must sit down.
Play by slowly asking harder and harder questions until you have a winner. Make sure to use: have
lunch, have a snack, play in the park, go to sleep, etc.
Activity: Give students their books and pencils. Tell students that they are going to listen to you
read the sentences aloud. They must listen carefully and match them to the correct picture.

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Vocabulary: camera, chair, clock, sleep, window, television, TV, bedroom, living room, kitchen,
bathroom, door
Grammar Structures: What's this? This is a/an.. / What is it?/ It’s a/an … This is the (bedroom).
This is a (bed).
Aims:
● To introduce talking about the rooms and objects in the home.
● To introduce the phoneme in /y/.
Materials:
● Flashcards: Eva (girl), Dan (boy), Hugo (grandpa), Anna (grandma), pirate (friend), doctor
(dad), nurse (mom), camera, clock, TV, basketball
● Speakers or phone to play/download music files (optional)
Routine Circle Time Songs: Start by singing LET'S COUNT TO 20. Be sure to add in the actions
for this song (clapping & jumping). Then, continue with the MONTHS OF THE YEAR song. Use
songs requested by students or that you feel the students would enjoy or benefit from.
perform the action. End with sit down.
up, let him do a little wiggle! Say, Hello, Finger puppet! How are you today? / I am good!/ Oh me
too! Today, we’re going to talk about where we live. I live in Madrid. Where do you live?/ I live in
Madrid too./ Do you live in a house?/ I live on your hand, silly! Now, I am feeling tired. Finger
Puppet lets out a little yawn and says I am ready to go back to sleep. Encourage the students to
say, Goodbye, Finger Puppet, see you later!
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Talk Time: Where do you live?/ Who lives in your house?/ Is your house big or small?
/y/ Song: We are going to learn /y/, the first phoneme from Jolly Phonics Group 6. With students
seated, draw the /y/ phoneme on the board. Say /y/ is for yes. Encourage students to say yes. Ask
them if they can think of any words with the /y/ phoneme and write them on the board. Suggested
words for this level: yes/ yellow/ yogurt (American English)/ yoghurt (British English)/ young/
yummy/ yawn More advanced words: yam/ yak/ yarn/ yo-yo. Sing the song below to the tune of
Apples and Bananas and encourage students to perform the action as they sing. Action: Pretend
to eat yoghurt from a spoon, saying /y/-/y/-/y/-/y/.
I like to eat, eat, eat yogurt and bananas.

/y/-/y/-/y/-/y/
Draw four squares on the board. In the first three squares, draw a /y/ word (suggestions: yes,
yoghurt, yawn). In the fourth square, draw a picture that does not have the /y/ phoneme. Ask
students, Which word doesn’t have the /y/ phoneme? Once the students have answered correctly,
write the appropriate words under each picture. Elicit words and encourage students to repeat
them at least three times.
Friends & Family Flashcards: Review the vocabulary words for friends & family one at a time. As
you show the students the flashcards, encourage them to repeat the words without prompting.
Take A Photo: Stick (or place) the flashcards on the walls around the classroom. Ask the children
to imagine they have a camera and demonstrate this. Give instructions to pairs of children in turn,
e.g. Take a photo of Eva’s grandma. Students walk over to the flashcard (of Eva’s grandma) and
take a picture. They can also say Click! Each time they do this. Continue the game until they have
each had a turn and until all the family members have had their photo taken: mom (nurse), dad
(doctor), friend (pirate), Eva (girl/sister), Dan (boy/brother), Hugo (grandpa), Anna (grandma).
Pass the Flashcard: This game is a version of “Pass the Parcel.” Ask students to sit in a circle on
the floor. Place a stack of flashcards (use flashcards previously covered so as to review
vocabulary) in the center, facedown. Take a flashcard and pass it to the student to your left, face
down. Turn on music (any song will do). Explain that when the song is on, students must keep
passing the flashcard. When the music stops, the student who has the flashcard must turn it face
up. Ask What is it?. Elicit, It’s a …Continue the game until each student has had a turn to answer
at least once.
Home Vocabulary: Draw a simple house on the board. Ask students, What is it?/ It’s a house.
Now, divide the house into four rooms, labelling the four rooms: bedroom, bathroom, kitchen &
living room. Direct their attention to the bedroom. Draw a bed in the bedroom. Say This is the
bedroom. Look! There's a bed. That’s where you sleep. Now, focus their attention on the bathroom.
Draw a bathtub in the bathroom. Say This is the bathroom. Look! There's a bathtub. That’s where
you have a bath. Now, focus their attention on the living room. Draw a sofa in the living room. Say
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This is the living room. We watch TV in the living room. Now, let’s look at the kitchen. Draw a
cooker in the kitchen. Say This is the kitchen. We cook/eat our meals here. Take out the
flashcards (camera, basketball, clock and TV) and go through each flashcard, repeating each word
three times. Then, do the same but pointing to the following objects instead: door, window, table,
chair. Encourage students to say the words with you. Practice: Using the flashcards, say The clock
is in the kitchen. Place the clock flashcard (using sticky tac) in the kitchen. Ask students to help
you place the flashcards for the remaining objects. Continue with: The camera is in the bedroom;
The TV is in the living room; There’s a chair in the kitchen (drawing the chair); There´s a basketball
in the bedroom. You can do as many as you need so everyone has a turn.
Listen & Draw Activity: Give students their books and pencils. Ask them to turn to the “House”.
Write the following words on the board (bedroom, kitchen, living room, bathroom) and have
students label each of the rooms with one of those words. Explain that they must listen and draw
different objects in each of the rooms according to your instructions.
Draw a TV (television) in the living room.
Draw a camera in the bedroom.
Draw a chair in the kitchen.
Draw a clock in the bathroom.
Extension: You can ask them to draw window(s) and door(s) in the different rooms.

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Listen to your teacher’s instructions and draw the objects in the different
rooms.
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Vocabulary: camera, chair, clock, sleep, window, television,TV, bedroom, living room, kitchen,
bathroom, window, door, yoghurt (US yogurt)
Grammar Structures: What's this?; This is a/an...; What is it?; It’s a/an...; There is/are…in this
house.; Do you like this house?
Aims:
● To review talking about the rooms and objects in the home.
● To review prepositions of place (in, on, under, between).
● To review the /y/ phoneme.
Materials:
● Flashcards: Eva (girl), Dan (boy), Hugo (grandpa), Anna (grandma), pirate (friend), doctor
(dad), nurse (mom), camera, clock, TV
Song and Game: Sing WALKING WALKING. Then transition into the game sit down / stand up.
Example: Run and touch a table!/ Run and touch a chair!/ Run and touch the board!
up, let him do a little wiggle! Say, Hello, Finger puppet! How are you today?/ I am super excited!/
Really! Why?/ Well! Dan & Eva are going to move into a new house! I can’t wait! Maybe, there will
be a pool in the garden! Finger Puppet lets out a little yawn and says I am ready to go back to
sleep. Encourage the students to say, Goodbye, Finger Puppet, see you later!
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Talk Time: In your house, is there a garden? Is there a pool in your garden? Adjust the questions
using different vocabulary words related to the home, using Is there/ Are there ..?.
/y/ Song (review) & Story: We are going to review /y/. With students seated, draw the /y/
phoneme on the board. Say /y/ is for yes. Gesture by giving a thumbs up and bobbing your head
up and down. Encourage students to mimic your actions as they say yes. Ask them if they can
think of any words with the /y/ phoneme and write them on the board. Suggested words for this
level: yes/ yellow/ yogurt (UK yoghurt)/ young/ yummy/ yawn More advanced words: yam/ yak/
yarn/ yo-yo. Sing the song below to the tune of Apples and Bananas and encourage students to
perform the action as they sing. Action: Pretend to eat yoghurt from a spoon, saying /y/-/y/-/y/-/y/.

/y/-/y/-/y/-/y/
Now, read the /y/ story:
It is lunchtime at school.
One boy is eating his sandwich quickly so he can play with his yo-yo.
A girl is looking forward to eating her yogurt.
She chose it when she went shopping with her family.
It is a yummy, yellow, banana yogurt!
Ask students to tell you what words with the /y/ phoneme they heard in the story: yummy/ yellow/
yogurt/ yo-yo/ yummy.
Friends, Family & Home Flashcards: Review the vocabulary words one at a time. As you show
the students the flashcards or point to objects (table, chair, window & door) , encourage them to
repeat the words without any prompts.
Jump to the “Elephant”: Stick (or place) flashcards on different walls around the classroom. Give
instructions to pairs or groups of students in turn, e.g. Jump to the camera!/ Hop to Dan’s grandpa!/
Twirl to the window. Encourage the rest of the class to clap and say, e.g. Hurray! If the students
do the correct action and go to the correct flashcard.
Review Prepositions: Quickly review in/on/under by placing your fist on your hand, under your
hand or in your hand. Encourage students to mimic your actions. Take the stack of family & home
flashcards (or point to objects for table, chair, window & door) and lay them out on the floor, face
up, in two rows so that the students can see them all. Students will follow your instructions in
turns. Say Put the camera under a table. The student will then select the “camera” flashcard and
place it under a table. Encourage the other students to say Hurray! when the student places the
correct flashcard in the correct place and position. Continue the game until all the students have
had at least one turn.
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Home Vocabulary: Quickly, draw a simple house on the board. Ask the students, What is it?/ It’s a
house. Now, divide the house into four rooms by drawing a horizontal and vertical line through the
house. Label the four rooms: Bedroom, Bathroom, Kitchen & Living Room. Ask students to come
up to the board in turns. Tell them that they must listen to your instructions and draw the objects in
the house. Example instructions:
Draw a table in the living room.
Draw a camera on the table.
Draw a chair in the kitchen.
Draw a clock under the chair.
Draw a TV in the living room.
Draw a window in the bedroom.
Song: Listen to MY HOUSE. Encourage students to listen and sing along. Now, tell the students
that we are going to listen and draw a new house on the board for Dan & Eva. Draw a simple
outline of a large house. Instruct one of the students, There are two kitchens in this house.
Continue the activity, giving each student a turn. There are three living rooms in this house, etc.
Activity: Give students their books and pencils. Ask them to turn to “My House”. Students must
draw the rooms in their house or apartment/flat. Have them also draw some of the furniture and
objects in each of the rooms. When finished, each student should complete the sentences by
counting the number of rooms in their house and writing that number in the gap. They should also
either circle house or apartment in the sentence, Ï live in a house / apartment.¨. If necessary, you
can help students by drawing both a house and an apartment on the board and writing the correct
word pointing to each.If time permits, students can color their house. As students work, make sure
to walk around and ask questions about each student´s picture such as, Where is the bathroom?
Where is your bedroom?

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Lesson 24: Family & Friends (Unit 4)

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Lesson 25: Toys & Transport (Unit 5)
Vocabulary: helicopter, lorry (US truck), plane, train, boat, bike, bus, car, doll, rocket, run, fly
Grammar Structures: What's this?; This is a/an; What is it?; It’s a/an; What color is it?
Aims:
● To review home vocabulary and colors.
● To introduce vocabulary for toys & transport.
● To talk about favorite toys.
● To introduce the phoneme /x/.
Materials:
● Flashcards: helicopter, lorry (US truck), plane, train, boat, bus, car, basketball, baseball,
doll, rocket
● Small ball made of scrap paper or beanbag
Start off by singing HELLO! (SSS). Encourage students to sing along and mimic the actions.
Song and Game: Sing AROUND THE CIRCLE. Then transition into the game sit down/ stand
Routine Circle Time Songs: Start by singing COUNT AND MOVE. Be sure to add in the actions
for this song (clapping & jumping). Then, continue with the SEASONS SONG (PM). Use gestures
requested by students or that you feel the students would enjoy or benefit from (time allowing).
up, let him do a little wiggle! Say, Hello, Finger puppet! How are you today?/ I am super excited!
Can you help me show the students my house? I will describe it to you, and you draw it on the
board. Ok?/ Ok!/ In my house, there is a bedroom, a bathroom, a kitchen and a living room. Draw
the Finger Puppet’s house on the board according to his instructions. Finger Puppet, Do you have
a favorite toy? (Finger Puppet shakes his head, yes!) What is it?/ It’s a .../ Where is it?/ It’s in my
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bedroom on my bed. Draw the toy. Now, Finger Puppet lets out a little yawn and says I am ready to
go back to sleep. Encourage the students to say, Goodbye, Finger Puppet, see you later!
Talk Time: What’s your favorite toy? Where do you keep your toys in your house (in the bedroom)?
(in the kitchen)? (in the living room)? (in the bathroom)?
Toys & Transport Flashcards: Show the flashcards one at a time. As you do this, say the word
three times. Encourage students to repeat the words without any prompting.
Shout It Out: Have students sit down. Start by holding up each flashcard and eliciting, chorusing
and passing the flashcard around. When passing it, make sure each student says the word as they
pass it. Next, put all of the flashcards together in a pile facedown and have everyone close their
eyes. Take a flashcard from the pile and say Open your eyes. Everyone opens their eyes and looks
at the flashcard in your hand. Students try to be the first to shout the word correctly. Give the
student who first shouts out the word correctly, the flashcard that you are holding.
Fetch It: Arrange all of the flashcards around the classroom and designate a spot or box on a table
at the front of the class. Say to a student, Please find the helicopter flashcard. That student gets
up, goes to the helicopter, picks it up, and takes it over to the spot/box. Continue in turns until all of
the flashcards have been collected and placed on the table.
Musical Circle Touch: Sit all of your students in a circle and place the flashcards in the center,
face up. Play some music and have students pass a small ball or beanbag around the circle. Stop
the music. Say to the student holding the ball, Touch the helicopter flashcard! Once the student
does so correctly, start playing the music and continue in the same manner.
Find Something Blue: Everyone stands up in the center of the room. Say, Find something (blue).
Students rush to touch or point to something blue. Ask a few students: What is it? Elicit answers
with It’s a… Continue the game until you have gone through all the colors.
What's Missing?: With students seated, place all of the flashcards in front of you in a line. Say,
Close your eyes. Model this by closing your eyes and covering them with your hands. Then, make
sure everyone has their eyes closed and covered with their hands. Quickly take a flashcard away
and hide it behind your back. Say, open your eyes. Nod towards the space where the flashcard
was and say, What's missing?. Encourage students to shout out the answer. The first student with
the correct answer becomes the ¨teacher¨. Have them come to the front of the class. Everyone
else closes their eyes as the student selects a flashcard and hides it behind their back. Continue
until everyone has had a turn.
Song: Listen to the VEHICLES SONG. Encourage students to listen, repeat the vocabulary words
and sing along.
/x/ Song & Story: We are going to introduce /x/, the second phoneme from Jolly Phonics Group 6.
With students seated, draw the /x/ phoneme on the board. Say /x/ is for x-ray. Pretend to take an
x-ray with a camera, saying /ks/-/ks/-/ks/. Encourage students to mimic your actions. Ask them if
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they know any words with the /x/ phoneme and write them on the board. Suggested words: x-ray,
Alex, fox, six, box, taxi, excited More advanced words: exit, wax, mix Sing the song to the tune of
Skip To My Lou. Encourage students to perform the action as they sing.
/ks/-/ks/! Take an x-ray.

/ks/-/ks/! Take an x-ray
X-ray of my hand!
Now, read the /x/ story:
Foxy Roxy
Foxy Roxy was a fox who lived in a paper box.
She collected rocks and clocks
Kept them in her dirty socks.
She played on her xylophone
Until she began to moan
Roxy had some itchy spots
So she called on Dr. Cox
Dr. Cox was in dismay
We must take a quick x-ray
Dr. Cox, the wise old ox
Cried, Oh no, it is chicken pox.
Ask students to tell you what words with the /x/ phoneme they heard in the story: (Foxy, Roxy, fox,
box, rocks, clocks, socks, xylophone, Cox, x-ray, ox, pox). Note: rocks, clocks, and socks have
the /x/ phoneme even though they are spelled ¨cks¨.
Activity: Give the students their books. Explain that when /x/ appears at the end of a word, it
makes the sound /ks/. Read & trace the words with X. Then, color the pictures.

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Grammar Structures: What's this?; This is a/an; What is it?; It’s a/an; What color is it?; How many
wheels does it have?; Does it have wings?; Can it fly?
Aims:
● To review vocabulary for toys & transport.
● To talk about favourite toys.
● To review the phoneme /x/.
Materials:
doll, rocket
Song and Game: Sing AROUND THE CIRCLE. Then transition into the game sit down /stand
up, let him do a little wiggle! Say, Hello, Finger puppet! How are you today?/ I am good! Let me tell
you about one of my favorite toys. It’s blue and red. It’s big. It doesn’t have wheels. It’s fast but it
can’t fly. It can carry lots of people and things. It goes choo-choo! Do you know what it is?/ Ask
students if they can guess the name of the toy. (Yes! It’s a train). Now, Finger Puppet lets out a
yawn and says I'm sleepy. Encourage students to say, Goodbye, Finger Puppet, see you later!
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Talk Time: Do you have a favorite toy? What is it?/ What color is it?/ Is it big or small?/ Does it
have wheels?/ How many wheels does it have?/ Does it have wings?/ Can it fly?
/x/ Song & Story: We are going to review /x/. With students seated, draw the /x/ phoneme on the
board. Say /x/ is for x-ray. Pretend to take an x-ray with an x-ray camera, saying /ks/-/ks/-/ks/.
Encourage students to copy you. Ask them if they can remember any words with the /x/ phoneme
and write them on the board. Suggested words: x-ray, Alex, fox, six, box, taxi, excited More
advanced words: exit, wax, mix Sing the song to the tune of Skip To My Lou. Encourage students
to perform the action as they sing.
-X-ray of my hand!
Now, read the /x/ story:
Foxy Roxy
So she called on Dr. Cox
We must take a quick x-ray
Dr. Cox, the wise old ox
Cried, Oh no, it is chicken pox.
Practice: Call out words, some with the /x/ phoneme (from the story) and some without. Tell them
to extend their arms and legs to make an X when you say a word with that phoneme. If the word
you call out doesn’t have the X phoneme, they are to stand still. Suggestions: (Foxy, Roxy, fox,
box, rocks, clocks, socks, xylophone, Cox, x-ray, ox, pox). Note: rocks, clocks, and socks have
the /x/ phoneme even though they are spelled ¨cks¨.
Toys & Transport Flashcards: Show the flashcards one at a time. As you do this, say the word
three times. Encourage students to repeat the words without any prompting.
Song: Listen to and sing the VEHICLES SONG.
Jump to the “Elephant”: Stick or place flashcards around the classroom. Give instructions to
pairs or groups of students in turn, e.g. Jump to the helicopter!/ Hop to boat!/ Swim to the car.
Encourage the rest of the class to clap and say Hurray! if students do the correct action and go to
the correct flashcard.
Flashcard Statues: Arrange all of the flashcards in a large circle on the floor. Tell students that
you are going to play flashcard statues. Play music and then stop it suddenly. When it stops,
everyone freezes. If someone moves, they must find the flashcard you call out on the floor.
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Over-under: Line up students in two teams. Give the two students at the front of each line a
flashcard. When you say go, the first in line says the word and passes the flashcard over their
head. The next student says the word and passes the card under (between) their legs. Continue in
this way: over/under/over/under etc. The last student in line races to the front to hand the flashcard
to the teacher and says the word. The first team to do so gets a point.
Activity: Give students their books. Ask them to turn to “Toys & Transport”. Tell students that we
are going to read the words and match them to the correct picture.

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Grammar Structures: What's this?; This is a/an; What is it?; It’s a/an; What color is it?; I go to
school by .../on foot; I walk to school.; I got to school by…
Aims:
● To explain how they get to school.
● To introduce the phoneme /ch/.
Materials:
doll, rocket
Preparation:
● Prepare a stack of words with the /ch/ phoneme on post-its. Suggested words: chair, chin,
chest, cheeks, chalk, cheese, cherry, chips, chick, chew, chocolate, beach, lunch
● Listen to the songs before the lesson.
Finger Puppet: Follow the routine from page 5 to wake up your finger puppet. Say, Hello, Finger
puppet! How are you today?/ I am good! Guess what? I am going on a big yellow bus today. I can’t
wait!/ Oh that’s awesome! Do you know THE WHEELS ON THE BUS? Sing the song together.
Then, Finger Puppet lets out a little yawn and says I am ready to go back to sleep. Encourage
students to say, Goodbye, Finger Puppet, see you later!
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Talk Time: How do you go to school? or How do you get to school?/ How did you get here today?
/ch/ Song: We are going to learn /ch/, the second phoneme from Jolly Phonics Group 6. With
students seated, draw the /ch/ phoneme on the board. Say /ch/ is for chair. Pretend to be a train by
moving your arms to your sides saying /ch/-/ch/-/ch/. Encourage students to mimic your actions.
Ask them if they know any words with /ch/ and write them on the board. Suggested /ch/ words:
chair, chin, chest, cheeks, chalk, cheese, cherry, chips, chick, chew, chocolate, beach, lunch. Sing
to the tune of Merrily We Roll Along. Encourage students to perform the action as they sing.
Trains are chugging up the hill

/ch/-/ch/-ch/,
/ch/-/ch/-ch/,
Trains are chugging up the hill.
Choo, choo!
Go Fetch: Place the pile of /ch/ words on a table on the opposite end of the room from the board.
Divide students into two teams and line them up. Draw a line down the center of the board,
designating half of the board for each team. Give the first student in each team a whiteboard
marker/chalk. When the teacher says Go!, students run and collect a /ch/ word from the pile. Then,
they run back to their team’s side of the board & write their word. Once they are finished, they pass
the chalk/marker to the next person on their team. The winner is the team with the most /ch/ words
spelt correctly on their side of the board after all the /ch/ cards have been collected.
Teach Transport Vocab: Start by drawing a simple picture of a school at one end of the board and
a simple house at the other end. Tell students what each place is: This is our school – here!; This is
my house. I live here!. First pretend to walk. Say, I got here on foot…on foot…on foot while
walking in place. Students stand up and walk in place as they say on foot...on foot. Next, show the
bus flashcard and place it on the board. Say, I got here by bus…by bus…by bus whilst
pretending to drive a bus and beep the horn. Students stand up and pretend to drive a bus and
beep the horn as they say by bus…by bus. Next, pretend to ride a bike and ring the bell, say I got
here by bike… by bike. Pretend to drive a car and beep the horn. Say, I got here by car...by car.
Do the train gesture, moving your hands around like a wheel. Say I got here by train...by train.
Pretend you are on a boat. Do waving motions with your hands as you say I got here by boat...by
boat. Pretend to be an airplane by holding your arms right out. Say I got here by plane...by plane.
Put your arms above your head, fingertips touching to make a rocket shape. Keep this shape as
you count down from 10. Then, jump for the blast off. Say, I got here by rocket...by rocket.
Song: Sing HOW DID YOU GET HERE. Put the flashcards on the board in order: car, bus, bike,
plane, train, boat. Since there is no flashcard for “rocket,” draw a picture on the board and model
the action. Run through the gestures from the previous activity. Sing along while gesturing.
How did you get here today? I got here by bus How did you get here today?
How did you get here today? I got here by bicycle
I got here by car. I got here by train
I got here on foot How did you get here today? I got here by boat
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I got here by airplane

I got here by rocket. 10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 –
1
Wow! Blast off!
Flashcard Treasure Hunt: Hide the transport flashcards around the classroom (behind a chair, on
the window sill, in a book, etc). With students seated, start hunting around the room, gesturing that
you are looking for something. "Find" one of the flashcards and look relieved and happy to have
found it. Indicate that there are more flashcards to find. Get everyone to hunt around the room
helping you look for the flashcards. Once all the flashcards have been found, everyone sits down.
Art Gallery: Divide the class into four groups or two equal groups for smaller classes. Draw 4
picture frames on the board. Each one will be for an artist from each group. Make sure the squares
are at a good height for students to reach. Explain that they are going to listen and draw some
pictures. Have one student from each group go up to the board. Say: Draw I got here by boat.
Each student should draw a picture of a boat in their frame. Give a minute for this. When time is
up, say STOP!. Now, you are the judge. Walk around looking at the pictures and give some
comments (hmmm, not bad … oh, very nice!, etc.). Pick a winner for the best drawing and get
everyone to clap. Erase the pictures on the board and go onto the next vocab item (e.g. by bike).
Again, judge the pictures and select a winner. Repeat until you have done: I got here by bike/ by
bus/ by helicopter/ on foot/ by car/ by boat.
Class Survey: Ask students to open their books to ¨How Did You Get Here Today?¨. Draw enough
columns on the board for each transport flashcard. Arrange them in the order they appear on the
worksheet. Ask: How did you get here today? Point to a flashcard. Did you get here by helicopter?
Raise your hand if you came by helicopter. Say: Lets count how many students came by
helicopter. Encourage students to count aloud with you. Write the number of students who arrived
by helicopter next to the helicopter flashcard. Ask students to find the helicopter in their books and
write the number of students that came by helicopter. Continue in this manner until you have asked
for all the flashcards (car, bus, boat, bike, train, plane) and on foot (no flashcard.)

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Vocabulary: helicopter, lorry (US truck), plane, train, boat, bike, bus, car, doll, rocket run, fly
school by.../on foot; I walk to school.; I got to school by…; Do you like...?; Yes, I do; No, I don’t.
Aims:
● To identify different modes of transportation and the vehicles used for each mode.
● To differentiate between air, water, and ground transportation vehicles.
● To say how they got to school.
● To review the phoneme /ch/.
Materials:
● Flashcards: helicopter, lorry (US truck), plane, train, boat, bus, car, rocket, doll
Preparation: Listen to the songs before the lesson
up, let him do a little wiggle! Say, Hello, Finger puppet! How are you today?/ I am hungry!/ Oh?
Would you like some cheese?/ Yeah! I LOVE cheese! (Be sure to stress the /ch/ pronunciation of
cheese). Give Finger puppet some pretend cheese and let him pretend to gobble it up. Then, he
pats his tummy. That was yummy! I´m full! Then, Finger Puppet lets out a little yawn and says I am
ready to go back to sleep. Encourage students to say, Goodbye, Finger Puppet, see you later!
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Talk Time: Do you like (cheese)? / Yes, I do. No, I don’t.
Review “How Did You Get Here?”: Start by singing HOW DID YOU GET HERE. Pretend to walk
and elicit on foot…on foot…on foot/ You got here on foot. Next, pretend you are driving a bus
and beeping the horn. Elicit by bus…by bus. Next, pretend to ride a bike and ring the bell. Elicit (I
got here) by bike…by bike. Pretend to drive a car and beep the horn. Elicit (I got here) by car...by
car. Do the train gesture, moving your hands around like a wheel. Elicit (I got here) by train...by
train. Pretend you are on a boat, do wave motions with your hands. Elicit (I got here) by boat...by
boat. Pretend to be an airplane by holding your arms right out. Elicit (I got here) by plane...by
plane. Put your arms above your head, fingertips touching to make a rocket shape. Countdown
from 10 and jump for blast off. Elicit (I got here) by rocket...by rocket.
Guided Practice: Draw three squares on the board; one for each mode of transportation: land, air
and water. Explain that you are going to organize vehicles according to how they move (a plane
would go in the “air” square). Give a student a flashcard. Ask: What is it? (It’s a plane). Continue by
asking if a plane moves on land, in the air or in water while pointing to the corresponding square.
Once the student answers, let them stick the “plane” flashcard in the “air” square. Continue in this
way for the remaining vehicles.
Find Something That Flies: We are going to practice modes of transport. Quickly place the
transport flashcards around the classroom. Divide the class into two teams. Have the two teams
line up in the center of the classroom. Ask pairs of students, find something that flies and begins
with the letter h. The first student who finds the correct flashcard brings it to the teacher but must
say what mode of transport it is (air, water or land). Continue the game, following the example,
until you have completed all the transportation vocabulary words.
/ch/ Song & Story: We are going to review /ch/. With students seated, draw the /ch/ phoneme on
the board. Say /ch/ is for chair. Pretend to be a train by moving your arms to your sides while
saying /ch/-/ch/-/ch/. Encourage the students to copy. Ask them if they know any words with the
/ch/ phoneme and write them on the board. Suggestions: chair, chin, chest, cheeks, chalk, cheese,
cherry, chips, chick, chew, chocolate, beach, lunch. Sing the song to the tune of Merrily We Roll
Along and encourage students to perform the action as they sing.

/ch/-/ch/-ch/,
/ch/-/ch/-ch/,
Choo, choo!
Now read the story below:
Chester is a chipmunk.
He chews cheese.
He really likes cheddar.
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He always has his cheeks full of cheese!

Four Corners: Designate each of the four corners of the classroom as cheese, cheeks, chips &
chocolate. Tell students that they must move (using the action you tell them) to the /ch/ word you
call out. If you call out a word that does not have /ch/, they must all return to the center. Call out
Run to chocolate! Fly to cheese. Jump to chair - everyone should jump to the center of the
classroom. Suggestions for other /ch/ words: chair, chick, chin, cherry, beach
Activity: Ask students to open their books to the /ch/ page. Draw 8 rectangles on the board. Start
by reviewing each /ch/ word (chips/cherries/chick/cheese/chair/chin/beach/chocolate) by writing
each word in one of the rectangles. Once you have finished, erase the /ch/ from each of the words,
drawing a gap where you have erased /ch/. Ask students what phoneme is missing. When they
respond /ch/, ask students to come up to the board in turns to fill in the missing /ch/. Then,
students do the same in their books. Note: all of the letters are missing in ¨chin¨.

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/CH/ Sound
bea _ _ _ _ ocolate
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Grammar Structures: What is it?; It’s a/an; How do you go to school?; I go to school by.../on foot;
I walk to school.; How did you get to school?; I got to school by…
Aims:
● To differentiate between air, water, and ground transportation vehicles.
● To practice saying how they got to school.
● To introduce the phoneme /sh/.
Materials:
● Flashcards: helicopter, lorry (US truck), plane, train, boat, bus, car, rocket, doll
● Speakers or phone to play/download music files
up, let him do a little wiggle! Say, Hello, Finger puppet! How are you today?/ Sh!/ Hmm?/ Shhh!/
Oh! You want us to be quiet? Finger Puppet gives a little shake of his “head” for “yes”. Put Finger
Puppet to your ear as if whispering a secret, all the while shaking your head, right, yes, ok, that’s a
great idea. Tell students that Finger Puppet wants you to sing LOUD AND QUIET, LOUD AND
QUIET, LOUD LOUD LOUD … QUIET. Once you are finished singing, Finger Puppet lets out a
little yawn and says I am ready to go back to sleep. Encourage the students to say, Goodbye,
Finger Puppet, see you later!
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Talk Time: What’s your favorite toy? How do you go to school? Do you like … ?
/sh/ Song: We are going to introduce /sh/, the third phoneme from Jolly Phonics Group 6. With
students seated, draw the /sh/ phoneme on the board. Say /sh/ is for sheep. Pretend to rock a
baby to sleep then hold your index finger over your lips saying /sh/-/sh/-/sh/. Encourage students to
mimic your actions. Ask them if they know any words with /sh/ and write them on the board.
Suggestions: shorts; shoe; shirt; sheep; shark; shop; shape. Sing the song to the tune of Where,
Oh, Where Has My Little Dog Gone? Encourage students to perform the action as they sing.
Hush! Hush! Hush!

Don’t make a sound.
Be as quiet
As you can be.
The baby’s asleep
And I’m tired out.
Sh! Sh! Sh! Sh! Sh!
Activity: Draw 6 squares on the board. Start by introducing examples of /sh/ words (sheep, shorts,
shark, shop, shoe, shirt) by drawing a picture for each word in one of the squares. Now, draw 6
rectangles under each square. Write the word for each picture in the rectangle beneath it, leaving
out /sh/ and replacing it with a gap. Ask students what phoneme is missing. When they respond,
allow students to come to the board in turns to fill in the missing /sh/.
Toys & Transport Flashcards: Review the vocabulary words one at a time. As you show the
students the flashcards, encourage them to repeat the words without any prompts.
Act Out “How Did You Get Here?”: Start singing HOW DID YOU GET HERE. Encourage
students to sing along as they do the gestures. Ask a student to move to the front of the class and
do one of the gestures (on foot, by bus, by bike, by car, by train, by boat, by plane, by rocket).
The rest of the class must guess what the gesture is for (e.g. You got here on foot). Continue until
all the students have had a turn to act it out.
Spin The Pencil: Sit students in a circle with a pencil in the middle. The teacher spins the pencil.
is. If the answer is correct then that student can spin the pencil to continue the game.
student’s back. Both students face each other with hands behind their backs waiting for the teacher
to shout Go!. At this point, they must try to discover their partner’s hidden flashcard without letting
their partner see theirs. When a student finally sees their partner’s card, they have to shout it out to
become the winner. Students look like ostriches when playing this game.
Three Walls: Choose three walls in the classroom. Designate each of the three walls as a mode of
transport: water, land or air. When you show a flashcard to the class, ask What is it?/ It’s a ….
Once students have answered what it is, they must quickly fly/drive/sail to the corresponding wall.
Keep the game going until you have done each flashcard at least once.
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Activity: Draw three squares on the board. Above each square, write a mode of transport (air,
water or land). Take out a few flashcards to use as examples. Show students a flashcard and ask,
Where does it go? Once they have answered, place the flashcard in its corresponding square.
Give students their books. Ask them to open to “Modes of Transport”. Tell them that they are going
to label each vehicle with its corresponding mode of transport (land, air, or water). E.g. Under the
picture of a plane, they would write AIR.

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MODES OF TRANSPORT
Label each vehicle with AIR, LAND or WATER.
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Vocabulary: helicopter, lorry (US truck), plane, train, boat, bike, bus, car, rocket, doll, run, fly,
school by.../on foot; I walk to school.; I got to school by…; Do you like...?; Yes, I do; No, I don’t.
Aims:
● To review grammar structures in unit 5.
● To distinguish between the phonemes /sh/ & /ch/.
Materials:
● Flashcards: helicopter, lorry (US truck), plane, train, boat, bus, car
Song and Game: Sing AROUND THE CIRCLE. Then transition into the game sit down/ stand
Hands down. Teacher says shake your hands. Pat your tummy. Teacher says touch your toes 10
times. Bend your knees 5 times.Teacher says to wiggle your fingers. Students must only do the
actions when TEACHER SAYS. End with: Teacher says sit down so that students will already be
seated in preparation for the following activities.
up, let him do a little wiggle! Say, Hello, Finger puppet! How are you today?/ I am good! Today, I
am going to show Dan and Eva all my favorite toys. You have some pictures of them. Can you
show them to my friends? Show students all of the toy & transport flashcards. Encourage them to
say the names. When you are finished, Finger Puppet lets out a little yawn and says, I'm sleepy.
Encourage students to say, Goodbye, Finger Puppet, see you later!
Talk Time: What’s your favorite toy? How do you go to school? Do you like … ?
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Shout It Out: Students sit down in a circle. Start by holding up each flashcard and eliciting,
chorusing and passing the flashcard around (when passing make sure each student says the word
for the flashcard as they pass it). Next, put all of the flashcards together in a pile facedown and
have everyone close their eyes. Pull out a flashcard and say, Open your eyes. Everyone opens
their eyes and shouts the word for the flashcard you are holding. Continue in the same manner.
Flashcard Treasure Hunt: Hide flashcards around the classroom (behind a chair, on the window
sill, in a book, etc). With students seated, start hunting around the room, gesturing that you are
looking for something. "Find" one of the flashcards and look relieved and happy to have found it.
Indicate that there are more flashcards to find and get everyone to hunt around the room helping
you to look for the flashcards. Once all the flashcards have been found, everyone sits down again.
What's missing from the line up?: With students seated, place all of the flashcards in front of you
in a line. Say, Close your eyes. Model this by closing your eyes and covering them with your
hands. Then, make sure everyone has their eyes closed and covered with their hands. Quickly
take a flashcard away and hide it behind your back. Say, open your eyes. Nod towards the space
where the flashcard was and say, What's missing?. Encourage students to shout out the answer.
The first student with the correct answer becomes the ¨teacher¨. Have them come to the front of
the class. Everyone else closes their eyes as the student selects a flashcard and hides it behind
their back. Continue until everyone has had a turn.
Three Walls: Choose three walls in the classroom. Designate each of the three walls as a mode of
transport: water, land or air. When you show a flashcard to the class, ask What is it?/ It’s a ….
Once students have answered what it is, they must quickly fly/drive/sail to the corresponding wall.
Keep the game going until you have done each flashcard at least once.
Review /ch/: We are going to review /ch/. Divide the board in two by drawing a vertical line down
the center. With students seated, draw the /ch/ phoneme on the board. Say /ch/ is for chair.
Pretend to be a train by moving your arms to your sides while saying /ch/-/ch/-/ch/. Encourage the
students to copy. Ask them if they remember any words with the /ch/ phoneme and write them on
the board. Suggestions: chair, chin, chest, cheeks, chalk, cheese, cherry, chips, chick, chew,
chocolate, beach, lunch. Sing the song to the tune of Merrily We Roll Along and encourage
students to perform the action as they sing.

/ch/-/ch/-ch/,
/ch/-/ch/-ch/,
Choo, choo!
Review /sh/: We are going to review /sh/. With students seated, draw the /sh/ phoneme on the
board. Say /sh/ is for sheep. Pretend to rock a baby to sleep then hold your index finger over your
lips saying /sh/-/sh/-/sh/. Encourage students to mimic your actions. Ask them if they remember
any words with /sh/ and write them on the board. Suggestions: shorts; shoe; shirt; sheep; shark;
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shell; shop; shape. Sing the song to the tune of Where, Oh, Where Has My Little Dog Gone?
Encourage students to perform the action as they sing.
Hush! Hush! Hush!

Don’t make a sound.
Be as quiet
As you can be.
The baby’s asleep
And I’m tired out.
Sh! Sh! Sh! Sh! Sh!
Two Walls: The aim of this game is for students to distinguish the difference in pronunciation
between /ch/ and /sh/. The difference is NOT going to be very obvious to them. This is going to
take practice and patience. Choose two opposite walls. Designate one wall as /ch/ and the other as
/sh/. Split students into two teams and line them up. Tell the first pair of students (one student from
each team) that when you call out the word they must move to the wall with the corresponding
sound (e.g. If you call out sheep! They must move to the /sh/ wall). The first student to do this
correctly, earns a point for their team. Once they are finished, the next pair can have a go.
Continue until each pair has had at least one turn.
Activity: Start by drawing 6 squares on the board. Start by introducing examples /sh/ words:
sheep/ shell/ ship/ shirt/ shark/ fish by drawing a picture for each word in each of the squares. Now,
draw 6 rectangles under each square. Write the words for each picture in the rectangle beneath it
but leave out the /sh/, replacing it with a dash. Ask students what phoneme is missing. When they
respond, continue by asking students to come to the board in turns to fill in the missing /sh/. Do a
few examples with the /ch/ phoneme as well. After they have done the activity on the board, ask
students to open their books to the /ch/ & /sh/ phonemes page. Go around assisting students.
See Class Structure on Pages 5 & 6.

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Page118
Lesson 31: Sports & Leisure (Unit 6)
Vocabulary: badminton, bounce, baseball, basketball, hit
Grammar Structures: I play...; I don't play…; I like playing…
Aims:
● To introduce vocabulary for sports & leisure.
● To introduce the phonemes /th/ and /th/.
● Review the preposition of place, “under”.
Materials:
● Flashcards: badminton, basketball, baseball, bike + flashcards from previous units
● Paper ball
● Box or waste paper basket
Song and Game: Sing the song JUMP RUN AND SHOUT. Then transition into the game sit down
Routine Circle Time Songs: Start by singing the COUNT WITH ME FROM 1-20 song. Then,
continue with the DAYS OF THE WEEK-DE. Use gestures to keep students engaged and their
energy levels at medium. You can also add any other songs requested by students or that you feel
the students would enjoy or benefit from (time allowing).
up, let him do a little wiggle! Say, Hello, Finger puppet! How are you today?/ I am wonderful!/
Today, I am going to go to Sports Day at Dan and Eva’s school. I play “finger football”. What sports
do you play?/ I play...Finger Puppet lets out a little yawn and says I am ready to go back to sleep.
Talk Time: What sports do you play?/ I play …

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Flashcards: Introduce the vocabulary words for sports & leisure one at a time. As you show
students the flashcards, say the word three times. Pre-teach actions vocabulary: bounce (a
basketball), hit (a baseball), kick (a football/ soccer ball), ride (a bike). Encourage students to say
these words as they mimic the actions.
Shout It Out: Students sit down in a circle. Start by holding up each flashcard and eliciting,
chorusing and passing the flashcard around. When passing it, make sure each student says the
word as they pass it. Next, put all of the flashcards together in a pile facedown and have everyone
close their eyes. Take a flashcard from the pile and say Open your eyes. Everyone opens their
eyes and looks at the flashcard in your hand. Students try to be the first to shout the word correctly.
Give the student who first shouts out the word correctly, the flashcard that you are holding.
Sports Day: Start by dividing the class into teams. For small classes make 2 teams and for larger
classes make up to 4 teams. Get each team to come up with a team name. Write the team names
across the top of the board (this will become the score board). During this part of the lesson
students will compete in a number of sports and win points for their team.
● Basketball: First, stick the basketball flashcard on the bottom of the board and say,
What sport is this? Elicit: basketball. Then say, I like playing basketball. Do you like
playing basketball? Hopefully this will elicit some positive responses. Then, stand up
and say: Ok, let’s play basketball. This time we are going to play Shoot the Basket.
You will need a waste paper basket or box. Take a piece of paper and crumple it into
a ball. Get everybody to stand up and form a line with one line per team. Put the
basket at the other end of the classroom. Hold up a review flashcard. The first
student to say the vocab correctly gets a shot at the basket with the screwed up
paper ball for their team. If correct, let them take a shot. A successful shot earns a
point (write on the scoreboard). Play until at least each student has had a chance to
shoot. Then get everyone to sit down and review the team scores.
● Baseball: First, stick the baseball flashcard on the bottom of the board and say,
What sport is this? Elicit: baseball. Then say, I like playing baseball. Do you like
playing baseball? Hopefully this will elicit some positive responses. Now we are
going to play Paper Ball Baseball. Have each team line up – everyone is a batter
and the teacher is the pitcher. Stand in front of the first student in the line and ask a
question (e.g. Where do you live?, What is your favorite food? etc.). If the student
answers correctly, pat the ball towards the student. They have to hold their hands
together and swing and hit the ball (like a baseball swing). A successful hit wins a
point. Any hit that bounces against a classroom wall wins an extra point for a home
run! Play until at least each student has had a chance to bat. Then, get everyone to
sit down and review the team scores.
● Badminton: First, stick the badminton flashcard on the bottom of the board and say,
What sport is this? Elicit: badminton. Then say, I like playing badminton. Do you like
playing badminton? Hopefully this will elicit some positive responses. This time we
are going to play Badminton Keep Ups. Put students in pairs from opposing
teams. Give each student a crumpled up paper ball. Each student has to compete
against their partner to pat the ball up the most times before the ball hits the ground.
Allow everyone about 2 minutes and then find out who managed to keep the ball up
the most from each pair. To win a point for their team, they must answer a review
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flashcard correctly. Finally, get everyone to sit down and tally the final scores to find
out which team is the winner.
/th/ Song: We are going to introduce /th/, the fifth phoneme from Jolly Phonics Group 6. With
students seated, draw the /th/ phoneme on the board. Say /th/ is for this. Pretend to be a rude
clown and stick your tongue out a little for /th/ (as in this) and further for /th/ (as in father or
mother). Encourage students to mimic your actions. Ask them if they know any words with the /th/
phoneme and write them on the board. Suggestions: this, that, think, teeth, earth. Sing the song
below to the tune of Did You Ever Hear A Lassie? Encourage students to pretend to be a rude
clown and stick their tongue out a little for /th/ and further for /th/ as they sing.
Did you ever hear

a rude clown
Make this sound?
Did you ever hear
A rude clown
Say /th/, /th/, /th/, th/?
/th/ Story: Now, with students seated read the /th/ story. Be sure to include gestures where
appropriate to aid students’ comprehension.
Theo had thick arms

He could lift this and that
He could throw these and those
He was stronger than his dad.
Guided Activity: Give students their books. Tell them to turn to “/th/ Read & Write”. Tell them that
we are going to read the words, find the correct picture, and write the word under the picture.
Demonstrate this on the board by drawing a square with a picture and write the word under the
picture. Go through each word and picture from the worksheet, giving students time between each
one so that they can write in the word.

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Vocabulary: badminton, bounce, baseball, basketball, hit
Grammar Structures: I play; I don't play; What sports do you play?
Aims:
● To continue learning vocabulary for sports & leisure.
● To review the phonemes /th/ and /th/.
Materials:
● Flashcards: badminton, baseball, basketball, bike
Song and Game: Sing JUMP RUN AND SHOUT. Then transition into the game sit down / stand
Routine Circle Time Songs: Start by singing COUNT WITH ME FROM 1-20. Then, continue with
the DAYS OF THE WEEK-DE. Use gestures to keep students engaged and their energy levels at
medium. You can also add any other songs that you feel students would enjoy or benefit from.
Run and Touch: Ask students to find different objects or flashcards around the classroom.
up, let him do a little wiggle! Say, Hello, Finger puppet! How are you today?/ I am tired! Yesterday, I
went to Sports Day at Dan and Eva’s school. I played “finger badminton”. What sports do you
play?/ I play… Finger Puppet lets out a little yawn. Encourage students to say, Goodbye, Finger
Puppet, see you later!
Talk Time: What sports do you play?; What sports do you like playing?; Do you play (soccer)?;
Elicit answers with: I play…; I like playing…; Yes, I do.; No, I don’t.
/th/ Song & Activity: We are going to review /th/. With students seated, draw the /th/ phoneme on
the board. Say /th/ is for this. Pretend to be a rude clown and stick your tongue out a little for /th/
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(as in this) and further for /th/ (as in father or mother). Encourage students to mimic your actions.
Ask them if they remember any words from the previous lesson with the /th/ phoneme and write
them on the board. Suggestions: this, that, think, teeth, earth. Sing the song below to the tune of
Did You Ever Hear A Lassie?. Encourage students to perform the action as they sing.
Did you ever hear

a rude clown
Make this sound?
Did you ever hear
A rude clown
Now, tell students they are going to play YES/ NO. When you call out a word, they are to stand up
and stick their tongues out ONLY if it has the /th/ sound. If the word doesn't have the /th/ sound,
they are to sit down. Continue for a few rounds.
Game: Ask the students to stand up. The teacher will call out words (some with the /th/ phoneme
and some without) along with an action (such as twirl, jump, crawl, walk). Students can only
perform the action if the word called out had the /th/ phoneme. If the word does not have the /th/
phoneme, they must sit on a chair. Continue for a few rounds.
Flashcards: Review the vocabulary words for Sports & Leisure one at a time. As you show
students the flashcards, say the word three times. Pre-teach actions vocabulary: bounce (a
basketball), hit (a baseball), kick (a football/ soccer ball), ride (a bike). Encourage students to say
these words as they mimic the actions.
Sports Charades: Let the students dramatize different sports (basketball, baseball, badminton
etc.) while the others guess what sport is being portrayed.
Grammar Structures: Teach the structures What sports do you play?/I play .../ I don’t play… You
should now have the sports flashcards on the board. Model the structures: point at the first card
and say I play basketball – while nodding your head. Then go to the next flashcard and say I don’t
play badminton - while shaking your head. Go through all the cards saying what you do and don’t
play. Now model with some students. Ask one student What sports do you play? and help him/her
go through the sports flashcards saying what s/he does and doesn't play. Continue until all the
students have had a turn. Now in pairs, students ask and answer the question. Change pairs a few
times until everyone has had plenty of practice.
Class Survey: Give students their books and ask them to turn to the “Sports Survey”. Model the
survey with a couple students first. Students ask and answer the question, Do you play…? in pairs.
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After asking the question, they write “yes” or “no” on their survey sheets according to their partner’s
response.

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Vocabulary: badminton, bounce, baseball, basketball, bike, beach, hit, soccer, tennis, catch, kick
Grammar Structures: I play; I don't play; What sports do you play?; Can you play …?
Aims:
● To introduce the phoneme /qu/.
Materials:
● Flashcards: badminton, baseball, basketball, bike, beach
Song and Game: Sing the song JUMP RUN AND SHOUT. Then transition into the game sit down
/ stand up. Tell students to stand up, then sit down. Vary the speed to make it fun.
energy levels at medium. You can also add any other songs requested by students.
Exercise Routine: Call out different actions such as stand up, hands up, jump, crawl, turn around,
etc. Specify how many times students should perform the action. End with “sit down”.
up, let him do a little wiggle! Say, Hello, Finger puppet! How are you today?/ I am happy! Today, I
am going to play “Castles” with Dan & Eva on the beach. Draw a beach and sandcastle on the
board. They’re going to play badminton too. Finger Puppet lets out a little yawn and says I am
Talk Time: Do you like to play “castles”? Can you play badminton?
Flashcards: Review the vocabulary. As you show students the flashcards, say the word three
times. Pre-teach actions vocabulary: bounce (a basketball), hit (a baseball), kick (a football/ soccer
ball), ride (a bike). Encourage students to say these words as they mimic the actions.
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Pass the Flashcard: Ask students to sit in a circle on the floor. Place a stack of flashcards (use
flashcards previously covered so as to review vocabulary) in the center, facedown. Take a
flashcard and pass it to the student to your left, face down. Turn on music. Explain that when the
song is on, students must keep passing the flashcard. When the music stops, the student who has
the flashcard must turn it face up. Ask, What is it?. Elicit, It’s a… Continue the game until each
student has had a turn to answer at least once.
Run & Touch: Place sports flashcards around the classroom. Divide the class into two teams and
have them line up in the center of the classroom. Call out a sport. One student from each team
races to touch the correct picture. The first student to touch the correct picture gets a point.
Song: Pre-teach: soccer, basketball, tennis, baseball, catch, hit, kick & bounce. Start by teaching
the actions for: bounce a ball, catch a ball, hit a ball, kick a ball. Pretend to play soccer by kicking
an imaginary ball as you say, Can you play soccer?. Now, bounce an imaginary basketball as you
say, Can you play basketball? Continue by picking up an imaginary tennis racket and hitting a “ball”
over the “net” as you say, Can you play tennis? Finally, pick up an imaginary baseball bat and hit a
home run. Next, everyone stands up and sings along to DO YOU LIKE PLAYING SPORTS whilst
they do the actions. Sing the song a couple of times.
/qu/ Story & Song: We are going to introduce /qu/, the first phoneme from Jolly Phonics Group 7.
With students seated, draw the /qu/ phoneme on the board. Say /qu/ is for quack. Make a duck’s
beak with your hands, open and close them, /qu/-/qu/-/qu/. Encourage students to mimic your
actions. Ask them if they know any words with the /qu/ phoneme and write them on the board.
Suggestions: quiet, quack, queen, quit, quake. Sing the song below to the tune of The Wheels On
The Bus. Encourage students to perform the action as they sing.
The duck in the pond

Quacks, /qu/, /qu/, /qu/,
/qu/, /qu/, /qu/,
/qu/, /qu/, /qu/,
All around the pond.
Quentin went to see the ducks
The ducks went quack.
Quentin chases the ducks.
They ran away quickly.
Activity: Give students their books and ask them to turn to “/qu/ worksheet”. Students must only
color the pictures of words with the /qu/ phoneme. Model on the board with a couple of examples.

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Lesson 34: Sports (Unit 6)
Vocabulary: badminton, bounce, baseball, basketball, bike, beach, hit, soccer, tennis, catch, kick
Grammar Structures: I play; I don't play; What sports do you play?; Can you play…?; Do you like
playing sports?
Aims:
● To review vocabulary for sports and practice talking about playing different sports.
● To review the phoneme /qu/.
Materials:
Start by singing HELLO HELLO! CAN YOU. Encourage students to sing and mimic the actions.
Song and Game: Sing the song JUMP RUN AND SHOUT. Then transition into the game sit
down/ stand up. Tell students to stand up, then sit down. Vary the speed to make it fun.
Find Something Blue: Everyone stands up in the center of the room. Say, Find something (blue).
Students rush to touch or point to something blue. Ask a few students: What is it? Elicit answers
with It’s a… Continue the game until you have gone through all the colors.
up, let him do a little wiggle! Say, Hello, Finger puppet! How are you today? FP: I am happy! I am
going to show Dan & Eva how I can hit a baseball. Can you play “finger baseball”? T: I don’t know.
I have never tried. Can you play baseball? FP: Yes, I can! Finger Puppet lets out a yawn and says
I am ready to go back to sleep. Encourage students to say, Goodbye, Finger Puppet, see you later!
Talk Time: Can you hit a baseball? Can you bounce a basketball? Can you kick a football?
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/qu/ Story Review & Song: We are going to review /qu/. With students seated, draw the /qu/
phoneme on the board. Say /qu/ is for quack. Make a duck’s beak with your hands, open and close
them, /qu/-/qu/-/qu/. Encourage students to mimic your actions. Ask them if they remember any
words with the /qu/ phoneme and write them on the board. Suggestions: quiet, quack, queen, quit,
quake. Sing the song below to the tune of The Wheels On The Bus. Encourage students to
perform the action as they sing.
/qu/, /qu/, /qu/,
/qu/, /qu/, /qu/,

All around the pond.
Jump to the “Elephant”: Stick (or place) flashcards on different walls around the classroom. Give
instructions to pairs or groups of students in turn, e.g. Jump to the basketball flashcard!/ Hop to the
badminton flashcard!/ Run to the beach flashcard. Encourage the rest of the class to clap and say,
Hurray! if students do the correct action and go to the correct flashcard.
Grammar Structures: Teach the structures, Can you play (basketball)?/ Yes, I can./ No, I can’t.
Place the sports flashcards on the board. Point at the first card and say, I can play basketball while
nodding your head. Then, go to the next flashcard and say, I can’t play badminton while shaking
your head. Go through all the cards saying what you can and can’t play. Now model with students.
Ask a student: What sports can you play? and help them go through saying what they can and
can’t play. Continue until everyone has had a turn. Now, in pairs, students ask and answer the
question. Change pairs a few times so everyone has plenty of practice.
Song: Review the words (jump, fly, walk, run, hop, clap, swim, dance, sleep, wake up) and actions.
Then, write the actions on the board. Sing CAN AN ELEPHANT JUMP together whilst gesturing.
Sing the song a couple of times (time allowing).
Activity: Give students their books and ask them to turn to “I can”. First, they must draw a picture
of something they can do. Afterwards, they complete the sentences with what they can do and
something that they can't do. Walk around as students complete their work asking them about their
drawing. Make sure students use the structures: I can.../ I can´t...

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Lesson 35: Sports (Unit 6)
Vocabulary: badminton, bounce, baseball, basketball, bike, beach, hit
Grammar Structures: I play; I don't play… ; What sports do you play?; Can you play …?
Aims:
● To review vocabulary for sports and practice talking about playing different sports.
● To introduce the phoneme /ou/.
Materials:
Start off by singing HELLO HELLO CAN YOU. Encourage students to sing and mimic the actions.
Song and Game: Sing the song JUMP RUN AND SHOUT. Then transition into the game sit
down/ stand up. Tell students to stand up, then sit down. Vary the speed to make it fun.
Routine Circle Time Songs: Start by singing COUNT WITH ME FROM 1-20. Then, continue with
the DAYS OF THE WEEK-DE. Use gestures to keep students engaged and their energy levels at
medium. You can also add any other songs requested by students.
up, let him do a little wiggle! Say, Hello, Finger puppet! How are you today?/ I am good! I enjoy
playing different sports. Now I can play more sports. Finger Puppet lets out a little yawn and says I
am ready to go back to sleep. Encourage students to say, Goodbye, Finger Puppet, see you later!
Talk Time: What sports do you play? What sports do you like playing? Can you hit a baseball?
Can you bounce a basketball? Can you kick a football? Can you build a castle on the beach?
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Over-under: Line up students in two teams. Give the student at the front of each line a flashcard.
When you say go, the first in line says the word and passes the flashcard over their head, the next
student says the word and passes the card under (between) their legs. Continue in this way: over/
under/over/under etc. The last student in the line races to the front to hand the flashcard to the
teacher and says the word. The first team to do so gets a point. Repeat with other flashcards.
Song & Game: First, play “Teacher Says”. Students must only do the actions when you say
Teacher Says. (Teacher says jump = students jump; Run! = students don’t run). Play with all the
actions in the song: jump, fly, walk, run, hop, clap, swim, dance, sleep, wake up. Sing CAN AN
ELEPHANT JUMP. Everyone stands up and sings along whilst they do the gestures.
/ou/ Story & Song: We are going to introduce /ou/, the second phoneme from Jolly Phonics Group
7. With students seated, draw the /ou/ phoneme on the board. Say /ou/ is for ouch. Pretend that
your finger is a needle and prick your thumb saying, /ou/-/ou/-/ou/. Encourage students to mimic
your actions. Ask them if they know any words with the /ou/ phoneme and write them on the board.
Suggestions: ouch, shout, cloud, house, out, mouse. Sing the song below to the tune of Around
The Mulberry Bush. Encourage students to perform the action as they sing.
I pricked my thumb
With a needle.
/ou/-/ou/-/ou/,
/ou/-/ou/-/ou/,
I pricked my thumb
With a needle.
/ou/-/ou/-Ouch!
Now, read the /ou/ story:
There once was a mouse who lived in the ground of a house.
He was heading south trying to get out when he saw the mouth
Of our …cat! Meow!
He turned and ran smack into a couch,
And began to pout,
“Ow! Ow!”
Activity: Draw 4 squares on the board. In the first square, draw a house. In the second, draw a
mouse. In the third, draw a cloud. In the fourth, draw a car. Ask students, Which square does not
have the /ou/ sound? (car) Write the words under the pictures. Now, give the students their books.
Ask them to turn to the “/ou/ Worksheet”. In the first worksheet, they are going to read and trace
the words with /ou/ and in the second worksheet, they are going to complete each word with the
/ou/ phoneme.

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Lesson 36: Food & Drink (Unit 7)
Vocabulary: fruit, grape(s), kiwi, lemon, mango, pineapple, eat, plate, banana, apple, orange,
yummy, yucky
Grammar Structures: What do you like?; I like… ; I don’t like...
Aims:
● To learn fruit vocabulary.
● To review the phoneme /ou/.
Materials:
● Flashcards: grape(s), kiwi, lemon, mango, pineapple
● A length of cord or a jump rope
Start by singing HELLO HOW ARE YOU. Encourage students to sing along and mimic the actions.
Song and Game: Sing FAST AND SLOW. Then transition into the game sit down / stand up. Tell
students to stand up, then sit down. Vary the speed to make it fun.
Routine Circle Time Songs: Start by singing HOW MANY FINGERS ON MY HANDS. Then,
continue with the MONTHS OF THE YEAR. Use gestures to keep students engaged and their
Exercise Routine: Call out different actions such as stand up, hands up, jump, crawl, turn around,
etc. You can specify how many times students should perform the action. End with, sit down.
Finger Puppet: Follow the routine from page 5 to wake up your finger puppet. Once they have
woken up, let them do a little wiggle! Say, Hello, Finger puppet! How are you today?/ I am hungry!
It’s snack time! I think I should have some fruit! I like apples and bananas. What’s your favorite
fruit?/ I like (mango)! Finger Puppet gobbles up his apples and bananas, then says, Yummy!. He
pats his little tummy and lets out a yawn and says I am ready to go back to sleep. Encourage
Talk Time: What’s your favorite fruit? What fruits do you like? What fruits don’t you like?
Review /ou/ & Song: We are going to review /ou/. With students seated, draw the /ou/ phoneme
on the board. Say, /ou/ is for ouch. Pretend that your finger is a needle and prick your thumb
saying, /ou/-/ou/-/ou/. Encourage students to mimic your actions. Ask them if they remember any
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words with the /ou/ phoneme and write them on the board. Suggestions: ouch, shout, cloud, house,
out, mouse. Sing the song below to the tune of Around The Mulberry Bush. Encourage students
to perform the action as they sing.
I pricked my thumb
With a needle.
/ou/-/ou/-/ou/,
/ou/-/ou/-/ou/,
I pricked my thumb
With a needle.
/ou/-/ou/-Ouch!
Four Corners: Designate each of the four corners of the classroom (mouse, house, cloud and no
/ou/). Divide the class into two teams. Students will move to the correct corner in pairs (one student
from each team) when you call out a word. The student who arrives at the correct corner first,
earns a point for their team. If the word does not have the /ou/ phoneme, students must move to
the corner designated as “no /ou/.”
Flashcards: Introduce the vocabulary words for fruit one at a time. As you show students the
flashcards, say the word three times together. Now, mime ¨biting¨ the fruit while showing a
flashcard, chewing, and saying, Yummy!. Then, hold the fruit in front of each student to let them
take an imaginary bite. Encourage them to say yummy! or yucky!. Repeat with the other fruits.
Song: Sing I LIKE TO EAT APPLES & BANANAS. Once finished, sing it again, but this time
substitute “apples and bananas” with other fruits. Encourage students to offer suggestions.
Fruit Fetch: Place the fruit flashcards around the classroom. Model the activity: (Sara) give me (an
apple). Sara finds the fruit and places it on a designated table. Repeat so that everyone has a turn.
Fruit Rope Jump: Take a length of rope and lay it across the floor at one end of the classroom. On
one side lay out the fruit flashcards face up and a box. Students line up on the other side of the
rope. Model: Put the (apple) in the box. Run up to the rope, say Jump!, jump over the rope, select
the correct fruit flashcard, and put it in the box. Now instruct each student to do the activity.
Activity: Write FRUIT on the board and draw a large plate. Say, Look! It’s a plate. Draw a second
plate. Say, Look! Now, there are two plates. Under the first plate write: Ï like…¨ and under the
second plate “I don’t like…¨. Model by drawing a fruit you like on the first plate and saying, I like...
Complete the sentence by writing the name of the fruit. Now, draw a fruit you don’t like on the
second plate and say, I don’t like… Complete the sentence by writing the name of the fruit. Then,
give the students their books. Ask them to turn to “Fruit”. Students should complete the activity by
READING, TRACING, WRITING & DRAWING. Early finishers can color in their drawings.

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Fruit
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Vocabulary: fruit, grape(s), kiwi, lemon, mango, pineapple, eat, plate, banana, apple, orange
Grammar Structures: What do you like?; I like…; I don’t like…; Is it yellow?; Yes, it is.; No, it isn’t.
Aims:
● To practice talking about likes & dislikes as well as fruit vocabulary.
● To introduce the phoneme /oi/.
Materials:
● Flashcards: mango, kiwi, grapes, pineapple, lemon
Song and Game: Sing FAST AND SLOW. Then transition into the game sit down/ stand up. Tell
girl? Can a car fly? Is an orange purple? Extension: Have a stronger student have a turn at playing
¨teacher¨ and asking questions.
Finger Puppet: Follow the routine from page 5 to wake up your finger puppet. Once s/he has
woken up, let him/her do a little wiggle! Say, Hello, Finger puppet! How are you today?/ I am so
hungry! Is it snack time yet? Today, I want to eat a fruit that is purple. Do you know its name?/
Grapes! Finger Puppet gobbles up pretend grapes and says, Yummy! Then, he pats his tummy
and lets out a yawn and says, I am ready to go back to sleep. Encourage students to say,
Goodbye, Finger Puppet, see you later!
Talk Time: What’s your favorite fruit? What fruits do you like? What fruits don’t you like?
Spin the Pencil: Review fruit vocabulary. Sit students in a circle with a pencil in the middle. The
teacher spins the pencil. When it stops spinning, the student it is pointing to is shown a flashcard
and asked, What is it? Elicit: It’s a… If the answer is correct, then that student can spin the pencil.
Continue the game until each student has had at least one turn.
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Yummy or Yucky!: Mime biting a fruit as you show its flashcard. While chewing, say: Yummy!.
Then, hold the fruit in front of a couple of students and let them take an imaginary bite. Encourage
them to say yummy! or yucky! Repeat with the other fruits.
Grammar Structures: With everyone seated, take a flashcard and say, Yummy! I like (mango)!
Put it to your right. Take another fruit flashcard and do the same. Then, take a fruit and say, Yucky!
I don’t like (kiwi). Put it to your left. Keep going with the rest of the fruits until you have some likes
on your right and some dislikes on your left. Finally, place the fruits you like in front of you and say,
I like mangoes, grapes, pineapple… etc. Then, ask: What fruit do you like? Encourage students to
say, I like… while listing the fruits they like. Go around asking each student the question.
Fruit Wall Touch: You will need the fruit flashcards for this activity. Hold up each flashcard, elicit
the word, and stick it on a wall at a height that your students can reach. Now model the game. Say:
What fruit do I like? Then, run around the room touching each fruit that you like saying: I like...as
you touch each fruit. Now, get everyone to stand up. Say: What fruit do you like? Allow them to run
around the room touching fruit and saying, I like… as they touch each fruit.
Yes/No Guess: Hide a fruit flashcard behind your back. Students need to ask yes/no questions to
guess what it is. For example: S: Is it red? - T: No, it isn't. - S: Is it yellow? - T:Yes, it is. - S:Is it a
banana? - T:Yes, it is! The first student to guess correctly gets to have a turn as “teacher”.
/oi/ Story & Song: We are going to introduce /oi/, the second phoneme from Jolly Phonics Group
7. With students seated, draw the /oi/ phoneme on the board. Say, /oi/ is for oil. Cup your hands
around your mouth and pretend to shout at a passing boat, /oi/ Ship Ahoy! Encourage students to
mimic your actions. Explain that the /oi/ phoneme is either found at the beginning or in the middle
of words. Ask them if they know any words with /oi/ and write them on the board. Suggestions:
oink, oil, point, noise, coin, foil. Sing the song below to the tune of Old McDonald. Encourage
The sailors met upon the sea

/oi/-/oi/, /oi/ -/oi/, /oi/.
They found some oil
Way deep down,
/oi/-/oi/, “Ship, Ahoy!”
Ship Ahoy!
When a rescue ship came sailing by
To save a girl and boy,
“Oi, oi, Ship Ahoy!”
They shouted with joy.
Guided Activity: Give students their books. Ask them to turn to “/oi/ Sound”. Tell them that first,
we are going to listen and match. Read the words aloud, one at a time. Pause so students can
draw a line to match the word to its correct picture. Afterwards, instruct students to trace and write
the letters and practice the sound with its action. Finally, students write two words that have the
phoneme /oi/. Allow fast finishers to color.

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/oi/ Sound
Listen to the words and draw a line to match it with its picture.
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Vocabulary: vegetable, tomato, carrot, onion, potato, fruit, grape(s), kiwi, lemon, mango,
pineapple, eat, plate, banana, apple, orange, red, brown, green
Grammar Structures: What do you like?; I like…; I don’t like…; Is it yellow?; Yes, it is.; No, it isn’t.
Aims:
● To practice talking about different vegetables as well as likes & dislikes.
● To review the phoneme /oi/.
Materials:
● Flashcards: tomato, grape(s), kiwi, lemon, mango, pineapple, hungry
Preparation:
● Listen to the songs before the lesson
● Prepare a stack of words with the /oi/ phoneme on squares of paper. Suggested words:
oink, oil, point, noise, coin, foil, soil, boil, spoil, join, coil, toil, point, choice, voice, toilet,
noisy, noise, broil, joint (also toy, boy, joy, enjoy but spelt with OY).
Exercise Routine: Call out different actions: stand up, hands up, hands down, jump, turn around,
etc. You can specify how many times students should perform the action. End with “sit down”.
up, let him do a little wiggle! Say, Hello, Finger puppet! How are you today?/ I am so hungry! Is it
dinner time yet? I want to eat some yummy vegetables. Vegetables are healthy. Can you guess
what my favorite vegetable is? Students try to guess, Is it a …? Finger Puppet gobbles up his
favorite vegetable and says, Yummy! Then, he pats his tummy and lets out a yawn and says, I am
Talk Time: What’s your favorite vegetable? What vegetables do you like? What vegetables don’t
you like?
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/oi/ Review & Song: We are going to review /oi/. With students seated, draw the /oi/ phoneme on
the board. Say, /oi/ is for oil. Cup your hands around your mouth and pretend to shout at a passing
boat, /oi/ Ship Ahoy! Encourage students to mimic your actions. Explain that /oi/ is either found at
the beginning or in the middle of words. Ask them if they remember any words with /oi/ and write
them on the board. Suggestions: oink, oil, point, noise, coin, foil. Sing the song below to the tune of
Old McDonald. Encourage students to perform the action as they sing.
The sailors met upon the sea

/oi/-/oi/, /oi/ -/oi/, /oi/.
They found some oil
Way deep down,
/oi/-/oi/, “Ship, Ahoy!”
Jump to the “Elephant”: Place the /oi/ words you previously prepared on different walls around
the classroom where students can reach. Give instructions to pairs or groups of students in turn,
e.g. Jump to oil!/ Hop to point!/ Run to the coin/ etc. Encourage the rest of the class to clap and
say, Hurray! if students do the correct action and go to the correct flashcard.
Flashcard Statues: Before starting the game, review the fruit flashcards. Draw the following
vegetables covered in previous levels on the board: potato, onion and carrot. Then, take out the
tomato flashcard to introduce the new word. Ask students to repeat it three times after you. Then,
arrange all of the flashcards in a large circle on the classroom floor. Tell the students that you are
going to play “flashcard statues”. Play music on your phone or speakers. When the music stops,
everyone must freeze in position as if statues. If someone moves, they must find the flashcard you
call out on the floor or point to the vegetable drawn on the board.
What’s In The Window: On the other half of the board, draw a window. You are going to draw one
of the vegetables, a little at a time, pausing to allow students time to guess (in turns). Elicit, Is it (a
carrot)? When a student guesses the correct vegetable, you can erase and continue with a
different vegetable or fruit. Continue the game until all the students have had a turn.
Grammar Structures: Sit everyone down to watch you. Put up a few vegetable and fruit
flashcards on the board. Point to one and say, Yummy! I like (tomatoes)! Point to another flashcard
and do the same, Yuck! I don’t like (onions)./ Yummy, I like grapes. Keep going with the rest of the
flashcards until you have some likes and some dislikes. Point to the vegetables & fruit you like and
say, I like carrots, tomatoes, grapes etc. Then, ask a student, What fruits and vegetables do you
like? Encourage them to say, I like… and point to the vegetables or fruits they like. Let each
student have a turn to answer.
Imposter: With students seated, place four flashcards or in lieu of flashcards, draw simple
pictures. Three should be fruits and one should be a vegetable. Explain that one of the cards/
pictures is the “imposter”. If they know which card is the imposter, they must shout it out. Continue
playing for a few rounds, changing the combination of cards/ pictures each time, ensuring that one
card or pictures is always the odd one out.
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Activity: Give students their books. Ask them to turn to “V is for Vegetables”. Tell them to look at
the pictures:
● Where’s the tomato? Right, that is the tomato. What color is a tomato? (Red?!) Yes, that's
right. Color the tomato red.
● Ok! Where’s the carrot? Right! That is the carrot! What color is the carrot? (Orange?!) Yes,
it’s orange. Color the carrot orange.
● Where’s the onion? Right! That is the onion! What color is the onion? (yellow?!) Yes, it’s
yellow. Color the onion yellow.
● Where’s the potato? Right! That is the potato! What color is the potato? brown?! Yes, it’s
brown. Color the potato brown.
Now, write the words on the board. Students copy the words under the correct vegetable.

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V is for Vegetables
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Vocabulary: bread, burger, cake, candy, ice-cream, meat, milk, water, egg, smell
Grammar Structures: What do you like?; I like…; I don’t like…; Is it (yellow)?; Yes, it is.; No, it
isn’t.; Too much
Aims:
● To distinguish between healthy & unhealthy food.
● To introduce the phoneme /ue/.
Materials:
● Flashcards: tomato, bread, burger, cake, candy, ice-cream, meat, milk, water, egg,
grape(s), kiwi, lemon, mango, pineapple + basketball
continue with the MONTHS OF THE YEAR and DO YOU LIKE. Use gestures to keep students
engaged and their energy levels at medium.
up, let him do a little wiggle! Say, Hello, Finger puppet! How are you today?/ Do you smell that?
Finger Puppet sniffs a little to mime “smell”. Is it lunchtime yet? Today, I am going to Dan & Eva’s
house. They’re having a barbecue! We’re going to have burgers for lunch! Finger Puppet makes a
sound as if licking his lips and says, Yummy! Then, he pats his little tummy Gotta go! Encourage
Talk Time: Do you like burgers? What don’t you like in your burger?
Flashcards: Introduce the vocabulary. Show the flashcards one at a time, saying the word for
each three times. Encourage students to repeat after you.
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eyes. Take a flashcard from the pile and say, Open your eyes. Everyone opens their eyes and
looks at the flashcard in your hand. Students try to be the first to shout the word correctly. Give the
student who first says the word correctly, the flashcard that you are holding.
Healthy VS Unhealthy: Encourage students to recall food & drink vocabulary. Ask them to
distinguish between healthy & unhealthy foods. To teach this, ask students to sit in a circle. Take
the stack of Food & drink flashcards. Elicit the words from the students saying, Carrots are good
for my body, they’re healthy. Put the “healthy” flashcard to your right. Too much candy isn’t good for
my teeth or my body. Put the “unhealthy” flashcard to your left. Continue for the full stack of
flashcards. Once you are finished, put the stack of flashcards together, shuffle them and place the
stack face down in the center of the circle. In turns students take a flashcard off the top and turn it
face up, they must say healthy or unhealthy.
Two Walls: Divide students into two teams. Ask the teams to line up in the center of the
classroom. Choose two opposite walls in the classroom, designate one wall as “healthy” and the
other as “unhealthy”. Call out/ show flashcards. Pairs of students race to the correct wall.
/ue/ Song: We are going to introduce /ue/, the second phoneme from Jolly Phonics Group 7. With
students seated, draw the /ue/ phoneme on the board. Say, /ue/ is for barbecue. Point to different
people around you and say, /you/- /you/- /you/. Encourage students to mimic your actions. Ask
them if they know any words with the /ue/ sound and write them on the board. Suggestions:
barbecue, true, statue, glue, blue, fuel. Sing the song below to the tune of The Muffin Man.
Encourage students to perform the action as they sing.
I’d like to have a barbecue,

/ue/-/ue/ue/,
With you and you
And you!
Activity: Give students their books. Ask them to turn to the “/ue/ Phoneme” page. Model the
activity on the board, so that students have a clear understanding on how to complete the activity.
Start by writing each word from the worksheet but leaving out /ue/ phoneme for each. Ask students
to look at the pictures in their books. Explain that part of each word is missing. Elicit /ue/. Yes,
that’s right. Can you complete words by writing in the missing /ue/ phoneme for each?
Basketball: First, stick the basketball flashcard onto the bottom of the board and say, What sport is
this?. Elicit: basketball. Say, Ok, let’s play basketball. You will need a waste paper basket or a
cardboard box and a ball. Form two teams with students lined up one behind the other. Put the
basket at the other end of the classroom. Write a /ue/ word on the board but replace the /ue/ with a
gap. The first student from the first team has to complete the word (by writing in the missing /ue/
phoneme) and read it correctly to have a shot at the basket. If correct, let them take a shot. A
successful shot earns a point. Write it on the scoreboard. Play until at least each student has had a
chance to shoot. Then get everyone to sit down and review the team scores.

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Vocabulary: bread, burger, cake, candy, ice cream, meat, milk, water, egg, smell
Grammar Structures: What do you like?; I like…; I don’t like…; Is it yellow?; Yes, it is.; No, it isn’t;
too much
Aims:
● To distinguish between healthy & unhealthy foods.
● To review the phoneme /ue/.
Materials:
● Food & drink flashcards: bread, burger, cake, candy, ice cream, meat, milk, water, egg, kiwi,
mango, pineapple, lemon, grape(s), tomato
● Length of rope
continue with the MONTHS OF THE YEAR and DO YOU LIKE. Use gestures to keep students
engaged and their energy levels at medium.
Finger Puppet: Follow the routine from page 5 to wake up your finger puppet. Once it has woken
up, let it do a little wiggle! Say, Hello, Finger puppet! How are you today?/ I am thirsty. I need to
drink some water! Can I have some water?/ Sure! Here you go! Finger puppet chugs his water.
Ahhh! That was so delicious! You should try and drink 8 cups of water everyday. Okay, gotta go
have a nap now, Encourage students to say, Goodbye, Finger Puppet, see you later!
Talk Time: Do you like water? What other drinks do you like? Do you like juice? Have you ever
had (grape) juice?

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Review /ue/ Song: We are going to review /ue/. With students seated, draw the /ue/ phoneme on
the board. Say, /ue/ is for barbecue. Point to different people around you and say /you/-/you/-/you/.
Encourage students to mimic your actions. Ask them if they remember any words with /ue/ and
write them on the board. Suggestions: barbecue, true, statue, glue, blue, fuel. Sing the song below
to the tune of The Muffin Man. Encourage students to perform the action as they sing.

/ue/-/ue/ue/,
With you and you
And you!
Musical Circle Touch: Write some /ue/ words on the board. Accompany each word with a simple
picture. Tell students to stand in a circle. Play some music on your phone and have students pass
a small ball or bean bag around the circle. Stop the music. Say to the student holding the ball
Touch the /ue/ word that starts with “b”! - and the student does so. Ask the student to read the word
out loud. Start playing the music and do the same thing so that all of your students have touched
an /ue/ word.
Flashcards: Introduce the vocabulary. Show the flashcards one at a time, say the word for each
three times. Encourage students to repeat after you.
Healthy VS Unhealthy Game: Encourage students to recall Food & Drink vocabulary. Review
which foods are healthy or unhealthy: Carrots are good for my body. They’re healthy. Too much
candy isn’t good for my teeth. Candy is unhealthy. Designate one wall as “healthy” and the
opposite wall as “unhealthy”. Ask students to stand in the center. Take out one of the flashcards
and hold it up so that they can see. Students will move to the wall depending on whether the food
is healthy or unhealthy. Continue until you have covered all the flashcards at least once.
Fruit Rope Jump: Take a length of rope and lay it across the floor at one end of the classroom. On
one side lay out the Food & Drink flashcards face up and two chairs. Place the two chairs opposite
each other. Designate one chair as “healthy” and the other as “unhealthy”. Have students line up
on the other side of the rope. Model: (teacher´s name), put the (apple) on the chair. Students
decide if it goes on the healthy chair or the unhealthy chair. Teacher runs up to the rope, jumps
over the rope saying Jump! and selects the correct flashcard. Teacher puts it on the “healthy” chair.
Continue with each student having at least one turn.
Activity: Give students their books. Ask them to turn to “Make A Burger”. Tell students that
normally burgers are classified as “unhealthy” but if you use healthy ingredients, a burger can be
healthy and good for your body. Students can choose the ingredients to make their own burger by
placing a tick next to the ingredients they would like to include. Then, they must draw their own
burger.

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Lesson 41: Zoo Animals (Unit 8)
Vocabulary: butterfly, bear, crocodile, elephant, hippo, lion, roar, monkey, tiger, bee, river, jungle
Grammar Structures: What do you see?; I see a/an; What's this?; It's a (lion).; What noise does a
(lion) make?
Aims:
● To present zoo animal vocabulary.
● To introduce the phoneme /er/.
Materials:
● Flashcards: butterfly, bear, crocodile, elephant, hippo, lion, roar, monkey, tiger, bee, river,
jungle, Hugo, Dan, Eva & Anna
● Small bag or envelope
Song and Game: Sing WALKING IN THE JUNGLE. Then transition into the game sit down/
stand up. Tell students to stand up, then sit down. Vary the speed to make it fun.
Routine Circle Time Songs: Start by singing COUNTING DOWN FROM TWENTY. Then,
continue with the SEASONS SONG FOR CHILDREN. Also add, WHAT DO YOU SEE. Use
gestures to keep students engaged and their energy levels at medium.
girl? Can an elephant fly? Is an elephant grey? Extension: Have a stronger student have a turn at
playing ¨teacher¨ and asking questions.
up, let him do a little wiggle! Say, Hello, (Finger puppet’s name)! How are you today?/ I am excited.
I´m going to the zoo with Dan, Anna, Hugo & Eva. Show the character flashcards. We are going to
see my favorite animal. It goes ROAR! Do you know what it is? Students guess what Finger
Puppet’s favorite animal is. (lion). Encourage students to say, Bye, Finger Puppet, see you later!
Talk Time: What’s your favorite animal?

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Zoo Animal Flashcards: Before class, put the flashcards in a bag. Bring out the bag and peer in –
make surprised noises to get the full attention of your students. Slowly, inch by inch, pull out the
animals – elicit/teach/chorus the animal name e.g. What's this? It's a (lion). (Lion), (Lion), (Lion).
Then, teach/chorus the animal noise. E.g. What noise does a lion make? (Roar!).
Pass The Animals: Pass one of the animal flashcards to the nearest student. As you pass it, say:
lion - roar. Have students pass all the animals around the circle while saying the animal´s name
and noise.
What's Missing From The Lineup?: With students seated, place all of the flashcards in front of
you in a line. Say, Close your eyes. Model this by closing your eyes and covering them with your
hands. Then, make sure everyone has their eyes closed and covered with their hands. Quickly
take a flashcard away and hide it behind your back. Say, open your eyes. Nod towards the space
where the flashcard was and say, What's missing?. Encourage students to shout out the answer.
The first student with the correct answer becomes the ¨teacher¨. Have them come to the front of
the class. Everyone else closes their eyes as the student selects a flashcard and hides it behind
their back. Continue until everyone has had a turn.
Animal Walk: Have everyone stand at one end of the classroom. First model the game: Hold up
the lion flashcard. Shout: Run like a lion! Then get down and crawl across the room like a lion while
roaring. Now, have everyone do it. Repeat with the other animals (e.g. Stomp like an elephant!).
/er/ Story & Song: We are going to introduce /er/, the fifth phoneme from Jolly Phonics Group 7.
With students seated, draw the /er/ phoneme on the board. Say, /er/ is for tiger. Perform the action
for this phoneme by making a swirling motion with both hands, like you are a mixer. Encourage
students to mimic your actions. Ask them if they know any words with the /er/ phoneme and write
them on the board. Suggestions: her, tiger, finger, water, spider, paper, river. Sing the song below
to the tune of The Wheels On The Bus. Encourage students to perform the action as they sing.
The mixer in the bowl

Goes /er/-/er/-/er/,
/er/-/er/-/er/,
/er/-/er/-/er/,
Mixing the food together.
Now, with students still seated, read the /er/ story:

The mermaid is thirteen.
It is her birthday. The people are at her party.
It is a birthday party. She got a bird for her birthday.
It sits on a perch and chirps.
A man will play the harp and people can sing to the mermaid.
The party is fun. The people play and sing.
There are thirty people at the party.
Activity: Give students their books. Ask them to turn to /er/. Tell students that they are going to
read and copy the /er/ words. Then, they will look at the pictures and fill in the missing /er/
phoneme in each word.

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Vocabulary: butterfly, bear, crocodile, elephant, hippo, lion, monkey, tiger, bee, river, jungle
Grammar Structures: What do you see?; I see a/an… ; What's this?; It's a (lion).; What noise
does a lion make?; What’s your favorite animal?; Where does it live?
Aims:
● To assess listening comprehension by following directions.
● To review the phoneme /er/.
Materials:
● Flashcards: butterfly, bear, crocodile, elephant, hippo, lion, roar, monkey, river, tiger, bee,
jungle, Hugo, Dan, Eva & Anna
● A die + length of rope or painter’s tape
Song and Game: Sing the song WALKING IN THE JUNGLE. Then transition into the game sit
down / stand up. Tell students to stand up, then sit down. Vary the speed to make it fun.
songs requested by students.
up, let him do a little wiggle! Say, Hello, (Finger puppet’s name)! How are you today?/ I am
wonderful! I went to the zoo with Dan, Anna, Hugo & Eva yesterday. Show the character
flashcards. I saw a brown animal that climbs on trees. Can you guess what it was? It goes
ooo-ooo-aaa-aaa and eats bananas. Students guess what the Finger Puppet saw. (monkey)
Talk Time: What’s your favorite animal? Where does it live? What does it eat?

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Review /er/ & Song: We are going to review /er/. With students seated, draw the /er/ phoneme on
the board. Say, /er/ is for tiger. Perform the action for this phoneme by making a swirling motion
with both hands, like you are a mixer, mixing a cake. Encourage students to mimic your actions.
Ask them if they remember any words with the /er/ sound and write them on the board.
Suggestions: her, tiger, finger, water, spider, paper, river. Sing the song below to the tune of The
Wheels On The Bus. Encourage students to perform the action as they sing.

/er/-/er/-/er/,
/er/-/er/-/er/,
Mixing the food together.
/er/ Jump: Take a length of rope or painter’s tape and lay it across the floor at one end of the
classroom. Students can only move over the rope or painter’s tape when they hear a word which
has the /er/ phoneme. Have all students line up on one side of the rope or tape. Call out a word, if
it has the /er/ phoneme students must jump over the rope (or painter’s tape). They cannot move
across the rope if the word does not have /er/ phoneme. Model: Tiger. Everyone jumps over the
rope. Next, call out another word (cat.) No movement. No /er/ phoneme. Suggestions of /er/ words:
her, tiger, finger, water, spider, paper, river.
Zoo Animals Flashcards: Before the class put the flashcards in a bag. Bring out the bag and peer
in – make surprised noises to get the full attention of your students. Slowly, inch by inch, pull out
the animals – elicit /teach/chorus the animal name e.g. What's this? It's a (lion). (Lion), (Lion),
(Lion). Then teach/chorus the animal noise (E.g. What noise does a lion make?/Roar!).
Zoo Animal Roll & Move: Choose 6 animal flashcards. For each of the flashcards, assign a
number 1-6. Put the flashcards up on the board, writing the number assigned to each below.
Assign a movement for each animal. Students roll the die in turns. They must say the name of the
animal which corresponds to the number they rolled and perform the action. Try to use verbs
related to actions associated with animals (slither, creep, crawl, walk, run, pounce, swim etc).
Flashcard treasure hunt: Hide flashcards around the classroom (behind a chair, on the window
sill, in a book, etc). With students seated, start hunting around the room, gesturing that you are
looking for something. "Find" one of the flashcards and look relieved and happy to have found it.
Indicate that there are more flashcards to find and get everyone to hunt around the room helping
you to look for the flashcards. Once all the flashcards have been found, everyone sits down again.
Activity: Give students their books. Ask them to turn to “Zoo Coloring”. Tell them that they are
going to listen and color the zoo animals. Color the lion yellow. Color the hippo pink, etc.
Suggestions: If you don’t have enough sets of colors for all the students, you can simply write the
names of the animals on the board and assign a color to each one and let the students read and
color at their own pace. This will make sharing crayons easier.

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Vocabulary: butterfly, bear, crocodile, elephant, hippo, lion, monkey, tiger, bee, wings, legs, jungle
Grammar Structures: What's this? It's a (lion). What’s your favorite animal? Where does it live? It
is (grey). It has (a tail). Can it/you…? It can (fly).
Aims:
● To make simple animal descriptions using can & have.
● To introduce the phoneme /ar/.
Materials:
● Flashcards: butterfly, bear, crocodile, elephant, hippo, lion, roar, monkey, tiger, bee, jungle
● A die
Song and Game: Sing WALKING IN THE JUNGLE. Then transition into the game sit down /
gestures to keep students engaged and their energy levels at medium.
Animal Exercise: Pretend to move like different animals. End with, “sit down”.
up, let him do a little wiggle! Say, Hello, (Finger puppet’s name)! How are you today?/ I am
wonderful! Today, I am going to tell you about my favorite animal. It’s yellow and brown. It’s strong.
It has four legs. It has a long tail. It’s ferocious! It can run and climb! It eats meat! Can you guess
what it is?/ (A lion)/ YES! Encourage students to say, Goodbye, Finger Puppet, see you later!
Talk Time: What’s your favorite animal? Where does it live? What color is it? What can it do?
Take A Photo: Place the flashcards on the walls around the classroom - go for a walk around the
zoo. Ask students to imagine they have a camera. Give instructions to pairs of students in turn, e.g.
Look! There’s an elephant. Take a photo of the elephant. Students walk over to the flashcard of the
elephant and take a picture. They can also say, Click! as they do this.
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Zoo Animal Roll & Move: Choose 6 animal flashcards. For each of the flashcards, assign a
number 1-6. Put the flashcards up on the board, writing the number assigned to each below.
Assign a movement for each animal. Students roll the die in turns. They must say the name of the
animal which corresponds to the number they rolled and perform the action. Try to use verbs
related to actions associated with animals (slither, creep, crawl, walk, run, pounce, swim etc).
Grammar Structures: Present the structure: Can you (fly)? Sing YES, I CAN. As you sing, model
the actions. Encourage students to mimic them. You should already have the animal flashcards
placed on the walls around the classroom. Point to the first card and say: An elephant can stomp.
while nodding your head. Then, go to the next flashcard and say: A lion can’t fly. while shaking
your head. Continue saying what the animals can/can’t do. Now, give students a turn.
Binoculars: Place animal flashcards around the classroom. With students seated in a circle, curl
your thumbs and forefingers into circles and put them over your eyes like binoculars. Peek through
your binoculars saying, I see an animal. It has a tail! It has big ears. It’s grey. It can stomp! Do you
know what it is? (It’s an elephant.) Repeat with different animals. Then, give students a chance to
use their “binoculars” in turns.
/ar/ Story & Song: We are going to introduce /ar/, the sixth phoneme from Jolly Phonics Group 7.
With students seated, draw the /ar/ phoneme on the board. Say, /ar/ is for shark. Perform the
action by flapping your arms as if you were a seal, saying /ar/, /ar/, /ar/. Encourage students to
mimic your actions. Ask them if they know any words with the /ar/ sound and write them on the
board. Suggestions: arm, art, car, far, farm, scarf, shark, star. Additional words: barn, chart, guitar,
park, start, yard. Sing the song below to the tune of Did You Ever See A Lassie? Encourage
Did you ever hear

a seal bark,
a seal bark,
a seal bark?
Did you ever hear
a seal bark,
“/ar/, /ar/,” like this?
Now, read the following /ar/ story:
Mark marched down to the barn.
It was not far.
He did not need his car.
Inside the barn, he had lots of jars.
He also had some yarn.
He wanted to make some art.
So, he filled up a cart.
He also loaded up his arms.
Then he started back to the farm.
Activity: Give students their books. Ask them to turn to the “/ar/ Worksheet”. Read the /ar/ words
aloud one at a time, allowing students time to match them to their picture. Then, allow students to
color the pictures.

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Grammar Structures: What’s your favorite animal? Where does it live? He was too (big!)
Aims:
● To complete simple sentences describing animals.
● To review the phoneme /ar/.
Materials:
● Flashcards: butterfly, bear, crocodile, elephant, hippo, lion, roar, monkey, tiger, bee
songs that you feel students would enjoy or benefit from (time allowing).
Finger Puppet: Follow the routine from page 5 to wake up your finger puppet. Once he has been
woken up, let him do a little wiggle! Say, Hello, (Finger puppet’s name)! How are you today?/ I am
scared! Today, I wrote to the zoo to send me a pet. Guess what they sent? A lion! It was too
FIERCE! I sent it back. So they sent me a butterfly instead, and guess what? She’s perfect! Finger
Puppet is tired. Encourage students to say, Goodbye, Finger Puppet, see you later!
Talk Time: Have you got a pet? What is it? Does it have a name? Is it a boy or girl?
What does it eat?
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/ar/ Review: We are going to review /ar/. With students seated, draw the /ar/ phoneme on the
board. Say, /ar/ is for shark. Perform the action by flapping your arms as if you were a seal, saying
/ar/, /ar/, /ar/. Encourage students to mimic your actions. Ask them if they remember any words
with /ar/ and write them on the board. Suggestions: arm, art, car, far, farm, scarf, shark, star.
Additional words: barn, chart, guitar, park, start, yard. Sing the song below to the tune of Did You
Ever See A Lassie?. Encourage students to perform the action as they sing.
Did you ever hear

a seal bark,
a seal bark,
a seal bark?
Did you ever hear
a seal bark,
Two Walls: Play two walls. Designate one wall as “/ar/ sound” and the other as “no /ar/ sound”.
Divide the class into two teams. Ask the teams to line up in the center of the classroom. Students
play the game in pairs (one student from each team). Tell them that you are going to call out a
word. If the word has an /ar/ sound, they move to the “/ar/ sound” wall. If the word doesn’t have an
/ar/ sound, they move to the wall designated as “no /ar/ sound”. The player who reaches the
correct wall first earns a point for their team.
When it stops spinning, the student it is pointing to is shown a flashcard and asked, What is it?
Elicit: It’s a… If the answer is correct, then that student can spin the pencil. Continue the game until
each student has had at least one turn.
Song: Sing I HAVE A PET. Assign gestures to increase students’ understanding of the song.
Encourage them to mimic the actions and sing along. Sing the song at least twice.
Story: Read the story Dear Zoo by Rod Campbell. As you read, use intonation and gestures to
make the story more interesting to increase students’ comprehension of the story. You can also
play the video of the Dear Zoo story from media files if you have access to a digital board.
I wrote to the zoo to send me a pet. They sent me an … elephant! He was too big! I sent him back. So they
sent me a … giraffe! He was too tall! I sent him back. So they sent me a … lion! He was too fierce! I sent him
back. So they sent me a … camel. He was too grumpy! I sent him back. So they sent me a… snake! He was
too scary! I sent him back. So they sent me a… monkey! He was too naughty. I sent him back. So they sent
me a … frog! He was too jumpy! I sent him back. So they thought very hard, and sent me a … puppy! He
was perfect! I kept him!
Now, read the story again, but this time substitute the names of the animals with those covered in
the unit.
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Activity: First model the activity on the board. Draw your “pet” little by little on the board, pausing
so that students can guess what animal it is. Elicit: Is it a/an…? Then write: Dear Zoo, please send
me a/ an…. Next, give students their books. Ask them to turn to “Dear Zoo”. Students are going to
draw a picture of their pet or of a pet they would like to have. Each student should write their name
under ¨Sincerely¨. Walk around the classroom asking students questions about their picture.

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Grammar Structures: What’s your favorite animal? Where does it live? Does it have a (tail)? Can
it (swim)?
Aims:
● To review vocabulary and structures covered in unit 8.
● To review phonemes from Jolly Phonics Group 3 /g/, /o/, /u/, /l/, /f/ & /b/.
Materials:
● Flashcards: butterfly, bear, crocodile, elephant, hippo, lion, roar, monkey, tiger, bee
Preparation: Listen to the songs and watch animal yoga video before class.
songs requested by students.
Animal Yoga: First, get on all fours and stretch like a lion (arching back upwards then downwards),
repeat 5X. Now, ask students to lie down on the floor (face down) with their legs stretched out,
using their arms to lift their upper bodies up and hiss like a snake, repeat 5X. Downward dog, 5X.
(include video to teach poses).
up, let him do a little wiggle! Say, Hello, (Finger puppet’s name)! How are you today?/ I am so
happy! Today, I played with my pet in the garden. Do you remember what animal my pet is?/ (A
butterfly)/ Yes! And guess what? We saw a bee! A bumble bee. It went buzz! After all that play, I
need a nap! Finger Puppet lets out a yawn. He’s tired. Encourage students to say, Goodbye,
Finger Puppet, see you later!
Talk Time: Do you have a pet? What is it? What color is it? Is it a girl or a boy? What is his/her
name? What can it do? Does it have a tail/wings?
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Group 3 Review: With students seated, draw the phonemes from Group 3 on the board: /g/, /o/,
/u/, /l/, /f/ & /b/. Begin by singing the song and doing the action together for the first phoneme /g/.
Now, ask students if they remember any words with /g/ and write them on the board. If students
cannot think of any words, say 5 words aloud. Three of them should not have that phoneme while
two do. Ask students which of the words have that sound. Repeat the song, action, and
brainstorming with each of the phonemes.
Guided Activity: Clean the board then draw 5 squares on the board. In each of the squares, draw
one of the following: a lion, a bed, an umbrella, a gate and a foot. For each picture, ask, What is it?
Elicit: It’s a/an… Ask students to come up to the board in turns to write the corresponding phoneme
under the picture. Repeat until all the pictures have been completed. For larger groups, you can
draw additional pictures to ensure that each student has a turn.
Art Gallery: Divide the class into groups of 4 or two equal groups for smaller classes. Draw 4
picture frames on the board, one per “artist” from each group. Make sure the squares are at a good
height so everyone can reach. Tell everyone they are going to draw some pictures. Say: Draw an
animal that has big ears and a tail. It can stomp. It’s grey. What is it? (It’s an elephant.) Everyone
should draw a picture of an elephant in their “frame”. Give students a minute for this. When time is
up, say, STOP! Now, you are the judge. Walk around looking at the pictures and give some
comments (hmmm, not bad… oh, very nice!, etc.). Finally, award a winner for the best drawing and
get everyone to clap. Now, erase the pictures and go onto the next vocab item (e.g. tiger). Again,
judge the pictures and select a winner. Go through all of the pictures, each time picking a different
winner. Try to make sure everyone wins at least once. If you have more than 8 students, you can
choose joint winners.
Animal Walk: Have everyone stand at one end of the classroom. First model the game: Hold up
the lion flashcard. Shout: Run like a lion! Then get down and crawl across the room like a lion while
roaring. Now, have everyone do it. Repeat for all of the other animals (e.g. Stomp like an
elephant!).
Ostrich Game: You will need at least two clothes pegs. Pair up students and peg a flashcard onto
each student’s back. Both students face each other with hands behind their backs waiting for the
teacher to shout: Go! Now, they must try to discover their partner’s hidden flashcard without letting
Activity: Give students their books. Ask them to turn to “Zoo Animals Read & Match”. Students
are going to listen to you say the words one at a time. Then, they draw a line to match them to the
correct picture.
See Class Structure on Pages 5 and 6

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Lesson 46: Clothes & Weather (Unit 9)
Vocabulary: dress, pants, trousers (UK), skirt, sock(s), shorts, shirt, umbrella, hat, boots, t-shirt,
scarf, shoes, jacket, cloud(y), rain(y), sun(ny), wind(y)
Grammar Structures: How’s the weather?; It´s… ; What are you wearing?; I am wearing…
Aims:
● To practice talking about clothes and weather.
● To say what we are wearing.
● To review Jolly Phonics Group 4.
Materials:
● Flashcards: dress, pants, skirt, sock, shorts, shirt, umbrella, boots, cloud, rain, rainbow
Preparation: Listen to the songs before the lesson & prepare 6 sheets of A4 paper with one of the
group 4 phonemes written on each sheet: /ai/, /j/, /oa/, /ie/, /ee/ & /or/
Song and Game: Sing AROUND THE CIRCLE. Then transition into the game sit down / stand
Routine Circle Time Songs: Start by singing the NUMBER SONG 1-20. Then, continue with the
DAYS OF THE WEEK. Use gestures to keep students engaged and their energy levels at medium.
Now, sing HOW’S THE WEATHER. You can also add any other songs requested by students.
Exercise Routine: Call out different actions such as: stomp your feet, clap your hands, turn
around, jump, pat your tummy, etc. Specify how many times students should perform the action.
End with, “sit down”.
(happy)! Look! It’s (sunny) outside! Now, draw a picture of Eva wearing a dress and Dan wearing a
t-shirt and shorts. Finger puppet says: Look, Eva is wearing a dress. Dan is wearing shorts and a
T-Shirt! I am a finger puppet so I don’t have clothes (laughs)! Finger Puppet lets out a little yawn.
Talk Time: How’s the weather? Elicit: It´s… ; What are you wearing? Elicit: I´m wearing...
Group 4 Review: With students seated, draw the phonemes from Group 4 on the board: /ai/, /j/,
/oa/, /ie/, /ee/ & /or/. Begin by singing the song and doing the action together for the first phoneme
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/ai/. Now, ask students if they remember any words with /ai/ and write them on the board. If
students cannot think of any words, say 5 words aloud. Three of them should not have that
phoneme while two do. Ask students which of the words have that sound. Repeat the song, action,
and brainstorming with each of the phonemes.
Activity: Before class, prepare 6 sheets of A4 paper with one of the group 4 phonemes written on
each sheet: /ai/, /j/, /oa/, /ie/, /ee/ & /or/. Place the sheets of paper around the classroom. Begin the
activity by pointing out where you have placed each sheet. Then, tell students that you are going to
call out a word. They must listen and move to the phoneme card that corresponds to the word.
Suggested Words for group 4: rain, jam, tree, goat, tie, corn, train, fork, jacket, coat, lie, pain, toad,
feel, feet, see, road, port, snail, sail, freeze,
Flashcards: Introduce flashcards one at a time. Slowly reveal the flashcards a little by little. Ask:
What do you see? Elicit: It’s (a)… Repeat 3 times with each word. For plural vocabulary, elicit:
They´re (pants) instead.
Drawing Vocabulary: Draw shoes, jacket, scarf, t-shirt, hat, sunny, and windy on the board. Point
to each picture and ask: What do you see? Elicit: It’s a (hat). It's (sunny). or They´re (shoes).
Song: Ask a student to come up to the board and touch the drawing of shoes. Repeat with hat,
scarf, and jacket. Gesture “put on¨ with different items of clothing and encourage students to mimic
your actions while saying put on (your shoes). Now, sing PUT ON YOUR SHOES. If you cannot
play the song, sing it aloud and have students repeat with you. Sing it twice together.
Spin the Pencil: Students sit in a circle with a pencil in the middle. The teacher spins the pencil.
When it stops spinning, the student it is pointing to is shown a flashcard and asked, What is it?
Elicit: It’s a… If the answer is correct, then that student can spin the pencil. Continue the game until
each student has had at least one turn. Note: the teacher should ask: What are they? and students
should answer with They´re… for pants, shoes, boots, shorts.
Activity: Give students their books. Ask them to turn to “Today, I Am Wearing”. Model the activity
on the board first by using yourself as an example. Say, Today, I am wearing (a t-shirt, pants,
socks, and shoes). Draw those items on the board as well as some other items you are not
wearing. Circle the ones you are wearing. Then, instruct students to draw a picture of themselves
in their books and circle what they are wearing. As you go around, ask students: What are you
wearing today? Each student answers: Today, I am wearing…

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Vocabulary: dress, pants, skirt, sock(s), shorts, shirt, boots, umbrella, hat, cloud, rain, rainbow,
scarf, jacket, shoes
Grammar Structures: How’s the weather?; What is she/he wearing?; He/She is wearing… ; Put
on your (shoes); Hurry! Hurry, hurry up!
Aims:
● To practice talking about clothes and weather.
● To say what someone is wearing.
Materials:
● Flashcards: dress, pants, skirt, sock(s), shorts, shirt, boots, umbrella, cloud, rain, rainbow
Preparation: Listen to the songs before the lesson & cut 5 sheets of A4 paper into quarters. In
each quarter, write one word from group 5 (/z/, /w/, /ng/, /v/, /oo/ & /OO/). Suggested Words for
group 4: boot, food, roof, moon, broom, pool, stool, van, vet, volcano, vat, song, long, wind, foot,
zoo, swim, web, zap, zigzag.
(happy)! Look! It’s (sunny) outside! It’s nearly summer! I love warm weather. When it’s sunny, I like
to wear my sunglasses! Gesture sunglasses. How about you? Do you like wearing sunglasses?
Finger Puppet lets out a little yawn, he’s tired. Encourage the students to say, Goodbye, Finger
Talk Time: How’s the weather? Elicit: It´s… ; What is he/she wearing? Elicit: She/He is wearing…

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Group 5 Review: With students seated, draw the phonemes from Group 5 on the board: /z/, /w/,
/ng/, /v/, /oo/ & /OO/. Begin by singing the song and doing the action together for the first phoneme
/z/. Now, ask students if they remember any words with /z/ and write them on the board. If students
Activity: Before class, cut 5 sheets of A4 paper into quarters. In each quarter, write one word from
group 5 (/z/, /w/, /ng/, /v/, /oo/ & /OO/). Suggested Words for group 5: boot, food, roof, moon,
broom, pool, stool, van, vet, volcano, vat, song, long, wind, foot, zoo, swim, web, zap, zigzag.
Place the sheets of paper around the classroom. Divide the class into teams. Ask a pair of
students, one from each team to find a word which contains the phoneme you call out. The first
student to find a word with the phoneme earns a point for their team.
Flashcards: Review flashcards one at a time. Slowly reveal the flashcard little by little. Ask: What
do you see? Elicit: It’s (a)… Repeat 3 times with each word. For plural vocabulary, elicit: They´re
(pants) instead. Draw shoes, jacket, scarf, t-shirt, hat on the board. Point to each picture and ask:
What do you see? Elicit: It’s a (hat) or They´re (shoes).
Song: Sing PUT ON YOUR SHOES once. Now, sing the song a second time but this time replace
shoes, scarf, and jacket with boots, dress, and hat.
Shout It Out: Place flashcards in a pile facedown and have everyone close their eyes. Take a
flashcard from the pile and say, Open your eyes. Everyone opens their eyes and looks at the
flashcard in your hand. The first student to shout out the word correctly, keeps the flashcard.
Run Over, Run Over: Divide the class in two teams (A & B) that line up opposite each other. The
teacher joins Team A and starts by calling out, run over, run over if you are wearing a red t-shirt!
Students from Team B wearing a red t-shirt run over to join team A. It is not Team B´s turn to call
out, run over, run over if you are wearing (blue socks)! Repeat with different items of clothing.
Activity: Tell students that the weather plays a role in what we wear. For example, If it’s hot and
sunny outside, what are we wearing? Elicit shorts, dress, t-shirt, skirt, hat,etc. Repeat with other
types of weather (snowy, windy, rainy). Now, give students their books and ask them to turn to “It’s
Hot & Sunny Today”. They should circle the clothing they wear when it’s hot & sunny outside.

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IT´S HOT & SUNNY TODAY

Help Dan & Eva get ready for an afternoon at the playground.
Circle the clothing they should wear.

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Vocabulary: dress, pants, trousers (UK), skirt, sock(s), shorts, shirt, umbrella, raincoat, boots, hat,
cloud, rain, rainbow
Grammar Structures: How’s the weather?; What are you wearing?; I am wearing… ; My friend is
wearing…; Put on your shoes; Hurry! Hurry, hurry up!; What do you like doing on (rainy days)?
Aims:
● To distinguish between It’s (a T-shirt) and They’re (trousers).
● To practice talking about weather.
● To practice talking about clothes and what a friend is wearing,
Materials:
● Flashcards: dress, pants, skirt, sock, shorts, shirt, umbrella, boots, cloud, rain, rainbow
Preparation: Listen to the songs before the lesson. Write words from group 6 on squares of paper
and “hide” them around the classroom. Also cut 3-4 sheets of A4 paper into quarters. You will need
one quarter for each pair or group of 3. List the group 6 phonemes in each quarter.
Exercise Routine: Call out different actions such as stand up, hands up/hands down, jump, crawl,
turn around, etc. Specify how many times students should perform the action. End with, sit down.
Finger Puppet: Have the umbrella and boots flashcards on hand. Use them as finger puppet
mentions them. Follow the routine from page 5 to wake up your finger puppet. Once he has woken
up, let him do a little wiggle! Say, Hello, (Finger puppet’s name)! How are you today?/ I am good!
Look! It’s rainy outside! When it rains, I use my umbrella and wear my boots. Dan, Eva & I love
jumping in puddles! Finger Puppet lets out a little yawn, he’s tired. Encourage students to say,
Goodbye, Finger Puppet, see you later!
Talk Time: How’s the weather?/ What are you wearing? What is he/she wearing?

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Group 6 Review: With students seated, draw the phonemes from Group 6 on the board: /y/, /x/,
/ch/, /sh/, /th/ & /th/. Begin by singing the song and doing the action together for the first phoneme
/y/. Now, ask students if they remember any words with /y/ and write them on the board. If students
Phoneme Word Hunt: Before class, write words from group 6 on squares of paper and “hide”
them around the classroom. Ask students to work in pairs (or groups of 3). Give each student a
quarter of an A4 sheet of paper with the group 6 phonemes listed. Tell each pair or group of
students that they are going to work together to find two words for each phoneme. When they find
a word, they must write it next to its corresponding phoneme. To complete the word hunt, each
student must have at least two words per phoneme. The first pair or group to finish correctly wins.
It’s a(n) or They’re?: Write It´s a(n) and they’re on the board. Explain that we use It’s a(n) with
singular nouns (just one) and they’re with plural nouns (more than one). Explain that some clothes
are plural (pants, trousers, socks). They go with they’re. Some are singular. They go with It’s a(an).
Get everyone to look at the board. Show the class a clothing flashcard. What it is? Does it go
under it’s a(n) or under they´re? Place the flashcard under the corresponding phrase. Do the same
for all of the other flashcards.
Song: Sing PUT ON YOUR SHOES once. Now, sing the song a second time but this time replace
shoes, scarf, and jacket with socks, shorts, and shirt.
What are you wearing: Divide the class into 2 teams. Put a flashcard on the board facedown. Tell
the students that they must guess what it is. They ask (a T-shirt?/ T-shirt!/ Is it a T-shirt?). The
teacher can only answer yes or no. The team to guess correctly first wins a point for their team. At
the end, the team with the most points is the winner.
Activity: Draw a simple rainy day scene on the board. Ask: What’s the weather like? (It’s cloudy
and rainy). What should we wear to go outside when it’s rainy? Elicit: umbrella and boots. Then,
draw a picture of a raincoat on the board. Practice saying it 3 times together. Now, give students
their books and turn to “A Rainy Day”. Instruct students to point to different items: Point to the skirt.
Point to the boots. Then, allow students to circle the clothing needed on a rainy day. Finally,
instruct students to draw a picture of themselves wearing appropriate clothes on a rainy day. Go
around the class asking questions about their pictures. Allow students to color if time allows.

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Vocabulary: dress, pants, trousers, skirt, sock, shorts, shirt, umbrella, boots, hat, cloud, rain,
rainbow
Grammar Structures: How’s the weather?; What are you wearing?; I am wearing…; My friend is
wearing…; Put on your shoes; Hurry! Hurry, hurry up!
Aims:
● To practice talking about clothes and say what a friend is wearing.
Materials:
● Flashcards: Dan, Eva, ice-cream, playground, umbrella, dress, pants, skirt, sock, shorts,
shirt, boots, cloud, rain, rainbow
Example: Run and touch a window!/Run and touch the door!/ Run and touch the board!
Finger Puppet: Have the Dan, Eva, umbrella, playground, and ice cream flashcards on hand. Use
them as finger puppet mentions them. Follow the routine from page 5 to wake up your finger
puppet. Once he has woken up, let him do a little wiggle! Say, Hello, (Finger puppet’s name)! How
are you today?/ I am good! Look! It’s sunny outside! I don´t need my umbrella. Since it’s a sunny
day, maybe Dan, Eva & I can eat ice cream and play on the playground. Finger Puppet lets out a
little yawn, he’s tired. Encourage students to say, Goodbye, Finger Puppet, see you later!
Talk Time: Do you have a favorite (T-shirt)? What do you wear in summer?
Group 7 Review: With students seated, draw the phonemes from Group 7 on the board: /qu/, /ou/,
/oi/, /ue/, /er/ & /ar/. Begin by singing the song and doing the action together for the first phoneme
/qu/. Now, ask students if they remember any words with /qu/ and write them on the board. If
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students cannot think of any words, say 5 words aloud. Three of them should not have that
phoneme while two do. Ask students which of the words have that sound. Repeat the song, action,
and brainstorming with each of the phonemes.
Guided Activity: Clean the board then draw 5 squares. In each square draw one of the following:
a queen (/qu/), a mouth (/ou/), a toilet (/oi/), a statue (/ue/), finger (/er/) and farm (/ar/). Point to a
picture and ask, What is it? Elicit answers with, It’s a/an… Now ask the student to write the
corresponding phoneme under the picture. Repeat until all the pictures have been completed. For
larger groups, you can draw additional pictures to ensure that each student has at least one turn.
Song: Sing PUT ON YOUR SHOES. Now sing the song again, but substitute with vocabulary
words from the unit: dress, pants, skirt, socks, shorts, shirt & hat.
Take A Photo: Place flashcards on the walls around the classroom making an imaginary clothes
shop. Ask students to imagine they have a camera and have to take pictures of different items.
Give instructions to pairs of children in turn, e.g. Take a photo of the skirt. Students walk over to the
flashcard (of the skirt) and take a picture. They can also say Click! each time they do this.
Extension: Have students draw an item of clothing on a piece of paper and color it before playing
this game. Place these pictures around the classroom as well.
Let’s Get Dressed: Divide the class into 2 teams. Line up the 2 teams at one end of the classroom
with the clothes flashcards on the floor at the other end. You will shout out an instruction (e.g. Put
on some socks!) and one member from each team will race against the other to the pile of clothes
flashcards. Each pretends to put on the clothing item and runs back to their team. The person who
gets back first wins a point for their team. At the end, the team with the most points is the winner.
Optional: Students remove their shoes and put them in a pile and must find and put on their shoes
instead of pretending.

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Vocabulary: dress, pants, trousers, skirt, sock(s), shorts, shirt, umbrella, boots, hat, cloud, rain,
rainbow, fashion show, stage, runway
Grammar Structures: How’s the weather?; What do you like wearing?; I like wearing…; He/She´s
wearing…; Put on your (shoes); Hurry! Hurry, hurry up!
Aims:
● To practice talking about clothes.
● To describe what they like wearing in different types of weather.
● To describe what someone else is wearing.
● To review Jolly Phonics Groups 4, 5, 6 & 7.
Materials:
● Flashcards: dress, pants, skirt, sock, shorts, shirt, umbrella, boots, cloud, rain, rainbow,
Dan, Eva, Anna, Hugo, camera
● Colored pieces of paper with phonemes previously written on them
● A die + a school supply item to serve as a marker
Preparation: 22 colored pieces of paper each with one of these phonemes written: /ai/ /j/ /oa/ /ie/
/ee/ /or/ /z/ /w/ /ng/ /v/ /oo/ /y/ /x/ /ch/ /sh/ /th/ /qu/ /ou/ /oi/ /ue/ /er/ /ar/
girl? Am I wearing a hat? Do I have 2 eyes? Are these my shoes (pointing to your shoes)?
Extension: Have a stronger student have a turn at playing ¨teacher¨ and asking questions.
up, let him do a little wiggle! Say, Hello, (Finger Puppet’s name)! How are you today?/ I am good!
Guess what?! Dan, Eva and I are going to play dress up today! We are having a fashion show.
Anna is preparing the clothes and Hugo is taking pictures with his camera. Finger Puppet lets out a
yawn; he’s tired. Encourage students to say, Goodbye, Finger Puppet, see you later!
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Talk Time: How’s the weather? What do you like wearing on hot and sunny days? What do you
like wearing on cold and rainy days?
Rainbow Hop: This kinetic phonics game transforms the classroom into a life-sized board game.
Use colored pieces of paper to create a stepping-stone for each phoneme from groups 4, 5, 6, & 7.
You may want to only use some of the stepping-stones each time you play depending on how
much space you have. Students line up. The first in line rolls the die, takes the allotted number of
hops, and says the phoneme that they land on. If they get it correctly, they can place a marker
(coin, school supply, etc) on that spot and return to the end of the line. If they get it incorrect, the
marker does not stay in that space. The goal is for the class to get through the whole board game
as a team. Once they get through the whole board game, then they must say the phoneme AND
perform the action to mark the space. A last round can be played requiring students to say the
phoneme, do the action, and say a word with the phoneme.
Say Two Words: When you say two words that START with the same sound, students should
stand up as fast as they can. Students stay seated if the words do not begin with the same sound.
Go faster and faster, eliminating anyone who is incorrect or takes too long so that there’s a winner.
I Spy: Place flashcards around the classroom at eye level. Explain that you are going to play “I
Spy.” Begin by saying, I spy with my little eye a word that has the /ai/ sound. Students look around
and find flashcard(s) with that sound. You can increase difficulty by allowing students to find things
with that sound that are in the room but are not a flashcard.
Song: Sing PUT ON YOUR SHOES. Now, allow students to take turns deciding what everyone
must put on. The student leads the verse by saying, Put on (your boots). And the rest say, your
(boots), your (boots). Allow several students to have a turn.
Run Over, Run Over: Divide the class in two teams (A & B) that line up opposite each other. The
teacher joins Team A and starts by calling out, run over, run over if you are wearing a red t-shirt!
Students from Team B wearing a red t-shirt run over to join team A. It is not Team B´s turn to call
out, run over, run over if you are wearing (blue socks)! Repeat with different items of clothing.
Fashion Show: You are going to put on a fashion show. Write FASHION SHOW on the board.
Designate an area in front of the board as the “STAGE” and a path as a ¨RUNWAY¨. Pre-teach
these words by having students repeat each word at least three times. Model the activity by calling
a student up. Explain that they are going to walk down the runway while you describe what they
are wearing. Continue the activity by calling up students in pairs. While one student walks down
the runway, modelling their clothes, the other describes what their partner is wearing. Continue for
as long as time allows or until everyone has played both roles.

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Holiday Lesson 1: Halloween Part 1
Vocabulary: bat(s), black cat(s), broomstick(s), cauldron(s), ghost(s), potion(s), pumpkin(s),

monster(s), skeleton(s), spider(s), witch(es).
Grammar Structures: I spy… ; How many...are there?; There is a(n); There are…
Aims:
● To introduce Halloween vocabulary and language.
● To reinforce counting from 1-10.
● To distinguish between singular and plural nouns.

Preparation: Listen to Halloween songs before class to familiarize yourself with them.
Welcome: Sing the HELLO SONG. Encourage students to sing along and mimic your actions.
Song and Game: Sing the song BABY SHARK (HALLOWEEN VERSION). Model the actions and
encourage the students to copy you as you sing. Then play STAND UP/ SIT DOWN. Tell the
students to stand up then sit down (vary the speed to make it fun).
Routine circle time songs: Quickly draw a monster and a bed on the board. Ask What is it?.
Encourage students to answer. Then, sing 10 MONSTERS IN THE BED. Model actions for the
song, and encourage them to copy you. Then, continue with calendar related songs. Sing the
MONTHS OF THE YEAR song. As you sing, use gestures to keep them engaged and their energy
level at medium. When you have finished singing the song, ask: What month is it now? (October!)
Right! We celebrate Halloween in October. End with the song, KNOCK, KNOCK TRICK OR
TREAT.
Run and Touch: Ask students to find different objects around the classroom. Try to stick to
classroom objects and colors at this time. Use this opportunity to review body parts as well. .
Suggestions: Run and touch a table with your finger!/ Run and touch a chair with your foot!/ Run
and touch the board with your hand!/ Run and touch something blue with your fingers! etc.
Finger Puppet: Draw a face on your forefinger with Dracula teeth and a little bow tie under his
chin to make a Dracula Finger Puppet. Make a fist so that he goes to sleep and students have the
opportunity “to wake him up”. Students will really enjoy it and you can use the opportunity to review
basic vocabulary for parts of the face while you draw. With your finger puppet tucked into your fist,
shout Hello to wake him up. Move your fist toward your ear to listen - nothing. Go to each student
and encourage them to shout Hello at your fist. Nothing happens. Finally, tell the students that they
are ALL going to shout Hello at the same time. This time the puppet wakes up, and wiggles BUT
he's not in a good mood! Get into character: Dracula is really grumpy when he's woken up. Tell
students that Dracula likes to count. Maybe counting to 20 will put him in a better mood. Everyone
starts counting and Dracula progressively gets happier. Then, have him introduce himself: Hello, I
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am Dracula. I like Halloween. What do you know about Halloween? (students take turns
answering) Finally, Dracula yawns, says he's tired and goes back to sleep. Encourage students to
say, Bye-Bye, Dracula, sweet dreams.
Talk Time: What are you going to dress up as for Halloween? Elicit: I´m going to be...
❖ Phonics (15 minutes)
Review /tr/: We are going to review /tr/. With the students seated, draw the /tr/ phoneme on the
board. Say /tr/ is for Trick or Treat. Ask students if they know any words with the /tr/ phoneme and
write them on the board. Suggestions: trick, treat, train, tree, trousers, triangle, truck, treasure. Sing
TRICK OR TREAT and encourage students to sing along.
Trick or Treat
Money or Sweet
Give me something good to eat!
Two Walls: Designate one wall as “/tr/” and the other as “no /tr/ sound”. Divide the class into two
teams. Ask the teams to line up in the center of the classroom. Students will play the game in pairs
(one student from each team). Explain that you are going to call out a word. If the word has the /tr/
sound, they must move to the “/tr/” wall. If the word doesn’t have the /tr/ sound, they must move to
the wall designated as “no /tr/ sound.” The player who reaches the correct wall first earns a point
for their team. Suggestions of words with /tr/: trick, treat, train, tree, trousers, triangle, truck,
treasure, trunk, street.
Introduce Halloween Vocabulary: Present Halloween vocabulary by drawing pictures on the

board (e.g. “black cat” etc). See the vocabulary listed for the lesson. For each picture, say each
word three times and encourage students to repeat after you.
Mimes: For each Halloween vocabulary word, assign an action or gesture. Say the word as you do
the action/gesture for each word. Encourage students to copy you. Then, explain to them that this
time you are going to do only the action/gesture. Students must guess the corresponding
vocabulary word by raising their hands. You can extend this activity by giving students turns to do
the miming themselves while the others guess what the word is.
How Many Are There?: Go back to the board and point to an image (e.g. black cat). Ask How
many cats are there? (There's a cat/ one cat). Then, draw the second cat, ask How many cats are
there now? (There are two cats./ Two cats). Count one, two. Teach the pronunciation of plural
words. Point out that there is an /s/ or /iz/ SOUND at the end of the word when it´s plural. Explain
that words ending (-ch) form their plural by adding (-es). Continue until you have completed at least
one example for each vocabulary word.
Halloween I Spy and Count: Give students their books. Explain that they are going to play “I spy”.
Say the rhyme, I spy with my little eye something that’s the color black and goes meow. (Black cat!)
Ok! How many black cats are there?/ Let's count! Continue in this way, until all the words have
been covered. Make sure that students answer in full sentences (There is a(n)/ There are…).

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Holiday Lesson 1: Halloween (Part 1)

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Holiday Lesson 2: Halloween Part 2
Vocabulary: bat(s), black cat(s), broomstick(s), cauldron(s), ghost(s), monster(s), potion(s),

pumpkin(s), skeleton(s), spider(s), witch(es).
Grammar Structures: I spy … How many ...are there? There is (an) /are …
Aims:
● To review Halloween vocabulary and language.
● To review parts of the face and shapes.
● To introduce ordinal numbers first to fifth.

Preparation: Listen to Halloween songs before class to familiarize yourself with them.
Welcome: Sing the HELLO SONG. Encourage students to sing with you and mimic your actions.
Song and Game: Sing BABY SHARK (HALLOWEEN VERSION). Model the actions and
encourage students to copy you as you sing. Then play STAND UP/ SIT DOWN. Tell the students
to stand up then sit down (vary the speed to make it fun).
Routine Circle Time Songs: Quickly draw a pumpkin on the board. Ask: What is it? (It's a
pumpkin.) Draw 4 more pumpkins on the board. Then, sing 5 LITTLE PUMPKINS. Model actions
for the song and encourage students to copy you. Then, continue with calendar related songs Sing
THE 4 SEASONS. Ask: What season is it now? (It’s Autumn!) As you sing, use gestures to keep
students engaged and their energy level at medium.
Go Touch: Ask the students to find different objects around the classroom. Try to stick to
classroom objects and colors at this time. Use the opportunity to review the body parts.
Suggestions: Run and touch a table with your finger!/ Run and touch a chair with your foot.!/ Run
and touch the board with your hand!/ Run and touch something blue! etc.
Exercise Routine: Time for Halloween exercise! Call out the following actions: Walk like a
monster!, Fly like a bat, twirl like a ballerina, fight like a pirate, etc and finally, sit down.
Talk Time: Turn to the student next to you and ask: What's your favourite Halloween color? or
What's your favourite Halloween character? Students ask and answer questions in turns.
Finger Puppet: Ask the students if they remember what Halloween costume Finger Puppet was
wearing in the previous class. (Dracula) Draw a face on your forefinger with Dracula teeth and a
little bow tie under his chin to make a Dracula Finger Puppet. Make a fist so that he goes to sleep
and students have the opportunity “to wake him up”. With your finger puppet tucked into your fist,
shout Hello to wake him up. Move your fist toward your ear, to listen - nothing. Go to each student
and encourage them to shout Hello at your fist - each time nothing happens. Finally, tell students
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that they are ALL going to shout Hello at the same time. This time the puppet wakes up and
wiggles BUT he's not in a good mood! Get into character: Dracula is really grumpy! Tell students
that Dracula likes the SKELETON DANCE. Maybe if we all sing and dance, it will put him in a
better mood. Play the music for the song and encourage students to sing and dance along with
you. Show them a happy finger puppet. Finally, the puppet yawns, says he's tired after all that
dancing and wants to sleep. Encourage students to say Bye-Bye, Dracula, sweet dreams.
Review /tr/: With the students seated, draw the /tr/ phoneme on the board. Say /tr/ is for Trick or
Treat. Ask students if they know any words with the /tr/ phoneme and write them on the board.
Suggestions: trick, treat, train, tree, trousers, triangle, truck, treasure. Sing TRICK OR TREAT and
encourage students to sing along.
Trick or Treat
Money of Sweet
Give me something good to eat!
Pictionary: Pick a student and whisper a word into their ear. The student draws the picture on the
board. The first student in the class to guess the picture correctly gets to draw the next picture.
This can also be played in teams with a point system.
❖ ACTIVITIES & GAMES ( 25 minutes)
Review Halloween Vocabulary: Students pretend to be the Halloween character you call out.
Afterwards, students take turns drawing the Halloween word you call out on the board.
Story and Song: With the children seated, draw five pumpkins on the board. Draw a face on one
pumpkin. Elicit the names of the different parts of the face from the students. Then, ask them to
help you draw faces on the remaining 4 pumpkins in turns. Now, tell them it's story time! Read the
story FIVE PUMPKINS SITTING ON A GATE using gestures and actions to further engage
students and ensure they understand the story.
Five little pumpkins sitting on a gate.

The first one said, “Oh my, it’s getting late.”
The second one said, “There are witches in the air.”
The third one said, “But we don't care!”
The fourth one said, “Let's run and run and run.
The fifth one said, “We´re ready for some fun.”
Then oooh went the wind,
And out went the lights,
And the five little pumpkins rolled out of sight.
Suggestions: You can add numbers 1-5 at the top of each pumpkin on the board and the ordinal
numbers (first to fifth) at the bottom. Point to each pumpkin as you tell the story. Once you have
finished, check the student’s comprehension by asking what happened first, next and last.
Activity: Give students their books. Tell them you are going to color a Halloween pumpkin. Ask:
What color is a pumpkin? (orange, yellow, (light) brown, green…). Ok! Before we color, can you
point to the pumpkin’s eyes/nose mouth? Once finished, let the students go ahead and color the
pumpkin. End with the song THIS IS THE WAY WE CARVE A PUMPKIN.

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Holiday Lesson 2: Halloween (Part 2)

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Holiday Lesson 3: Christmas (Part 1)
Vocabulary: baubles, Christmas tree, presents, snow, snowman, toy, train, ball, bike, bus, car,
truck (lorry), plane, boat, helicopter, rocket, doll, camera, square, heart, oval, rainbow, cloud, moon,
sun, star,
Grammar Structures: Decorate the tree.; What do you want for Christmas?; I want a (train).
Aims:
● To practice talking about Christmas.
● To say what they want for Christmas.
● To review the phonemes from groups 4 & 5.
Materials:
● Flashcards: train, ball (basketball), bike, boat, plane, bus, car, truck (lorry), helicopter,
rocket,doll, camera, square, heart, oval, rainbow, cloud, moon, sun, star.
● 2 Clothes pegs
● Each phoneme from Jolly Phonics groups 4 and 5 written on a separate piece of paper.
● One die
● Any object to serve as a counter/ place marker
Preparation:
● Write each phoneme from Jolly Phonics groups 4 and 5 on a separate piece of paper.
Start off by singing HELLO REINDEER. Encourage students to sing along and mimic the actions.
Song and Game: Sing the song SANTA SHARK. Then transition into the game sit down /stand
Routine Circle Time Songs: Start by singing the ELF ON THE SHELF SONG. Then, continue
with the MONTHS OF THE YEAR. Use gestures to keep students engaged and their energy levels
at medium. You can also add any other songs requested by students or that you feel the students
would enjoy or benefit from (time allowing).
up, let him do a little wiggle! Say, Hello, (Finger puppet’s name)! How are you today?/ I am excited
for Christmas! Dan & Eva are too! I love decorating the Christmas tree and making Christmas
cookies. I want a train for Christmas! Dan wants a rocket. And Eva wants a teddy bear. Finger
Puppet lets out a little yawn. Encourage students to say, Goodbye, Finger Puppet, see you later!
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Talk Time: What do you want for Christmas?
Snowflake Hop: This kinetic phonics game transforms the classroom into a life-sized board game.
Lay out the pieces of paper with the phonemes from groups 4 and 5 on the floor so that they make
a path (like a board game). Students line up and each student takes a turn rolling the die and
taking the allotted number of hops while pronouncing the phoneme that they land on. Try to have
students perform the action for the phoneme as well. Repeat until everyone has had a turn.
Say Two Words: When you say two words that begin with the same sound, students should stand
up as fast as they can. They should stay seated if the words do not begin with the same sound. If
you would like, you can create an elimination system so that there’s one clear winner determined.
I Spy: Tell students you are going to play “I Spy” using objects around the classroom and they
must identify the correct object in turns. Do this by saying, I spy with my little eye something
starting with the /t/ sound. Students look around and find object(s) with that sound (e.g. table)
Christmas Vocabulary: Introduce Christmas vocabulary by drawing pictures on the board one at a
time Ask: What is it? Elicit: It’s a ...(vocabulary word). Repeat each Christmas vocabulary word at
least 3 times together. Suggested Words: baubles, Christmas tree, presents, snow, snowman, toy.
Flashcards & Game: Take out the toy flashcards (train, ball (basketball), bike, bus, car, plane,
boat). Reveal each flashcard little by little, as you ask What is it? Elicit It’s a ...(vocabulary word).
Then play the Ostrich Game. You will need at least two clothes pegs. Pair up students and peg a
card onto each student’s back. Both students face each other with hands behind their backs
waiting for the teacher to shout Go!. At this point, they must try to discover their partner’s hidden
flashcard without letting their partner see theirs. When a student finally sees their partner’s card,
they have to shout it out to become the winner.
Song: Sing WHAT DO YOU WANT FOR CHRISTMAS at least twice. Encourage students to
participate by performing the gestures.
Activity: Draw a train, teddy bear, rocket and ball on the board. Point to each picture say, What is
it? Elicit: It’s a… Now pre-teach the grammar structures. Gesture to the train and say: I want a
train. Call a student up to the board and ask: What do you want for Christmas? Elicit: I want a…
Continue until all students have had a turn.Then, give students their books. Ask them to turn to
“What do you want for Christmas?”. Tell students that they must complete the sentence and draw a
picture of what they want for Christmas. Write the vocabulary words on the board to serve as a
model.
Sing GOODBYE SNOWMAN and see Class Structure on Pages 5 & 6

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Vocabulary: baubles, Christmas tree, presents, snow, snowman, toy, train, basketball, bike,
helicopter, bus, square, circle, triangle, heart, oval, rainbow, cloud, moon, sun, star, under, in, on,
rocket, doll
Grammar Structures: Decorate the (Christmas) tree./ What do you want for Christmas?/ I want a
(train). / Santa, Where are you?
Aims:
● To practice talking about Christmas and what they want for Christmas.
● To review prepositions of place (on, in, under).
● To review the phonemes from Jolly Phonics Groups 4 & 5.
Materials:
● Flashcards: train, ball (basketball), bike, boat, plane, bus, helicopter, car, truck (lorry),
camera, rocket, doll square, heart, oval, rainbow, cloud moon, sun, star
● 5 pieces of scratch paper for the Four Corners game.
Start off by singing HELLO REINDEER. Encourage students to sing along and mimic the actions.
Song and Game: Sing the song SANTA SHARK. Then transition into the game sit down /stand
Routine Circle Time Songs: Start by singing the ELF ON THE SHELF SONG. Then, continue
with the MONTHS OF THE YEAR. Use gestures to keep students engaged and their energy levels
at medium.
Example: Run and touch a table! / Run and touch a chair! / Run and touch the board! / Run and
up, let him do a little wiggle! Say: Hello, (Finger puppet’s name)! How are you today?/ I am excited
for Christmas! Dan & Eva are too! I love wrapping presents and placing them under the Christmas
tree. I made a doll for Eva and a rocket for Dan. Finger Puppet lets out a little yawn. He’s tired after
wrapping presents. Encourage students to say Goodbye, Finger Puppet, see you later!
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Talk Time: What do you want for Christmas? Do you make presents for your family? Can you
wrap a present?
Christmas Tree & I Spy: First draw a large triangle and a square on the board, making a tree.
Ask: What is it? (It´s a tree.) Point to the parts and elicit triangle and square. After you have done
this, now take out the flashcards for heart, oval, rainbow, cloud, moon, sun, & star. Show the
students each flashcard, say each word and encourage students to repeat after you. Draw
students' attention back to the tree, say Let’s decorate our tree! What shapes can we use? Circles?
Yes! How many? 5? Ok! Can you help me to draw five circles IN the triangle. Ask a student to
come and draw the shape to decorate the tree. Continue in this manner for all or most of the
shapes. Once you have finished decorating your tree, draw 5 presents (squares) under the tree.
Place one toy flashcard (facedown) in each square. Tell students you are going to play “I Spy”. I
spy with my little eye something that begins with the b sound? Students: Is it a bike? No! Is it a
ball? Yes! Continue in this manner, but change the flashcards each time.
Four Corners: Quickly write the letters S-A-N-T-A on 5 squares of paper. Place the first four letters
(S-A-N-T) in each of the four corners. Keep the second letter A, you will need it to finish up the
game. Divide the class into two teams and line them up in the center of the classroom. Call out the
phoneme (the letter’s sound), e.g. /s/. Students will move to the corner with the letter matching that
sound in pairs. Continue playing, eliminating students that go to the wrong corner until you have a
winner. End the game by collecting the squares of paper. Finally, ask them to unscramble the
letters to make a word. What is the word?/ SANTA!
Song: Sing the song S-A-N-T-A. Encourage the students to mimic the actions for the song.
eyes. Take a flashcard from the pile and say, Open your eyes. Everyone opens their eyes and
looks at the flashcard in your hand. Students try to be the first to shout the word correctly. Give the
Where Is Santa?: This activity reviews prepositions (in, on, & under). On the board, draw a house
with a chimney. Next to the house, draw a sleigh and a Christmas tree. Look around, say Santa,
Santa, Where are you? Gesture “red hat, white beard, twinkle in his eye” as you say Santa.
Repeat: Santa, Santa, Where are you? Is he under the tree? / (No.) Is he in the sleigh?/ (No.)/ Is
on the rooftop? ( No!). Now, ask the students to close their eyes and while their eyes are closed,
quickly draw Santa (on the rooftop). Tell them to open their eyes and ask Santa, Santa, Where are
you? Elicit He’s on the rooftop. Continue the game by allowing a student to come up to the board
and draw Santa (in the sleigh, under the tree or on the rooftop.)
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Song: Sing SANTA, SANTA WHERE ARE YOU? at least twice. Encourage students to participate
by performing the gestures.
Activity: Give students their books. Ask them to turn to “Santa, Where Are You?”. Tell them to read
the question aloud. Then, they look at the picture and say where Santa is. Finally, they complete
the sentence by writing the appropriate preposition (in, on or under) in the gap. When finished,
students can color the picture. Write the prepositions on the board to serve as a model for them to
copy when filling in the blank.
Sing GOODBYE SNOWMAN and see Class Structure on Pages 5 & 6

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Holiday Lesson 5: Valentine’s Day
Vocabulary: morning, afternoon, evening, night, underneath, moon, heart, sun
Grammar Structures: I love you in the.../ at night.
Aims:
● To practice talking about Valentine’s Day.
● To review prepositions of place (under/ underneath).
● To say what time of day it is.
● To review the phoneme /v/.
Materials: Computer or phone to play songs (optional), flashcards: moon, heart, sun
Start by singing IF YOU LOVE ME AND YOU KNOW IT. Encourage students to sing along and
mimic the actions.
Song and Game: Sing the song I HAVE A LITTLE HEART. Then transition into the game sit down
Routine Circle Time Songs: Start by singing the HEART SONG. Then, continue with the
MONTHS OF THE YEAR. Use gestures to keep students engaged and their energy levels at
Exercise Routine: Time to get exercise! Call out different actions such as: stand up, hands up,
hands down, jump, crawl, turn around, etc. You can specify how many times students should
up, let him do a little wiggle! Say, Hello, (Finger puppet’s name) ! How are you today?/ I am so
happy! It’s Valentine’s Day and I can’t wait to tell my friends how much I love them! Finger puppet
blows kisses for everyone. Finger Puppet lets out a little yawn, he’s tired. Encourage the students
to say, Goodbye, Finger Puppet, see you later!
Talk Time: First, read the poem “ Make a Heart” to the students. Be sure to act out the poem with
your hands.
Make a Heart
I part my hands together, this how I start;
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I curve my fingers right around and I can make a heart!
Then ask, Can you make a heart with your hands? Can you draw a heart? Who do you love? Who
is your best friend?
Review /V/ phoneme: Say, /v/ is for Valentine. Write the phoneme /v/ on the board. Say, /v/-/v/-/v/.
Encourage students to repeat after you. Now, draw a heart around the /v/ phoneme written on the
board. Say Valentine’s Day is for showing our friends and family how much we love them. We can
show this by making Valentine Cards. They are usually heart shaped!
Poem: Read the poem Sending Valentines aloud. Be sure to act out the poem and encourage
them to participate as well.
When you send a Valentine,
That’s the time for fun.
Push it underneath the door.
Ring the bell and run, run, run!
Ring the bell and run!
Vocabulary: Introduce the vocabulary by drawing four squares on the board. In the first square
draw a picture depicting “in the morning”. In the second, draw a picture depicting “in the afternoon.”
Do the same for the third & fourth squares, depicting “in the evening” and “at night” respectively.
Point to each picture and chorus the phrases three times each.
Run & Touch: Divide the class in two teams. Tell them to line up at the wall opposite the board.
Using the pictures already on the board, call out a time of day. A pair of students (one from each
team) will race to touch the correct picture. The student who touches the correct picture first wins a
point for their team. At the end of the game, erase the board.
pictures. Have one student from each group go up to the board. Say: Draw in the morning. Each
student should draw a picture of a morning scene in their frame. Give a minute for this. You can
use a timer app on your phone for fun! When time is up, say STOP!. Now, you are the judge. Walk
around looking at the pictures and give some comments (hmmm, not bad … oh, very nice!, etc.).
Pick a winner for the best drawing and get everyone to clap. Erase the pictures on the board and
go onto the next vocab item (e.g. “in the afternoon”). Again, judge the pictures and select a winner.
Repeat until you have done (in the morning, in the afternoon, in the evening, at night).
Song: Sing SKIDAMARINK at least twice. Encourage students to participate by performing the
gestures.
Activity: Give the students their books. Ask them to turn to the “Kandinsky Hearts” page. This
activity is inspired by the famous Russian artist, Wassily Kandinsky and will enable them to create
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their own piece of unique art. It is a variation of his well-known artwork named 'Squares with
Concentric Circles', except they will be creating “squares'' with concentric hearts. Students can
color it however they wish, but they must talk about it when finished. They also need to fill the gap
with ¨V¨. Fast finishers can brainstorm other /v/ words they know.

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Holiday Lesson 5: Valentine’s Day

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Holiday Lesson 6: Father’s Day
Vocabulary: daddy, father, dad, t-shirt, shorts, shoes, sneakers/trainers, brown, gray, black, heart
Grammar Structures: I love my daddy; What is number 12?: Number 12 is a T-shirt; What do you
like doing (with your daddy)?; What color is the daddy’s T-shirt?; The daddy’s T-shirt is (blue).
Aims:
● To practice talking about Father’s Day.
● To review the colors brown, gray and black.
● To review the phonemes /f/, /a/, /th/ & /er/.
Materials:
● Four pieces of paper for the phoneme treasure hunt
● Flashcards: basketball, heart
● waste paper basket or box
● stack of flashcards (from units already covered)
mimic the actions.
Song and Game: Sing the song BABY SHARK. Then transition into the game sit down /stand
Routine Circle Time Songs: Start by singing the FINGER FAMILY SONG. Then, continue with
the SEASONS OF THE YEAR (PM). Use gestures to keep students engaged and their energy
levels at medium. You can also add any other songs requested by students or that you feel the
students would enjoy or benefit from (time allowing).
happy! It’s Father’s Day! I like playing basketball with my daddy. Finger Puppet lets out a little
yawn. Encourage students to say, Goodbye, Finger Puppet, see you later!
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Talk Time: What do you like doing with your daddy? What does your daddy do? (What job does
your daddy do?)
Phoneme Treasure Hunt: Write the phonemes /f/, /a/, /th/, & /er/ on separate squares of paper.
Hide the squares of paper around the classroom (behind a chair, on the window sill, in a book, etc)
while students close their eyes. Once done, have them open their eyes. Pretend to start hunting
around the room while gesturing that you are looking for something. "Find" one of the squares
while looking relieved and happy to have found it. Say the phoneme as you stick it on the board.
Indicate that there are more squares of paper to find. Get everyone to hunt around the room as
they help you to look for the squares of paper. Once all of the squares have been found, sit
everyone down again. In turns, students hand a phoneme to you. Sound it out together as you
stick it on the board. Ask: Do they make a word? Put them in order to make the word “FATHER”.
Optional extension: Ask if they know any other words with each phoneme.
draw a picture of a “T-shirt.” In the second, draw a picture of “shorts”. Do the same for the third &
fourth squares, draw “shoes” and “sneakers/trainers” respectively. Point to each picture and chorus
the clothing vocabulary words three times each, encouraging the students to repeat after you. Also
review the colors brown, black, gray and red as well as numbers 11-15.
Run & Touch: Divide the class in two teams. Tell the teams to line up at the wall opposite the
board. Using the pictures already on the board, Call out an item of clothing. A pair of students (one
student from each team) will race to touch the correct picture. The student who touches the correct
picture first wins a point for their team. At the end of the game, erase the board.
Story: Read the story, I LOVE MY DADDY (by Giles Andreae & Emma Dodd).
I love my daddy, yes I do,

He’s very kind- and funny too.
He teaches lots of things to me,
I think he’s clever. So does he!
He lets me climb up on his back,
And we play horsies - click clack clack.
He sings me all his favorite songs,
I love to dance and sing along.
His shoes are very big and brown,
They make me look just like a clown!
He lifts me on his shoulders high,
Until I nearly touch the sky.
And when we’re playing on the swings,
He does all sorts of silly things.
For fun, when Mommy’s not at home,
We sometimes watch TV alone!
At supper time, if he’s polite,
I always let him have one bite.
I really love to cuddle him,
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And feel the prickles on his chin.

He tucks me safely into bed,
Then tells me stories from his head.
My daddy’s such a lovely man,
In fact, I am his BIGGEST fan!
Basketball: First, stick the basketball flashcard onto the bottom of the board and say What sport is
this?. Elicit: basketball. Then say, Ok, let’s play Shoot the Basket. You’ll need a waste paper basket
or cardboard box and a paper ball. Divide the class into 2 or three teams. Get everybody to stand
up and form a line, each student behind the other, one line per team. Put the basket at the other
end of the classroom. Hold up a review flashcard – the first student in the first team has to say the
vocab correctly to have a shot at the basket with the screwed up paper ball. If correct, let him/her
take a shot. A successful shot earns a point (write on the scoreboard). Play until at least each
student has had a chance to shoot. Then get everyone to sit down and review the team scores.
Activity: Give students their books. Ask them to turn to the “Happy Father’s Day” page. Tell
students that they are going to color the father and child by number. Students will look at the
numbers, read the colors associated with each number and then color the picture. You can review
vocabulary by asking What is number 12? Number 12 is a T-Shirt. What color is number 15?
Sneakers! Etc.

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Holiday Lesson 7: Easter (Part 1)
Vocabulary: Easter, (Easter) bunny, rabbit, chick, spring, chocolate, (Easter) egg(s), egg hunt,
flower(s), bird(s), bee(s)
Grammar Structures: What season is it?; It´s…(spring).; Where is egg number 1?; LOOK!; It’s
under the tree.; Where is it?; Where was it?; Do you like chocolate?; Yes, I do.; No, I don´t.
Aims:
● To practice talking about Easter.
● To review prepositions (in, on, & under) & numbers 1-20.
● To review the phonemes covered in groups 4, 5 & 6.
Materials:
● Easter eggs numbered 1-20 (prepared before class)
Preparation:
● Prepare 20 Easter eggs by dividing 5 sheets of paper into 4 equal parts. Once you have 20
individual squares, draw an egg on each one and number them 1 to 20.
Start by singing HOP HOP LITTLE BUNNY. Encourage students to sing along and mimic the
actions.
Song and Game: Sing HOP LITTLE BUNNIES. Then transition into the game sit down/ stand up.
Routine Circle Time Songs: Start by singing the TEN BUNNIES COUNTING SONG 1-10. Then,
continue with the SPRING SONG FOR KIDS. Use gestures to keep students engaged and their
energy levels at medium. You can also add any other songs requested by students or that you feel
the students would enjoy or benefit from (time allowing).
Exercise Routine: Call out different actions such as stand up!, hands up/hands down, jump, crawl,
turn around, etc. Specify how many times students should perform the action. End with, sit down.
up, let him do a little wiggle! Say, Hello, (finger puppet’s name)! How are you today?/ I am so
happy! It’s nearly Easter. I can’t wait to see the Easter Bunny and tell him how much I like
chocolate! It’s my favorite food. Finger Puppet lets out a little yawn; he’s tired. Encourage students
to say, Goodbye, Finger Puppet, see you later!
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Talk Time: Do you like chocolate? What’s your favorite food? Elicit the following responses: Yes, I
do. / No, I don´t. / My favorite food is...
Phoneme Review: This activity will review the phonemes from Jolly Phonics groups 4, 5 & 6.
Divide the class into two teams. Students will compete in pairs (one student from each team). Write
one of the phonemes on the board. Each student must draw a picture for a word with that
phoneme. Extension: Students can also write the word under the picture. The student who finishes
first (with an accurate answer and spelling, if doing the extension), earns a point for their team.
Continue the activity until all students have had at least one turn.
draw an egg. In the second square, draw a rabbit. Do the same for the third & fourth squares,
drawing chick and Easter basket respectively. Point to each picture and repeat the vocabulary
words three times each while encouraging the students to repeat after you.
Run & Touch: Divide the class in two teams. Tell the teams to line up at the wall opposite the
board. Using the pictures already on the board, call one out. A pair of students (one student from
each team) races to touch the correct picture. The student who touches the correct picture first
wins a point for their team.
Easter Egg Prepositions: Add more pictures to the board so that you have an Easter bunny, a
tree, some flowers, birds, & bees. As you draw each one, teach and repeat each vocabulary word
3 times with students repeating after you. Next, draw 10 Easter eggs in different places such as
one under a tree, another next to the bunny, several in the Easter basket … etc. Make sure that
every egg is numbered. Once finished, practice by saying Where is egg number 1? LOOK! It’s
under the tree. Now, divide the class into two teams and call students up to the board in pairs (one
from each team). Ask Where is egg number 2? Students race to touch the correct egg. They must
then say where the egg is by using a preposition before they can earn the point for their team.
Continue until everyone has had a turn and all of the eggs have been found.
Easter Egg Hunt: Show students the Easter eggs 1-20 that you prepared before class. Show each
number out of order and ask what it is. This will help students review numbers 1-20. Students then
close their eyes while you hide the eggs around the classroom. Have students open their eyes and
divide them into two teams. Students will find the eggs in pairs (one student from each team). Ask
students Where is egg number 2? Students race to find the correct egg. They must then say where
the egg was by using a preposition (e.g. Number 2 was under the chair!) to earn a point for their
team. Continue until all students have had a turn or until all eggs have been found.
Activity: Give students their books. Ask them to turn to the “Easter Egg Hunt” page. Tell the
students that they are going to listen, find and color the eggs according to your directions. Call out
instructions like: Find & color the eggs in the basket yellow. or Find and color the egg in the tree
purple. etc.
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Vocabulary: Easter, (Easter) bunny, rabbit, chick, spring, chocolate, (Easter) egg(s), egg hunt,
flower(s), bird(s), bee(s)
Grammar Structures: Do you like spring?/ Yes, I do./ No, I don't./ What's your favorite season?/
My favorite season is.../ Where is egg (number 1)?/ Number (2) was (under the chair)./ My egg has
(red and pink) flowers.
Aims:
● To practice talking about Easter.
● To review prepositions (in, on, & under) & numbers 1-20.
● To review the phonemes covered in groups 4, 5 & 6.
Materials:
● Computer or phone to play songs (optional).
● Easter eggs number 1-20 prepared before class.
Preparation:
● Prepare squares of paper with the phonemes from groups 4, 5 & 6.
● Prepare 20 Easter eggs by dividing 5 sheets of paper into 4 equal parts. Once you have 20
individual squares, draw an egg on each one and number them 1 to 20.
● Draw four simple images (an egg, a rabbit, chick and an Easter basket) on four separate
sheets of paper before class.
Start off by singing HOP HOP LITTLE BUNNY. Encourage students to sing along and mimic the
actions.
Song and Game: Sing HOP LITTLE BUNNIES. Then transition into the game sit down/ stand up.
Routine Circle Time Songs: Start by singing the TEN BUNNIES COUNTING SONG 1-10. Then,
continue with the SPRING SONG FOR KIDS. Use gestures to keep students engaged and their
energy levels at medium. You can also add any other songs requested by students .
Exercise Routine: Time to get exercise! Call out different actions such as stand up!, Shake your
hands , hop, creep, spin, etc. You can specify how many times students should perform the action.
End with “sit down”.
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happy! I can’t wait to go on an Easter Egg Hunt in the park with Dan & Eva! It’s going to be so
much fun! Finger Puppet lets out a little yawn. Encourage students to say, Goodbye, Finger
Talk Time: Do you like spring? What’s your favorite season? Do you go on Easter Egg hunts?
Phoneme Treasure Hunt: Before class, write the phonemes from Jolly Phonics groups 4, 5 & 6 on
separate squares of paper. Hide the squares of paper around the classroom (behind a chair, on the
window sill, in a book, etc) while students close their eyes. Once done, have them open their eyes.
Pretend to start hunting around the room while gesturing that you are looking for something. "Find"
one of the squares while looking relieved and happy to have found it. Say the phoneme as you
stick it on the board. Indicate that there are more squares of paper to find. Get everyone to hunt
around the room as they help you to look for the squares of paper. Once all of the squares have
been found, sit everyone down again. In turns, students hand a phoneme to you. Sound it out
together as you stick it on the board. Ask if they remember any words for each of the phonemes.
Write them on the board, under the corresponding phoneme.
Vocabulary: Before class, draw simple images (an egg, a rabbit, chick and an Easter basket) on
four separate sheets of paper. Begin the activity by showing students each picture as you say the
word. Repeat the vocabulary words three times each while encouraging students to repeat after
you. Continue by playing Four Corners. Lay each sheet of paper in each of the four corners of the
classroom. Organize students in pairs. Have each pair stand back to back in the center of the
classroom. Call out one of the four words, the student who reaches the correct corner first wins a
point for his or her team. The team with the most points wins.
Jump to the “Elephant”: Choose 5 Easter vocabulary words and draw them on the board. Give
instructions to pairs or groups of students in turn, e.g. Jump to the Easter basket!/ Hop to the
Easter Egg!/ Run to the chick. Encourage the rest of the class to clap and say Hurray! if students
do the correct action as they go to the correct picture.
Pictionary: Pick a student and show them a flashcard or whisper a word into their ear. The
student draws the picture on the board. The first student in the class to guess the picture correctly
gets to draw the next picture. This can also be played in teams with a point system.
Easter Egg Hunt: Show students the Easter eggs 1-20 that you prepared before class. Show each
number out of order and ask what it is. This will help students review numbers 1-20. Students then
close their eyes while you hide the eggs around the classroom. Have students open their eyes and
divide them into two teams. Students will find the eggs in pairs (one student from each team). Ask
students, Where is egg number 2? Students race to find the correct egg. They must then say
where the egg was by using a preposition (e.g. Number 2 was under the chair!) to earn a point for
their team. Continue until all students have had a turn or until all eggs have been found.
Activity: Give students their books. Ask them to turn to the “Easter Egg” page. Tell the students
that they are going to follow an Easter tradition by decorating their own Easter Egg. While they
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decorate their eggs, go around the room asking students questions about their picture. Elicit: My
egg has (red and pink) flowers.

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Holiday Lesson 9: Mother’s Day
Vocabulary: mommy, mother, mum, cake, kitchen, nurse, hospital, TV, camera, clock, dress,
pirate, doctor, heart
Grammar Structures: I love my mommy.; What is it?; It’s a…; What do you like doing (with your
mommy)?; What color is mommy’s dress?; Mommy’s dress is (blue).
Aims:
● To practice talking about Mother’s Day.
● To review family & home vocabulary.
● To review the phonemes /m/, /o/, /th/ & /er/.
Materials:
● Flashcards: Dan, Eva, cake, nurse, hospital, TV, camera, clock, dress, pirate, doctor, heart
● Four pieces of paper for the phoneme treasure hunt
● Small ball or bean bag
● Computer or phone to play media files (optional).
mimic the actions.
Song and Game: Sing BABY SHARK. Then, transition into the game sit down/stand up. Tell
Routine Circle Time Songs: Start by singing the FINGER FAMILY SONG. Then, continue with
the SEASONS OF THE YEAR. Use gestures to keep students engaged and their energy levels at
happy! It’s Mother’s Day. I can’t wait to tell my Mom how much I love her! I like making cakes with
my mommy. Finger Puppet lets out a little yawn. Encourage students to say Goodbye, Finger
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Talk Time: What do you like doing with your mommy? Students should practice answering with: I
like...with my mommy.
Phoneme Treasure Hunt: Write the phonemes /m/, /o/, /th/, & /er/ on separate squares of paper.
Hide the squares of paper around the classroom (behind a chair, on the window sill, in a book, etc.)
while students close their eyes. Once done, have them open their eyes. Pretend to start hunting
around the room while gesturing that you are looking for something. "Find" one of the squares
while looking relieved and happy to have found it. Say the phoneme as you stick it on the board.
Indicate that there are more squares of paper to find. Get everyone to hunt around the room as
they help you to look for the squares of paper. Once all of the squares have been found, sit
everyone down again. In turns, students hand a phoneme to you. Sound it out together as you
stick it on the board. Ask: Do they make a word? Put them in order to make the word “MOTHER”.
Now, ask if they know any other words with each phoneme.
Flashcard Statues: Arrange all of the family and home flashcards in a large circle on the
classroom floor. Play music and when the music stops, everyone must freeze in position like
statues. If someone moves, they must find the flashcard you call out on the floor.
Musical Circle Touch: Sit students in a circle and place the flashcards in the center of the circle,
face up. Play some music on your phone and have students pass a small ball or bean bag around
the circle. Stop the music. Say to the student holding the ball, Touch the cake flashcard! Once the
student does so, start playing the music again. Repeat so everyone has a turn.
Over-under: Line up students in two teams. Give the students at the front of each line a flashcard.
When you say go, the first in line says the word and passes the flashcard över¨ their head. The
next student says the word and passes the card ünder¨ (between their legs). Continue in this way:
pictures. Have one student from each group go up to the board. Say: Draw I am making pizza with
mommy. Each student should draw a picture of a pizza in their frame. Give a minute for this.
When time is up, say, STOP!. Now, you are the judge. Walk around looking at the pictures and give
some comments (hmmm, not bad … oh, very nice!, etc.). Pick a winner for the best drawing and
get everyone to clap. Now, erase the pictures on the board and go onto the next vocab item (e.g.
Mommy is watching TV). Again, judge the pictures and select a winner. Repeat until everyone has
been chosen as a winner. If you have a large class, choose two winners at a time.
Story: Read the story I LOVE MY MOMMY by Giles Andreae & Emma Dodd while doing actions.
I love my mommy very much,

She’s great to cuddle, soft to touch.
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I like to watch her brush her hair,

And dance around in her underwear!
She helps me wipe my grubby nose,
And tickles me between my toes!
And even when I start to cry,
She wipes my tears until they’re dry.
She takes me shopping in the car,
And sings my favorite songs by far.
She holds my hand when we go out,
And asks me not to scream and shout.
She cooks me yummy things to eat,
And when I’m good I get a treat!
She’s really very kind to me,
She even helps me do a wee!
We love to giggle in the bath,
And do fun things that make us laugh.
She likes to kiss me on the head,
And read me stories in her bed.
I know that if you met her, you …
… would really love my mommy too!
She’s great!
Activity: Give students their books. Ask them to turn to “Happy Mother’s Day”. Tell students that
they are going to draw a portrait of their mother/mommy. As students are drawing, go around
asking students questions about their mom such as their name, appearance (color eyes and hair),
job, favorite things, etc. Make sure that you are interacting with students while they are drawing
and that they respond in English.

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Holiday Lesson 9: Mother’s Day

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Holiday Lesson 10: Summer
Vocabulary: swim, surf, hike, read, play, beach, ocean, palm trees, in the sun, lotion (sun cream),
swimsuit, hat
Grammar Structures: What do you like to do in the summer?, I like to …, What is it?, It´s a...
Aims:
● To practice talking about summer.
● To introduce vocabulary associated with summer.
● To say what they like doing in summer.
Materials:
● Individual squares of paper with each of the phonemes from groups 4, 5, 6 & 7.
● Computer or phone to play media files (optional).
Preparation:
● Prepare squares of paper with the phonemes from groups 4, 5, 6 & 7.
Start off by singing I LOVE SUMMER TIME. Encourage students to sing and mimic the actions.
Song and Game: Sing AROUND THE CIRCLE. Then transition into the game sit down/stand up.
SUMMER SONG FOR KIDS. Use gestures to keep students engaged and their energy levels at
up, let him do a little wiggle! Say Hello, (Finger puppet’s name)! How are you today?/ I am so
happy! It’s nearly summer and I am so excited. I love summer. Summer means I get to do lots of
things with Dan & Eva! We like to go to the beach and build sandcastles. It’s going to be so much
fun! Finger Puppet lets out a little yawn; he’s tired. Encourage students to say, Goodbye, Finger
Talk Time: What do you like to do in the summer? Elicit: I like to…
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Phoneme Treasure Hunt: Before class, write the phonemes from Jolly Phonics Groups 4, 5, 6 & 7
on separate squares of paper. Hide the squares of paper around the classroom (behind a chair, on
the window sill, in a book, etc) while students close their eyes. Once done, have them open their
eyes. Pretend to start hunting around the room while gesturing that you are looking for something.
"Find" one of the squares while looking relieved and happy to have found it. Say the phoneme as
you stick it on the board. Indicate that there are more squares of paper to find. Get everyone to
hunt around the room as they help you to look for the squares of paper. Once all of the squares
have been found, sit everyone down again. In turns, students hand a phoneme to you. Sound it out
together as you stick it on the board. Ask if they remember any words for each of the phonemes.
Write them on the board, under the corresponding phoneme.
Vocabulary: Introduce the vocabulary by drawing an image for each word on the board. Point to
the picture and chorus the word three times while encouraging students to repeat after you.
Jump to the “Elephant”: Give instructions to pairs or groups of students in turn, e.g. Jump to in
the sun! / Hop to surf! / Run to the beach. Encourage the rest of the class to clap and say Hurray! if
students do the correct action as they go to the correct picture.
When it stops spinning, the student it is pointing to is shown one of the images on the board and
asked What is it? Elicit It’s a … If the answer is correct, then that student can spin the pencil.
Continue the game until each student has had at least one turn.
Statues: Play music on your phone or speakers (any child appropriate music in English will do).
When the music stops, everyone must freeze in position like statues. If someone moves, they must
touch the image on the board you call out.
Activity: Give students their books. Ask them to turn to “Summer”. Go over the question together,
having students repeat it after you. Explain that they must draw a picture of what they like to do in
the summer. Since they must also write what they like to do, walk around the room asking each
student the question and assisting them in writing the answer in the gap.

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Holiday Lesson 10: Summer

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Songs & Rhymes

Shake! Shake around your circle 3x and stop!/ Touch your arm
8 times!/ 1-2-3-4-5-6-7-8!/ Swim! Swim around the circle 3x
WHAT’S YOUR NAME SONG
and stop!/ Touch your back 9 times!/ 1-2-3-4-5-6-7-8-9!/ Fly!
Fly around the circle 3x and stop!/ Touch your legs 10 times!/
Hello, hello. What’s your name? 1-2-3-4-5-6-7-8-9-10!/ Run! Run around the circle 4x!
Hello, hello. What’s your name? Everybody sitdown!
My name is DAN.
My name is EVA. JUMP, RUN AND SHOUT (by The Singing Walrus)
Nice to meet you.
Hello, hello. What’s your name? Chorus: Oh~I can dance/ Oh~I can swing/ Oh~I can sing/ Na
Hello, hello. What’s your name? na na
My name is HUGO.
My name is ANNA.
Nice to meet you. Can you jump?/Can you jump really high?/ I can jump!/ I can
Hello, hello. What’s your name? jump really high!/ Can you jump high, just like me?/ I can jump
Hello, hello. What’s your name? higher, one, two, three!
My name is (ELLIE).
My name is (TEACHER'S NAME). Chorus
Nice to meet you!
Let’s be friends!
Can you run?/Can you run really fast?/ I can run!/ I can run
HELLO SONG (by Super Simple Songs) really fast!/ Can you run fast, just like me?/ I can run faster,
one, two, three!/
Hello, hello, hello, how are you? Hello, hello, hello, how are
you? I’m good. I’m great! I’m wonderful! I’m good. I’m great!
Chorus
I’m wonderful! Hello, hello, hello, how are you?Hello, hello,
hello, how are you? I’m tired .I’m hungry. I’m not so good. I’m
tired. I’m hungry. I’m not so good. Hello, hello, hello, how are Can you shout?/ Can you shout really loud?/ I can shout!/ I can
you? Hello, hello, hello, how are you? Hello, hello, hello, how shout really loud!/ Say hey, hey, hey! (hey, hey, hey)/ Say ho,
are you? Hello, hello, hello, how are you? ho, ho! (ho, ho, ho)/ Say ha, ha, ha! (ha, ha, ha)/ Now scream!
(Ahhh!!!)
HELLO HELLO CAN SONG (by Super Simple Songs)
WALKING WALKING WALKING (by Super Simple Songs)
Hello, hello. Can you clap your hands? Hello, hello. Can you
clap your hands? Can you stretch up high? Can you touch
your toes? Can you turn around? Can you say, “Hello?” Hello, Walking walking. Walking walking.
hello. Can you stamp your feet? Hello, hello. Can you stamp Hop hop hop. Hop hop hop.
your feet? Can you stretch up high? Can you touch your toes? Running running running. Running running running.
Can you turn around? Can you say, “Hello?” Hello, hello. Can Now let’s stop. Now let’s stop.
you clap your hands? Hello, hello. Can you stamp your feet? Walking walking. Walking walking.
Hop hop hop. Hop hop hop.
EVERY DAY HELLO SONG (by The Singing Walrus) Running running running. Running running running.
Now let’s stop. Now let’s stop.
Tiptoe tiptoe. Tiptoe tiptoe.
(Verse 1)Every day/ I go to school/I meet my friends/ And we Jump jump jump. Jump jump jump.
all say/ (Chorus) Hello, hello!/ How are you?/ I’m good, I’m Swimming swimming swimming.
great!/ How about you?/ (repeat)/ Na, na, na…/ (Verse 2)/ Swimming swimming swimming.
Every day/ I go and play/ I meet new friends/ And we all say/ Now let’s sleep. Now let’s sleep.
(Chorus)/ Hello, hello!/ What’s your name?/ Nice to meet you!/ Wake up!
Do you want to play?/ (repeat)/ Na, na, na…. It’s time to go!
Are you ready to go fast?
HELLO HOW ARE YOU (by Fun Kids English) Okay!
Walking walking. Walking walking.
Hop hop hop. Hop hop hop.
Hello, how are you? 3x/ I’m great today. Hello, how are you? Running running running. Running running running.
3x/ I’m great. 3x/ Hello, how are you? 3x/ I’m fine, today./ Now let’s stop. Now let’s stop.
Hello, how are you? 3x/ I’m fine. 3x/ Hello, how are you? 3x/ Walking walking. Walking walking.
I’m okay, today. / Hello, how are you? 3x/ I’m okay. 3x/ Hello, Hop hop hop. Hop hop hop.
how are you? 3x/ I’m tired, today. Hello, how are you? 3x/ I’m Running running running. Running running running.
tired. 3x/ Hello, how are you? 3x/ (faster): Hello, how are you? Now let’s stop. Now let’s stop.
3x/ I’m great, today./ Hello, how are you? 3x/ I’m great. 6x/ Whew!
yeah!
FAST AND SLOW (by Fun Kids English)
AROUND THE CIRCLE (by Fun Kids English)
Hop, hop … I can hop! 3x
Everybody hop!
Let’s jump around a circle, okay? Let’s go!/ Jump around the
Fast, fast ...hopping fast! 3x
circle 3x and stop!/ Touch your head 4 times!/ 1-2-3-4!/ Walk!/
Everybody hop fast!
Walk around a circle 3x and stop!/ Touch your nose 5 times!
1-2-3-4-5!/ Hop! Hop around a circle 3x and stop!/ Touch your
Slow, slow ...hopping slow! 3x
mouth 6 times! 1-2-3-4-5-6!/ Skip! Skip around the circle 3x
Everybody hop slow!
and stop!/ Touch your shoulders 7 times!/ 1-2-3-4-5-6-7!/
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Walk, walk … I can walk! 3x DAYS OF THE WEEK SONG (by The Singing Walrus)
Everybody hop!
Fast, fast ...walking fast! 3x (All verses simply repeat the days of the week, but are sung in
Everybody walk fast! different ways: quiet, loud, slow, fast.)
Slow, slow ...walking slow! 3x

Everybody walk slow! Monday/ Tuesday/ Wednesday/ Thursday/ Friday
Saturday/ Sunday/ The days of the week!
Skip, skip … I can skip! 3x
Everybody skip! DAYS OF THE WEEK SONG (by Dream English)
Fast, fast ...skipping fast! 3x
Everybody skip fast! Monday/ Tuesday/ Wednesday/ Thursday/ Friday/ Saturday/
Sunday/ 1-2-1-2-3-4/ Monday/ Tuesday/ Wednesday/
Slow, slow ...skipping slow! 3x Thursday/ Friday/ Saturday/ Sunday 2x/ La-la-la- la-la-la 2x/
Everybody skip slow! Monday/ Tuesday/ Wednesday/ Thursday/ Friday/ Saturday/
Sunday 3x/ I love the days of the week, yea/ I love the days of
Swim, swim … I can swim! 3x the week/ Monday/ Tuesday/ Wednesday/ Thursday/ Friday/
Everybody swim! Saturday/ Sunday.
Fast, fast ...swimming fast! 3x
Everybody swim fast! HOW’S THE WEATHER SONG (by Super Simple Songs)
How's the weather?
Slow, slow ...swimming slow! 3x How's the weather?
Everybody swim slow!
How's the weather today?
Is it sunny?
Everybody skip fast!
Is it rainy?
Everybody walk slow!
Everybody hop fast! Is it cloudy?
Is it snowy?
ROUTINE & CALENDAR SONGS
Let's look outside
How's the weather?
I SEE SOMETHING BLUE (by Super Simple Songs)
Is it sunny today?
Blue! Let's look outside
I see something blue. How's the weather?
Blue! Is it rainy today?
I see something blue. Let's look outside
Blue, blue, blue, blue… How's the weather?
I see something blue. Is it cloudy today?
Find something blue! Let's look outside
Yellow! Is it snowy today?
I see something yellow. How's the weather?
Yellow! How's the weather?
I see something yellow.
Yellow, yellow…
Is it sunny?
I see something yellow.
Is it rainy?
Find something yellow!
Red! Is it cloudy?
I see something red. Is it snowy?
Red! How's the weather today?
I see something red.
Red, red, red, red… MONTHS OF THE YEAR SONG (by The Singing Walrus)
I see something red.
Find something red! (All verses simply repeat the months of the year, but are sung
Purple! in different ways.)
I see something purple.
Purple!
January/ February/ March/ April/ May/ June/ July/ August/
September/ October/ November/ December
Purple, purple…
Find something purple! SEASONS OF THE YEAR SONG (by The Pancake Manor)
Blue.
Yellow.
There are four seasons that happen in a year. Spring,
Red.
Summer, Autumn, Winter 3x/ Can you tell me what season it
Purple.
is?/ Let’s take a look:/ Spring!/ Can you tell me what season it
I see colors everywhere.
is?/ Let’s take a look:/ Summer!/ Can you tell me what season
it is?/ Let’s take a look:/ Autumn!/ Can you tell me what season
it is?/ Let’s take a look:/ Winter!/ There are four seasons that
happen in a year. Spring, Summer, Autumn, Winter 2x
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SEASONS OF THE YEAR SONG (by Dream English Kids) How many fingers on my hands 3x
Can you help me count them?
1,2,3,4,5,6,7,8,9,10
What’s your favorite? What’s your favorite season? Season?
2x/ Ilke Spring 2x The flowers bloom 2x/ I like Summer 2x It’s
Mmmm, how many toes on my feet?
hot outside 2x/ What’s your favorite? What’s your favorite
season? Season? 2x/ I like fall 2x The leaves change color
How many toes on my feet 3x
2x/ I like winter 2x I like the snow 2x/ Spring. Summer. Fall.
Winter. 3x/ What’s your favorite? What’s your favorite season?
1,2,3,4,5,6,7,8,9,10
Season? 2x/
Great job! Can you help me count my fingers one more time?
GOODBYE SONG (by Super Simple Songs) How many fingers on my hands 3x
1,2,3,4,5,6,7,8,9,10
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye. Great work! Can you help me count my toes one more time?
I can clap my hands. How many toes on my feet 3x
I can stamp my feet. Can you help me count them?
I can clap my hands. 1,2,3,4,5,6,7,8,9,10
I can stamp my feet.
Bye bye. Goodbye. Good job!
Bye, bye, bye, bye. Goodbye.
Bye bye. Goodbye. COUNT DOWN FROM 20 (by Dream English)
Bye, bye, bye, bye. Goodbye.
GOODBYE! Stand up straight. Don’t move a muscle and put your hands at
your side and keep your feet in the middle.
COUNTING SONGS We’re gonna count down from 20 all the way to 1 and we’re
gonna have some fun.
COUNT & MOVE (by Super Simple Songs) 20-19-18-17-16-15-14-13-12-11-10-9-8-7-6-5-4-3-2-1 Dance!
Shake your groove thing. Dance. Shake your groove thing. 3x
Let’s get started with some counting!
Can you count to twenty? JOLLY PHONICS SONGS
Here we go!
One! Two! Three! Four! Five! Six! Seven! Eight! Nine! Ten!
/ai/
Eleven! Twelve! Thirteen! Fourteen! Fifteen! Sixteen!
Seventeen! Eighteen! Nineteen! Twenty! That was fun! My ear hurt.
I was in pain.
NUMBER SONG 1-20 (by The Singing Walrus) /ai?/ /ai?/
My ear hurt.
I was in pain.
Count, count, count with me
What did you say?
Count with me from one to twenty
One, two, three, four…(all the way to twenty)
/j/
(repeat chant and counting three times, getting faster the
Jelly and jam,
second and third time).
jelly and jam,
jiggling on the plate.
LET’S COUNT TO 20 (by Dream English)
Oh, what will I eat with it?
/j/ - /j/ - /j/ - /j/.
Let’s Count from 1 to 20
Ok everybody, we’re going to count from 1 to 20 with some
/oa/
actions! Here we go!
Oh, did you see
From 1 to 5, let’s clap our hands: 1,2,3,4,5
the billy goat?
Great job!
/oa/- /oa/-/oa/,
From 6 to 10, let’s wave our hands: 6,7,8,9,10
/oa/-/oa/-/oa/.
From 11-15, let’s march in place, big steps, here we go!
Wow, that was great
From 16-20 let’s dance! Here we go! 16,17,18,19,20
Ok that was great, now can you do it all at once? Yes? Here
/ie/
we go one to 20
1,2,3,4,5
Now wave your hands 6,7,8,9,10
Great, 11-15 march! 11,12,13,14,15
Don´t be late!”
Last one, lets dance, 16,17,18,19,20
Great job, ok now I am going to play a little guitar for you and
we are going to go from 1-20 let's count! 1-20
/ee/ /or/
Yay
See the donkey
I did it!
in its stall.
“Eeyore!”
/ee/-/or/!”
is its call.
HOW MANY FINGERS ON MY HANDS (by Fun Kids
English)
/z/
Mmmm, how many fingers on my hands? Did you ever hear
Can you help me count them? a bee buzz,
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a bee buzz, /ch/ to the tune of Merrily We Roll Along

a bee buzz?
Did you ever hear Trains are chugging up the hill
a bee buzz, /ch/-/ch/-ch/,
“/zzz/!”, like this? /ch/-/ch/-ch/,
/w/ ( tune of He Has Got The Whole World In His Hands) Choo, choo!
I see the clouds moving, /sh/ (to the tune of Where,Oh, Where Has My Little Dog
/w/-/w/-/w/. Gone? )
/w/-/w/-/w/. Hush! Hush! Hush!
I see the trees bending, Don’t make a sound.
/w/-/w/-/w/. Be as quiet
The wind is blowing strong! As you can be.
The baby’s asleep
/ng/ (to the tune of If You Are Happy And You Know It?) And I’m tired out.
Sh! Sh! Sh! Sh! Sh!
Say “/ng/!” /th/ /th/ (to the tune of Did You Ever Hear A Lassie?)
Say “/ng/!” Did you ever hear
If you´re strong and you know it, a rude clown
And you really want to show it… Make this sound?
...if you´re strong and you know it, Did you ever hear
Say “/ng/!” A rude clown
/v/ to the tune of Go In And Out The Windows)
/qu/ (to the tune of The Wheels On The Bus)
Drive Vic´s Van Quacks, /qu/, /qu/, /qu/,
Round the village. /qu/, /qu/, /qu/,
Drive Vic´s Van /qu/, /qu/, /qu/,
Round the village.
Drive Vic´s Van The duck in the pond
Round the village Quacks, /qu/, /qu/, /qu/,
/v/-/v/-/v/-/v/-/v/. All around the pond.
/oo/ /OO/ (to the tune of Go In And Out The Windows) /ou/ (to the tune of Around The Mulberry Bush)
Who wants to I pricked my thumb

Be a cuckoo? With a needle.
Who wants to /ou/-/ou/-/ou/,
Be a cuckoo? /ou/-/ou/-/ou/,
Who wants to I pricked my thumb
Be a cuckoo? With a needle.
/oo/-/OO/, /oo/-/OO/, /ou/-/ou/-Ouch!
/oo/-/OO/!
/oi/ (to the tune of Old McDonald)
/y/ (to the tune of Apples and Bananas) The sailors met upon the sea
/oi/-/oi/, /oi/ -/oi/, /oi/.
I like to eat, eat, eat yoghurt and bananas. They found some oil
I like to eat, eat, eat yoghurt and bananas. Way deep down,
I like to eat, eat, eat yoghurt and bananas. /oi/-/oi/, “Ship, Ahoy!”
/y/-/y/-/y/-/y/
/ue/ (to the tune of The Muffin Man)
/x/ (to the tune of Skip To My Lou)
/ue/-/ue/ue/,
With you and you
And you!
-X-ray of my hand!
/er/ (to the tune of The Wheels On The Bus)

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Victor put a strap on the cow’s leg to fix it. The rest of the cows
The mixer in the bowl were victims of an illness. They needed vitamins to feel better.
/er/-/er/-/er/, /Y/ Story
/er/-/er/-/er/,
The mixer in the bowl It is lunchtime at school. One boy is eating
Goes /er/-/er/-/er/, His sandwich quickly so he can play with his yoyo.
Mixing the food together. A girl is looking forward to eating her yoghurt.
She chose it when she went shopping with her family.
/ar/ (to the tune of Did You Ever See A Lassie?) It is yummy, yellow, banana yoghurt!
/x/ ( Foxy Roxy)

Did you ever hear
a seal bark,
a seal bark,
a seal bark?
Did you ever hear
a seal bark,
JOLLY PHONICS STORIES So she called on Dr. Cox
/j/ We must take a quick x-ray
A mummy and her daughter are making some jelly.
When it's ready, they tip it on to a plate. Dr. Cox, the wise old ox
The jelly is tall and red and has four layers. Cried, Oh no, it is chicken pox.
As they carry it to the table, it wobbles and wobbles.
The girl laughs and pretends to wobble just like the jelly,
/ch/ (Chester the Chipmunk)
saying /j/-/j/-/j/!
/z/ Chester is a chipmunk,

Z stands for Zebra, He chews cheese,
colors white and black: He really likes cheddar,
Running around, He always has his cheeks full of cheese!
With stripes on their back.
/th/ is for Theo
/ng/ (The Singing King)
Theo had thick arms
This King loved to sing. No talking, He could lift this and that
Only singing. He had strong lungs, a He could throw these and those
Bell to ring and a drum to bang. He was stronger than his dad.
Even when eating and drinking he
Would sing. The Queen kept telling /qu/ is for Quentin
Him she was tiring of his singing, but Quentin went to see the ducks
He kept ignoring her, driving her to The ducks went quack.
start living in a different building. Quentin chases the ducks.
They ran away quickly.
/w/ Story
/ou/ Story
One day the wind and the sun had a competition. There once was a mouse who lived in the ground of a house.
“I will blow that man’s coat off”, said the wind, He was heading south trying to get out when he saw the
/wh/-/wh/-/wh/. mouth
The man held on to his coat. Of our …cat! Meow!
The sun shone, brighter and hotter, until the man took off his He turned and ran smack into a couch,
coat. And began to pout,
“Ow! Ow!”
/v/ (Victor the Vet)
/oi/ (Ship Ahoy!)
Victor was a vet. He went to fix animals. When a rescue ship came sailing by
Victor had a van. It was vivid red with a black roof. He went in To save a girl and boy,
his van to help the animals if they got sick. “Oi, oi, Ship Ahoy!”
On a winter’s night, Victor the vet had to help seven cows. One “Oi, oi, Ship Ahoy!”
cow had hurt his leg in the river. “Oi, oi, Ship Ahoy!”
They shouted with joy.
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Let’s count our toes./ How many toes on one foot?/ How many
/er/ Story toes on one foot?/ How many toes on one foot?/ Let’s all count
The mermaid is thirteen. together./ 1, 2, 3, 4, 5/ 1, 2, 3, 4, 5/ 1, 2, 3, 4, 5/ 1, 2, 3, 4, 5/
How many toes on two feet?/ How many toes on two feet?/
It is her birthday. The people are at her party.
How many toes on two feet?/ Let’s all count together./ 1, 2, 3,
It is a birthday party. She got a bird for her birthday. 4, 5/ 6, 7, 8, 9, 10/ 1, 2, 3, 4, 5/ 6, 7, 8, 9, 10/ Stomp stomp
It sits on a perch and chirps. stomp your feet./ X X X X X/ Stomp stomp stomp your feet./ X
A man will play the harp and people can sing to the mermaid. X X X X/ Stomp stomp stomp your feet./ X X X X X/ Stomp
The party is fun. The people play and sing. your feet with me./ X X X X X/ 1, 2, 3, 4, 5/ 6, 7, 8, 9, 10
There are thirty people at the party.
BRUSH YOUR TEETH (by Super Simple Songs)
/ar/ Story
Brush your teeth up and down./ Brush your teeth round and
Mark marched down to the barn.
round./ Brush your teeth from left to right./ Brush your teeth in
It was not far across the yard. the morning and night./ Brush brush brush./ Brush brush
He did not need his car. brush./ Brush your teeth in the morning and night./ Brush your
Inside the barn, he had lots of jars. teeth to keep them white./ Brush your teeth so your smile is
He also had some yarn. bright./ Brush your teeth. It’s so much fun./ Brush your teeth
He wanted to make some art. when the day’s begun./ Brush brush brush./ Brush brush
So, he filled up a cart. brush./ Brush your teeth when the day’s begun./ Brush your
teeth, just open wide./ Brush your teeth from side to side./
He also loaded up his arms.
Brush your teeth, you sleepy head./ Brush your teeth before
Then he started back to the farm. you go to bed./ Brush brush brush./ Brush brush brush./ Brush
your teeth before you go to bed.
THE BODY & THE FACE (UNIT 2)
Around Town (Unit 3)
HEAD, SHOULDERS, KNEES & TOES (by Super Simple)
IN ON UNDER (by Busy Beavers)
Head, shoulders, knees, and toes, knees and toes.
Head, shoulders, knees, and toes, knees and toes. One, two, three, four
And eyes and ears and mouth and nose. Where is the mouse?
The mouse is in the house
Let’s try it a little faster!
Head, shoulders, knees, and toes, knees and toes. Where is the cat?
Head, shoulders, knees, and toes, knees and toes. The cat is in the hat
And eyes and ears and mouth and nose. Where is the fish?
Head, shoulders, knees, and toes, knees and toes. The fish is in the dish
Faster? Where are you?
Head, shoulders, knees, and toes, knees and toes. I'm in the classroom
(chorus)
And eyes and ears and mouth and nose.
Head, shoulders, knees, and toes, knees and toes. In, on, under, in front of, behind, next to, between
Faster?! In, on, under, in front of, behind, next to, between
Head, shoulders, knees, and toes, knees and toes. Next to, between
Head, shoulders, knees, and toes, knees and toes. One, two, three, four
And eyes and ears and mouth and nose. Where is the bear?
The bear is on the chair
Faster?!?!
Head, shoulders, knees, and toes, knees and toes. Where is the snake?
Head, shoulders, knees, and toes, knees and toes. The snake is on the cake
And eyes and ears and mouth and nose. Where is the guitar?
Head, shoulders, knees, and toes, knees and toes. The guitar is on the car
Where are you?
HOW MANY FINGERS ON ONE HAND ( by Super Simple) I'm on a chair too
(chorus)
How many fingers on one hand?/ How many fingers on one
One two three four
hand?/ Let’s all count together./ 1, 2, 3, 4, 5/ 1, 2, 3, 4, 5/ 1, 2,
3, 4, 5/ 1, 2, 3, 4, 5/ How many fingers on two hands?/ How Where is the fox?
many fingers on two hands?/ How many fingers on two The fox is under the box
hands?/ Let’s all count together./ 1, 2, 3, 4, 5/ 6, 7, 8, 9, 10/ 1, Where is the train?
2, 3, 4, 5/ 6, 7, 8, 9, 10/ Clap clap clap your hands./ X X X X X/ The train is under the airplane
Clap clap clap your hands./ X X X X X/ Clap clap clap your Where is the rose?
hands./ X X X X X/ Clap your hands with me./ X X X X X The rose is under the nose
Where are you?
We are under the Moon
(chorus)
One, two, three four
Where is the d
The d is in front of the c
Where is the c?
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The c is behind the d How are you? How are you?

Where is the e? I'm fine thank you, I'm fine thank you,
The e is next to the d See you soon, See you soon.
Where are you?
I'm between m and w Hello brother, Hello brother,
(chorus) How are you? How are you?
I'm fine thank you, I'm fine thank you,
CIRCUS CLOWN SONG (by Kiboomers) See you soon, See you soon.
Circus clown, circus clown

Hello sister, Hello sister,
Paint your face
How are you? How are you?
Circus clown, circus clown
Run in place
See you soon, See you soon.
Circus clown, circus clown,
beep your nose.
Circus clown, circus clown Hello grandfather, Hello grandfather,
touch your toes How are you? How are you?
Circus clown, circus clown, I'm fine thank you, I'm fine thank you,
Laugh out loud. See you soon, See you soon.
Blow kisses to the crowd! Hello grandmother, Hello grandmother,
Circus clown, circus clown, How are you? How are you?
take a bow. I'm fine thank you, I'm fine thank you,
that's all now.
Hello family, Hello family,
THE FAMILY & HOME (UNIT 4) I'm fine thank you, I'm fine thank you,
IF YOU ARE HAPPY AND YOU KNOW IT (by Super Simple
Songs) TRANSPORT (UNIT 5)
If you’re happy and you know it, clap your hands. (Clap-clap) VEHICLES SONG (by Fun Kids English)
If you’re happy and you know it, clap your hands. (Clap-clap)
If you’re happy and you know it, then your face will surely It’s a big bus
show it. Beep, beep, beep
If you’re happy and you know it, clap your hands. (Clap-clap)
If you’re happy and you know it, stomp your feet. (Stomp It’s a big plane
stomp) Zoom, zoom, zoom
If you’re happy and you know it, stomp your feet. (Stomp
stomp) It’s a big train
If you’re happy and you know it, then your face will surely Toot, toot, toot
show it.
If you’re happy and you know it, stomp your feet. (Stomp It’s a big car
stomp) Broom, broom, broom
If you’re happy and you know it, shout “Hooray!” (Hoo-ray!)
If you’re happy and you know it, shout “Hooray!” (Hoo-ray!) It’s a big truck
If you’re happy and you know it, then your face will surely Honk, honk, honk
show it.
If you’re happy and you know it, shout “Hooray!” (Hoo-ray!) HOW DID YOU GET HERE TODAY? (by ESLKidsStuff.com)
If you’re happy and you know it, do all three (clap-clap,
stomp-stomp, hoo-ray!) How did you get here today?
If you’re happy and you know it, do all three (clap-clap, How did you get here today?
stomp-stomp, hoo-ray!)
If you’re happy and you know it, then your face will surely I got here on foot
show it I got here by bus
If you’re happy and you know it, do all three. (clap-clap, I got here by bicycle
stomp-stomp, hoo-ray!) I got here by car.
How did you get here today?
THE FAMILY SONG (by EslKidsStuff.com) How did you get here today?
I got here by train

Hello father, Hello father, I got here by boat
I got here by airplane
I got here by rocket.
Wow!
10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 – 1
Blast off!
Hello mother, Hello mother, SPORTS ( UNIT 6)

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Can a kangaroo hop?

WHAT SPORTS DO YOU PLAY (by EslKidsStuff.com) Yes, it can!
A kangaroo can hop.
Hop. Hop. Hop.. Hop. (4x)
What sports do you play? Stop!
Can an octopus hop?

What sports do you play? No, it can’t.
Can an octopus clap?
No, it can’t.
What sports do you play?
Can an octopus swim?
Yes, it can!
An octopus can swim.
I play *soccer (soccer!),
Swim. Swim. Swim. Swim. (4x)
I play tennis (tennis!),
Stop!
I play golf (golf!),
I play basketball (basketball!).
Can a koala swim?
No, it can’t.
Can a koala dance?
No, it can’t.
Can a koala sleep?
Yes, it can!
A koala can sleep.
I play baseball (baseball!),
Sleep.
I play volleyball (volleyball!),
Wake up!
I play rugby (rugby!),
I play badminton (badminton!).
Ohhhhhh….
* In the British version of the song the word “football” is sung
Ohh….
instead of “soccer”.
I can jump.
Jump. Jump. Jump.
Do You Like Playing Sports by Fun Kids English I can fly.
Fly. Fly. Fly.
Do you like playing sports? Yes, I do. I can walk.
Do you like playing sports? Yes, I do. Walk. Walk. Walk.
Yes, I can!
Can you kick and hit? Can you bounce and catch?
I can run.
Do you like playing sports? Yes, I do. Run. Run. Run.
Do you like soccer? Yes, I do. I can hop.
Do you like soccer? Yes, I do. Hop. Hop. Hop.
I can clap.
Can you kick a ball? Can you kick a ball?
Clap. Clap. Clap.
Do you like soccer? Yes, I do. Yes, I can.
Do you like basketball? Yes, I do. I can swim.
Do you like basketball? Yes, I do. Swim. Swim. Swim.
Can you bounce a ball? Can you bounce a ball? I can dance.
Dance. Dance. Dance.
Do you like basketball? Yes, I do. I can sleep.
Do you like tennis? Yes, I do. Sleep. Sleep. Sleep.
Can you hit a ball? Can you hit a ball? Good night, everyone.
Do you like baseball? Yes, I do. …
Wake up!
Do you like baseball? Yes, I do.
Can you kick and hit? Can you bounce and catch?
FOOD & DRINK (UNIT 7)
Do you like playing sports? Yes, I do.
Do you like playing sports? Yes, I do. APPLES & BANANAS (by Super Simple Songs)
I like to eat, eat, eat apples and bananas.

CAN AN ELEPHANT JUMP (by ELF LEARNING) I like to eat, eat, eat apples and bananas.
Can an elephant jump? I like to eat, eat, eat apples and bananas.
No, it can’t. Now let’s make a long “a” sound… ay-ples and ba-nay-nays.
Can an elephant fly? I like to ate, ate, ate ay-ples and ba-nay-nays.
No, it can’t. I like to ate, ate, ate ay-ples and ba-nay-nays.
Can an elephant walk? Let’s try a long “e” sound… ee-ples and ba-nee-nees.
Yes, it can! I like to eat, eat, eat ee-ples and ba-nee-nees.
An elephant can walk. I like to eat, eat, eat ee-ples and ba-nee-nees.
Walk. Walk. Walk. Walk. (4x) How about a long “i” sound… i-ples and ba-nigh-nighs.
Stop! I like to ite, ite, ite i-ples and ba-nigh-nighs.
I like to ite, ite, ite i-ples and ba-nigh-nighs.
Can a kangaroo walk? Great, let’s sing it with a long “o” sound… oh-ples and
No, it can’t. ba-no-nos.
Can a kangaroo run? I like to ote, ote, ote oh-ples and ba-no-nos.
No, it can’t. I like to ote, ote, ote oh-ples and ba-no-nos.
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I know, let’s make an “oo” sound… oo-ples and ba-noo-noos. Skipping in the jungle. Skipping in the jungle. We’re not afraid.
I like to oot, oot, oot, oo-pples and ba-noo-noos. We’re not afraid. Skipping in the jungle. Skipping in the jungle.
I like to oot, oot, oot, oo-pples and ba-noo-noos. We’re not afraid. We’re not afraid.One step. Two steps. Three
Apples and bananas, one more time! steps forward.One step. Two steps. Three steps back.Stop.
I like to eat, eat, eat apples and bananas. Listen. What’s that?It’s a tiger! RUN!
I like to eat, eat, eat apples and bananas. YES, I CAN! (by Super Simple Songs)
Little bird, little bird, can you clap?
No, I can’t. No, I can’t. I can’t clap.
DO YOU LIKE ICE CREAM? (by Super Simple Songs)
Little bird, little bird, can you fly?
Yes, I can. Yes, I can. I can fly.
Do you like broccoli?
Yes, I do. Yes, I do.
Elephant, elephant, can you fly?
Do you like ice cream?
No, I can’t. No, I can’t. I can’t fly.
Elephant, elephant, can you stomp?
Do you like broccoli ice cream?
Yes, I can. Yes, I can. I can stomp.
No, I don’t. Yucky!
Do you like donuts?
Little fish, little fish, can you stomp?
No, I can’t. No, I can’t. I can’t stomp.
Do you like juice?
Little fish, little fish, can you swim?
Yes, I can. Yes, I can. I can swim.
Do you like donut juice?
Gorilla, gorilla, can you swim?
Do you like popcorn?
No, I can’t. No, I can’t. I can’t swim.
Gorilla, gorilla, can you climb?
Do you like pizza?
Yes, I can. Yes, I can. I can climb.
Do you like popcorn pizza?
Buffalo, buffalo, can you climb?
No, I can’t. No, I can’t. I can’t climb.
Do you like bananas?
Buffalo, buffalo, can you run?
Yes, I can. Yes, I can. I can run.
Do you like soup?
Boys and girls, boys and girls, can you sing?
Do you like banana soup?
Yes, we can. Yes, we can. We can sing.
No, I don’t. Yuck!
Boys and girls, boys and girls, can you dance?
Yes, we can. Yes, we can. We can dance.
ANIMALS (UNIT 8)
We can sing. We can dance. Yes, we can.
We can sing. We can dance. Yes, we can.
WALKING IN THE JUNGLE (by Super Simple Songs)
Yes, we can. Yes, we can. Yes, we can.
Let’s take a walk in the jungle.
Walking in the jungle. Walking in the jungle. We’re not afraid.
We’re not afraid.
Walking in the jungle. Walking in the jungle. We’re not afraid.
We’re not afraid. I HAVE A PET (by Super Simple Songs)
One step. Two steps. Three steps forward.
One step. Two steps. Three steps back. Do you have a pet?
Stop. Listen. What’s that? Yes, I have a dog.
It’s a frog! I have a pet.
We’re not afraid! He is a dog.
Let’s stomp. And he says, “Woof, woof, woof, woof, woof. Woof woof.”
Stomping in the jungle. Stomping in the jungle. We’re not I have a cat.
afraid. We’re not afraid. I have a pet.
Stomping in the jungle. Stomping in the jungle. We’re not She is a cat.
afraid. We’re not afraid. And she says, “Meow, meow, meow, meow, meow. Meow
One step. Two steps. Three steps forward. meow.”
One step. Two steps. Three steps back. I have a mouse.
Stop. Listen. What’s that? I have a pet.
It’s a monkey! He is a mouse.
We’re not afraid! And he says, “Squeak, squeak, squeak, squeak, squeak.
Let’s jump. Squeak squeak.”
Jumping in the jungle. Jumping in the jungle. We’re not afraid. Woof woof.
We’re not afraid. Meow meow.
Jumping in the jungle. Jumping in the jungle. We’re not afraid. Squeak squeak.
We’re not afraid. I have a bird.
One step. Two steps. Three steps forward. I have a pet.
One step. Two steps. Three steps back. He is a bird.
Stop. Listen. What’s that? And he says, “Tweet, tweet, tweet, tweet, tweet. Tweet tweet.”
It’s a toucan! I have a fish.
We’re not afraid! I have a pet.
Let’s skip. She is a fish.
And she says, “Glub, glub, glub, glub, glub. Glub glub.”
I have a lion.
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A lion?! HALLOWEEN
I have a pet.
He is a lion.
FIVE PUMPKINS SITTING ON A GATE
And he says, “Roar, roar, roar, roar, roar. Roar roar.”
Tweet tweet.
Glub glub. Five little pumpkins sitting on a gate.
ROAR! The first one said, “Oh my, it’s getting late.”
The second one said, “There are witches in the air.”
WHAT DO YOU SEE (WILD ANIMALS) (by Dream English The third one said, “But we don't care!”
Kids) The fourth one said, “Let's run and run and run.
The fifth one said, “We´re ready for some fun.”
A crocodile! run! What Do You See? Song Then oooh went the wind,
Wild Animals What do you see?I see a rabbit. And out went the lights,
What do you see? I see a monkey. What do you see? And the five little pumpkins rolled out of sight.
I see a zebra. What do you see? I see a tiger.
A tiger? run! run, run, run stop! safe! THIS IS THE WAY WE CARVE A PUMPKIN (by Super
What do you see? I see a snake. What do you see? Simple Songs)
I see a hippo. What do you see? I see a lizard.
What do you see? I see a lion. A lion? run! run, run, run This is the way we scoop him out, scoop him out, scoop him
stop! safe! What do you see? I see a giraffe. What do you out.
see? I see an elephant. What do you see? This is the way we scoop him out.
I see a kangaroo. What do you see? I see a crocodile. This is our jack-o’-lantern.
This is the way we make his eyes, make his eyes, make his
A crocodile? run! run, run, run, stop! safe!
eyes.
One more time. What do you see? I see a rabbit. This is the way we make his eyes.
What do you see? I see a monkey. What do you see? This is our jack-o’-lantern.
I see a zebra. I see a tiger. A tiger? run! run, run, run This is the way we make his nose, make his nose, make his
stop! safe! What do you see? I see a snake. nose.
What do you see? I see a hippo. What do you see? This is the way we make his nose.
I see a lizard. What do you see? I see a lion. This is our jack-o’-lantern.
This is the way we make his mouth, make his mouth, make his
A lion? run! run, run, run, stop! safe!
mouth.
What do you see? I see a giraffe. This is the way we make his mouth.
What do you see? I see an elephant. What do you see? This is our jack-o’-lantern.
I see a kangaroo. What do you see? A crocodile? run! Jack-o’-lantern shining bright, shining bright, shining bright.
run, run, run, Great job! What do you see? 4X Jack-o’-lantern shining bright.
roar! What do you see? 2X roar! This is our jack-o’-lantern.
This is our jack-o’-lantern.
What do you see? 6X Hello. My name is Matt.
What's your name? Let's learn some more!
10 MONSTERS IN THE THE BED (by Super Simple Songs)
CLOTHES & WEATHER (UNIT 9)
There were ten in the bed
PUT ON YOUR SHOES (by Super Simple Songs) and the little one said,
“Roll over, roll over.”
Put on your shoes, your shoes, your shoes. So they all rolled over and one fell out.
Put on your shoes, your shoes, your shoes. Nine!
Put on your shoes. There were nine in the bed
Let’s go outside. and the little one said,
Hurry up. Hurry up. Hurry hurry up. “Roll over, roll over.”
Put on your jacket, your jacket, your jacket. So they all rolled over and one fell out.
Put on your jacket, your jacket, your jacket. Eight!
Put on your jacket. There were eight in the bed
Put on your scarf, your scarf, your scarf. So they all rolled over and one fell out.
Put on your scarf, your scarf, your scarf. Seven!
Put on your scarf. There were seven in the bed
Put on your hat, your hat, your hat. So they all rolled over and one fell out.
Put on your hat, your hat, your hat. Six!
Put on your hat. There were six in the bed
Put on your shoes. So they all rolled over and one fell out.
Your jacket. Five!
Your scarf. There were five in the bed
And your hat. and the little one said,
So they all rolled over and one fell out.
Four!
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There were four in the bed . Swim faster boo boo boo, boo boo boo boo boo.
And the little one said, Swim faster boo boo boo, boo boo boo boo boo.
“Roll over, roll over.” Swim faster boo boo boo, boo boo boo boo boo.
So they all rolled over and one fell out. Swim faster.
Three! Papa shark boo boo boo, boo boo boo boo boo.
There were three in the bed Papa shark boo boo boo, boo boo boo boo boo.
and the little one said, Papa shark boo boo boo, boo boo boo boo boo.
“Roll over, roll over.” Papa shark.
So they all rolled over and one fell out. Happy Halloween!
Two!
There were two in the bed THE SKELETON DANCE (by Super Simple Songs)
and the little one said,
“Roll over, roll over.”
So they all rolled over and one fell out. Dem bones, dem bones, dem dancing bones.
One! Dem bones, dem bones, dem dancing bones.
There was one in the bed Dem bones, dem bones, dem dancing bones.
and the little one said, Doin’ the skeleton dance.
“Good night.” The foot bone’s connected to the leg bone.
The leg bone’s connected to the knee bone.
The knee bone’s connected to the thigh bone.
BABY SHARK HALLOWEEN (by Super Simple Songs)
Doin’ the skeleton dance.
The thigh bone’s connected to the hip bone.
Baby shark boo boo boo, boo boo boo boo boo. The hip bone’s connected to the backbone.
Baby shark boo boo boo, boo boo boo boo boo. The backbone’s connected to the neck bone.
Baby shark boo boo boo, boo boo boo boo boo. Doin’ the skeleton dance.
Baby shark. Shake your hands to the left.
Mummy shark boo boo boo, boo boo boo boo boo. Shake your hands to the right.
Mummy shark boo boo boo, boo boo boo boo boo. Put your hands in the air.
Mummy shark boo boo boo, boo boo boo boo boo. Put your hands out of sight.
Mummy shark. Shake your hands to the left.
Ghost shark boo boo boo, boo boo boo boo boo. Shake your hands to the right.
Ghost shark boo boo boo, boo boo boo boo boo. Put your hands in the air.
Ghost shark boo boo boo, boo boo boo boo boo. Wiggle, wiggle, wiggle, wiggle, wiggle,
Ghost shark. wiggle, wiggle, wiggle, wiggle, wiggle,
Pirate shark boo boo boo, boo boo boo boo boo. wiggle, wiggle…wiggle your knees.
Pirate shark boo boo boo, boo boo boo boo boo. Dem bones, dem bones, dem dancing bones.
Pirate shark boo boo boo, boo boo boo boo boo. Dem bones, dem bones, dem dancing bones.
Pirate shark. Dem bones, dem bones, dem dancing bones.
Cowboy shark boo boo boo, boo boo boo boo boo. Doin’ the skeleton dance.
Cowboy shark boo boo boo, boo boo boo boo boo.
Cowboy shark boo boo boo, boo boo boo boo boo.
KNOCK, KNOCK, TRICK OR TREAT (by Super Simple
Cowboy Shark.
Princess shark boo boo boo, boo boo boo boo boo. Songs)
Princess shark boo boo boo, boo boo boo boo boo.
Princess shark boo boo boo, boo boo boo boo boo. Knock knock, trick or treat?
Princess shark. I'm a ghost, I'm a little ghost
Halloween boo boo boo, boo boo boo boo boo. Knock knock, trick or treat? Who are you?
Halloween boo boo boo, boo boo boo boo boo.
I'm a little ghost
Halloween boo boo boo, boo boo boo boo boo.
Halloween. Woooooo...5X
Trick or Treat boo boo boo, boo boo boo boo boo. Knock knock, trick or treat? Who are you?
Trick or Treat boo boo boo, boo boo boo boo boo. I'm a cowboy, I'm a little cowboy
Trick or Treat boo boo boo, boo boo boo boo boo. Knock knock, trick or treat, Who are you?
Trick or Treat. I'm a cowboy, I'm a little cowboy
Getting dark boo boo boo, boo boo boo boo boo. Yee-haw! Hyaa! 2X
Getting dark boo boo boo, boo boo boo boo boo.
Knock knock, trick or treat? Who are you?
Getting dark boo boo boo, boo boo boo boo boo.
Getting dark. I'm a witch, I'm a little witch
What’s that? Boo boo boo, boo boo boo boo boo. Knock knock, trick or treat?, Who are you?
What’s that? Boo boo boo, boo boo boo boo boo. I'm a witch, I'm a little witch
What’s that? Boo boo boo, boo boo boo boo boo. Hee hee hee hee hee hee hee hee hee 2X
What’s that? A ha ha ha ha ha ha ha ha
Swim away boo boo boo, boo boo boo boo boo.
Hee hee hee hee hee hee hee
Swim away boo boo boo, boo boo boo boo boo.
Swim away boo boo boo, boo boo boo boo boo. Knock knock, trick or treat? Who are you?
Swim away. I'm a monster, I'm a little monster
Swim faster boo boo boo, boo boo boo boo boo. Knock knock, trick or treat? Who are you?
Swim faster boo boo boo, boo boo boo boo boo. I'm a monster, I'm a little monster
Swim faster boo boo boo, boo boo boo boo boo. Grrrr, Grrrr!
Swim faster. Knock knock, trick or treat?Who are you?
Swim faster boo boo boo, boo boo boo boo boo.
I'm a ballerina, A little ballerina!
Knock, knock, trick or treat, Who are you?
I'm a ballerina, A little ballerina
Swim faster.
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1, 2, 3, 1, 2, 3 Santa!!!
1, 2, 3, 4
1, 2, 3, 1, 2, 3 SANTA SHARK (by Super Simple Songs)
1, 2, 3, 4
Santa shark, ho ho ho, ho ho ho ho ho.
1, 2, 3, 1, 2, 3 Santa shark, ho ho ho, ho ho ho ho ho.
1, 2, 3, 4 Santa shark, ho ho ho, ho ho ho ho ho.
1, 2, 3, 1, 2, 3 Santa shark.
1, 2, 3, 4 Reindeer sharks, do do do, do do do do do.
Knock knock, trick or treat? Who are you? Reindeer sharks, do do do, do do do do do.
I'm a pirate, I'm a little pirate Reindeer sharks, do do do, do do do do do.
Reindeer sharks.
Knock knock, trick or treat? Who are you?
Elf sharks, do do do, do do do do do.
I'm a pirate, I’m a little pirate! Elf sharks, do do do, do do do do do.
Arrr! Arrr! Ahoy ye mateys Elf sharks, do do do, do do do do do.
Arrr...ye scallywags Elf sharks.
Arrr…Shiver me timbers Making toys, do do do, do do do do do.
Knock knock, trick or treat? Making toys, do do do, do do do do do.
Making toys, do do do, do do do do do.
Happy Halloween 2X
Making toys.
Knock knock, trick or treat? Wrap them up, do do do, do do do do do.
Happy Halloween, 2X Wrap them up, do do do, do do do do do.
Arrr! Wrap them up, do do do, do do do do do.
Wrap them up.
Load the sleigh, do do do, do do do do do.
CHRISTMAS
HELLO REINDEER (by Super Simple Songs) Load the sleigh.
It’s Christmas!
Hello, reindeer. Swim away, do do do, do do do do do.
Hello, snowman. Swim away, do do do, do do do do do.
Hello, Santa. Swim away, do do do, do do do do do.
Happy holidays. Swim away.
1-2-3-4-5-6-7-8-9-10. Swim faster, do do do, do do do do do.
Merry Christmas, everyone. Swim faster, do do do, do do do do do.
Let’s sing it once again. Swim faster, do do do, do do do do do.
Hello, reindeer. Swim faster.
Hello, snowman. Swim faster, do do do, do do do do do.
Hello, Santa. Swim faster, do do do, do do do do do.
Happy holidays. Swim faster, do do do, do do do do do.
Happy holidays. Swim faster.
SANTA WHERE ARE YOU? (by Super Simple Songs) Santa shark, ho ho ho, ho ho ho ho ho.
It’s Christmas Eve. Santa shark.
Where is Santa? Merry Christmas!
Santa, Santa, where are you?
Santa, Santa, where are you? ELF ON THE SHELF SONG (by The Kiboomers)
Are you under the tree?
Are you in your sleigh? 10 little elves on the shelf. One hopped down, danced around,
Are you on the rooftop? 9 little elves on the shelf.
Santa, where are you? 9 little elves on the shelf. One hopped down, danced around, 8
Look. Look. Over there. little elves on the shelf.
Look. Look. Over where? 8 little elves on the shelf. One hopped down, danced around, 7
Look. Look. Over there! little elves on the shelf.
Santa, is that you? 7 little elves on the shelf. One hopped down, danced around, 6
No, it’s Daddy. little elves on the shelf.
Santa, Santa, where are you? 6 little elves on the shelf. One hopped down, danced around, 5
Santa, Santa, where are you? little elves on the shelf.
Are you under the tree? 5 little elves on the shelf. One hopped down, danced around, 4
Are you in your sleigh? little elves on the shelf.
Are you on the rooftop? 4 little elves on the shelf. One hopped down, danced around, 3
Santa, where are you? little elves on the shelf.
Look. Look. Over there. 3 little elves on the shelf. One hopped down, danced around, 2
Look. Look. Over where? little elves on the shelf.
Look. Look. Over there! 2 little elves on the shelf. One hopped down, danced around, 1
Santa, is that you? little elf on the shelf.
Santa?
Ho ho ho! GOODBYE SNOWMAN (by Super Simple Songs)
Ho ho ho!
Ho ho ho ho ho! Goodbye, snowman.
Ho ho ho ho ho! Goodbye, reindeer.
Ho ho ho ho ho! Goodbye, Santa.
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Happy holidays. Bike

We wish you a Merry Christmas. Surf
We wish you a Merry Christmas. Hike
We wish you a Merry Christmas. Read
Let’s sing it again. Camp
Goodbye, snowman. Play
Goodbye, reindeer. Dance
Goodbye, Santa. Chorus 4:
Happy holidays. What do you like to do in the summer?
Happy holidays! In the summer
What do you like to do in the summer?
VALENTINE’S DAY In the summer
SKIDAMARINK (by Super SImple Songs) I Love Summertime (by The Singing Walrus)
Skidamarink a dink a dink. I love summertime (4 x)

Skidamarink a doo. (verse 1)
I love you. I really like the beach,
Skidamarink a dink a dink. I really like the ocean,
Skidamarink a doo. And all the creatures in the sea,
I love you. I want to see in motion
I love you in the morning. (pre-chorus 1)
And in the afternoon. Beach,
I love you in the evening. Ocean,
And underneath the moon. Oh! Palm trees,
Skidamarink a dink a dink. In the sun!
Skidamarink a doo. (chorus)
I love you. I love summertime (4 x)
Skidamarink a dink a dink. (verse 2)
Skidamarink a doo. I really like the woods,
I love you. I really like the river,
Skidamarink a dink a dink. The sun is hot in the sky,
Skidamarink a doo. But the water makes me shiver
I love you. (pre-chorus 2)
I love you in the morning. Forest,
And in the afternoon. River,
I love you in the evening. Mountains,
And underneath the moon. Oh! In the sun!
Skidamarink a dink a dink. (chorus)
Skidamarink a doo. I love summertime (4 x)
I love you. (verse 3)
I really like the city,
SUMMER I really like the streets,
Everyone’s out day and night,
Summer Song (by The Singing Walrus) Eating lots of treats
(pre-chorus 3)
Chorus 1:
What do you like to do in the summer? Streets,
In the summer
What do you like to do in the summer? Parties,
In the summer Ice Cream,
Verse 1: In the sun!
I like to swim (chorus)
I like to bike I love summertime (4 x)
I like to surf
I like to hike FATHER’S/ MOTHER’S DAY
Chorus 2:
What do you like to do in the summer? I LOVE MY DADDY (by The Kiboomers)
In the summer
What do you like to do in the summer? I love my daddy, I love my daddy
In the summer I love my daddy, yes I do.
Verse 2: Here’s a kiss and a hug for you.
I like to read Thank you daddy for all you do.
I like to camp Happy Father’s Day, Happy Father’s Day,
I like to play Happy Father’s Day, I love you.
I like to dance
Chorus 3: I love my daddy, I love my daddy
What do you like to do in the summer? I love my daddy, yes I do.
In the summer Here’s a kiss and a hug for you
What do you like to do in the summer? Thank you daddy for all you do.
In the summer Happy Father’s Day, Happy Father’s Day,
Breakdown: Happy Father’s Day, I love you.
Swim
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Happy Father’s Day. I love you. Skip, skip, skip, STOP! 3X

skip, skip, STOP!
BABY SHARK (by Pinkfong)
HOP HOP LITTLE BUNNY (by The Kiboomers)
Baby shark, doo, doo, doo, doo, doo, doo
Baby shark, doo, doo, doo, doo, doo, doo Hop, hop, little bunny 3x
Baby shark, doo, doo, doo, doo, doo, doo Early Easter morning
Baby shark
Mommy shark, doo, doo, doo, doo, doo, doo Hop! Hop! Hop! 3x
Mommy shark, doo, doo, doo, doo, doo, doo Early Easter morning
Mommy shark, doo, doo, doo, doo, doo, doo
Mommy shark Is everybody hopping?
Daddy shark, doo, doo, doo, doo, doo, doo Hop! Hop! Hop!
Daddy shark, doo, doo, doo, doo, doo, doo Get ready to spin!
Daddy shark, doo, doo, doo, doo, doo, doo
Daddy shark Spin, spin, little bunny 3X
Grandma shark, doo, doo, doo, doo, doo, doo Early Easter morning
Grandma shark, doo, doo, doo, doo, doo, doo
Grandma shark, doo, doo, doo, doo, doo, doo Spin! Spin! Spin! 3X
Grandma shark Early Easter morning
Grandpa shark, doo, doo, doo, doo, doo, doo Is everybody spinning?
Grandpa shark, doo, doo, doo, doo, doo, doo Spin! Spin! Spin!
Grandpa shark, doo, doo, doo, doo, doo, doo Get ready to walk!
Grandpa shark
Let's go hunt, doo, doo, doo, doo, doo, doo Walk! Walk! Walk! 3X
Let's go hunt, doo, doo,… Early Easter Morning
Is everybody walking?
FINGER FAMILY SONG (by Muffin Songs) Walk! Walk! Walk!
Get ready to run!
Daddy finger, daddy finger, where are you?
Here I am, here I am. How do you do? Run! Run! Run! 3X
Mommy finger, mommy finger, where are you? Early Easter morning
Here I am, here I am. How do you do? Is everybody running?
Brother finger, brother finger, where are you? Run! Run! Run!
Here I am, here I am. How do you do? Get ready to stop!
Sister finger, sister finger, where are you?
Here I am, here I am. How do you do? BUNNY HOP (by The Pancake Manor)
Baby finger, baby finger, where are you?
Here I am, here I am. How do you do? Bunny hop, hop, hop
Doo-do-do-do-doo
EASTER Bunny hop 3x
10 EASTER BUNNIES SONG (by The Kiboomers) Bunny shake, shake, shake
Doo-do-do-do-doo
1 little 2 little, 3 Easter bunnies, Bunny shake 3X
4 little, 5 little, 6 Easter bunnies,
7 little, 8 little, 9 little , 10 Easter bunnies, Bunny turn around
Hopping all around! Doo-do-do-do-doo
Bunny turn around
Hop, hop, hop, STOP! 3X
Hop, hop, STOP! Bunny wave hello
Doo-do-do-do-doo
1 little 2 little, 3 Easter bunnies, Bunny wave hello
7 little, 8 little, 9 little , 10 Easter bunnies, Does bunny want a carrot? Then HOP!
Hopping all around! Does bunny want two carrots? Then SHAKE and SHAKE!
Does bunny want three carrots? Then TURN, TURN and
Run, run, run, STOP! 3X TURN!
Run, run, STOP! Does bunny want four carrots? No thanks. Bunny is full?
1 little 2 little, 3 Easter bunnies, Bunny kick, kick, kick

4 little, 5 little, 6 Easter bunnies, Doo-do-do-do-doo
7 little, 8 little, 9 little , 10 Easter bunnies, Bunny kick 3X
Hopping all around!
Bunny scratch, scratch, scratch!
Walk, walk, walk, STOP! 3X Doo-do-do-do-doo
Walk, walk, STOP! Bunny, wave goodbye!
1 little 2 little, 3 Easter bunnies, HOP LITTLE BUNNIES (by My Little World of Song)
7 little, 8 little, 9 little , 10 Easter bunnies, See the bunnies sleeping
Hopping all around! Till it’s nearly noon
Shall we wake them with a merry tune
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They’re so still And it goes thump, thump, thump

Are they ill And it keeps on right on beating
Wake up little bunnies When I clap, clap, clap!
Hop little bunnies I get a special feeling
Hop, hop, hop When I look at you
Hop, hop, hop And it makes me want to give you
Hop, hop, hop, A hug or two!
Hop little bunnies
Hop, hop, hop I have a little heart
Hop, hop, hop And it goes thump, thump, thump
Hop, hop, hop, And it keeps on right on beating
Hop little bunnies When I run, run, run!
Hop, hop, hop I get a special feeling
Hop, hop, hop When I look at you
Hop, hop, hop And it makes me want to give you
Hop, hop, hop, A hug or two!
Hop little bunnies
See the bunnies sleeping I have a little heart
Till it’s nearly noon And it goes thump, thump, thump
Shall we wake them with a merry tune And it keeps on right on beating
They’re so still When I jump, jump, jump!
Are they ill I get a special feeling
Wake up little bunnies When I look at you
Jump little bunnies And it makes me want to give you
jump, jump, jump A hug or two!
jump, jump, jump
jump, jump, jump VALENTINE’S DAY SONG (by The Kiboomers)
Jump little bunnies,
jump, jump, jump I made a valentine for you
jump, jump, jump The heart shape says, “ I love you”
Jump little bunnies HEART
jump, jump, jump HEART
jump, jump, jump HEART
Jump little bunnies The heart shape says, “I love you”
jump, jump, jump Now, let’s clap instead of using the letter H.
I made a valentine for you
jump, jump, jump The heart shape says, “ I love you”
Jump little bunnies Clap, E A R T
See the bunnies sleeping Clap, E A R T
Till it’s nearly noon Clap, E A R T
Shall we wake them with a merry tune The heart shape says, “I love you”
They’re so still Now, let’s clap instead of using the first two letters.
Are they ill I made a valentine for you
Wake up little bunnies The heart shape says, “ I love you”
Skip little bunnies Clap, Clap, A R T
Skip, skip, skip Clap, Clap, A R T
Skip, skip, skip Clap, Clap, A R T
Skip, skip, skip, The heart shape says, “I love you”
Skip little bunnies. Now, let’s clap instead of using the first three letters.
Skip, skip, skip I made a valentine for you
Skip, skip, skip, The heart shape says, “ I love you”
Skip little bunnies. Clap, Clap, clap, R T
Skip, skip, skip Clap, Clap, clap, R T
Skip, skip, skip, Clap, Clap, clap, R T
Skip little bunnies. The heart shape says, “I love you”
Skip, skip, skip You got it!
Skip, skip, skip, Now, let’s clap instead of using the first four letters.
Skip little bunnies. I made a valentine for you
The heart shape says, “ I love you”
VALENTINE’S DAY Clap, Clap, clap, clap, T
Clap, Clap, clap, clap, T
I HAVE A LITTLE HEART (by The Kiboomers) Clap, Clap, clap, clap, T
The heart shape says, “I love you”
I have a little heart Now, all we have to do is clap once for each letter
And it goes thump, thump, thump I made a valentine for you
And it keeps on right on beating The heart shape says, “ I love you”
When I jump, jump, jump! Clap, Clap, clap, clap, clap
I get a special feeling Clap, Clap, clap, clap, clap
When I look at you Clap, Clap, clap, clap, clap
And it makes me want to give you The heart shape says, “I love you”
A hug or two!
IF YOU LOVE ME AND YOU KNOW IT (by The Kiboomers)
I have a little heart
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If you love me and you know it, blow me a kiss review flashcard correctly. Finally, get everyone to
If you love me and you know it, blow me a kiss
If you love me and you know it,
sit down and tally the final scores to find out which
And you really want to show it, team is the winner. The winning team will get a
If you love me and you know it, blow me a kiss. special prize at the end (see point 7 below)!
If you love me and you know it, give me a hug
If you love me and you know it, give me a hug
If you love me and you know it, Bang Bang: Students make a large circle and the
And you really want to show it, teacher stands inside the circle. The teacher
If you love me and you know it, give me a hug.
extends their arms, making a "gun" with the hands
If you love me and you know it, say “I love you” and spins around until students say STOP.
If you love me and you know it, say “I love you” Whomever the teacher is pointing to when they
If you love me and you know it,
And you really want to show it, stop, sits down in their spot in the circle. The two
If you love me and you know it, say “I love you” students on opposite sides of the student sitting
GLOSSARY OF CLASSROOM will "duel". The duel consists of the teacher
showing a flashcard. The first student to say it
GAMES & ACTIVITIES correctly (pronunciation counts for older students)
wins. The student that loses sits down and the
Animal Walk: Have everyone stand at one end of student that was sitting during the duel (because
the classroom. First model the game. Show the they were pointed at by the teacher) stands up
lion flashcard. Shout Run like a lion! – then crawl again. Spin around and repeat the process until
across the room like a lion while roaring. Then only one student is left.
have everyone do it. Do the same for all other
animals (e.g. Stomp like an elephant!, etc.). Baseball: Same as above with eliciting the
flashcard. This time we are going to play "Balloon
Art Gallery: Divide the class into groups of 4 or Baseball". Have each team line up – everyone is
two equal groups for smaller classes. Draw 4 a batter and the teacher is the pitcher. Stand in
picture frames on the board. Each one will be for front of the first student in the line and ask a
an artist from each group. Make sure the squares question (e.g. Where do you live?, What is your
are at a good height for students to reach. Explain favorite food?, etc.). If the student answers
that they are going to listen and draw some correctly pat the balloon towards the student. S/he
pictures. Have one student from each group go up has to hold their hands together and swing and hit
to the board. Say: Draw I got here by boat. Each the balloon (like a baseball swing). A successful
student should draw a picture of a boat in their hit wins a point. Any hit that bounces against a
frame. Give a minute for this. When time is up, classroom wall wins an extra point for a home run!
say STOP!. Now, you are the judge. Walk around Play until at least each student has had a chance
looking at the pictures and give some comments to bat. Then get everyone to sit down and review
(hmmm, not bad…oh, very nice!). Pick a winner the team scores.
for the best drawing and get everyone to clap.
Erase the pictures on the board and go onto the Basketball: First, stick the basketball flashcard
next vocab item. Again, judge the pictures and onto the bottom of the board and say What sport
select a winner. Repeat until you have done all is this?. Elicit "basketball". Then say, I like playing
the concepts you wish to review. basketball. Do you like playing basketball?.
Hopefully this will elicit some positive responses.
Then stand up and say Ok, let’s play basketball.
Badminton: Same as above with eliciting the
This time we are going to play "Shoot the Basket".
flashcard. This time we are going to play
You’ll need a waste paper basket or just a
"Badminton Keep Ups". Put students in pairs from
cardboard box. Also, take a piece of paper and
opposing teams. Give each student a screwed up
screw it up into a ball. Get everybody to stand up
paper ball. Each student has to compete against
and form a line, each student behind the other,
his/her partner to pat the ball up the most times
one line per team. Put the basket at the other end
before the ball hits the ground. Allow everyone
of the classroom. Hold up a review flashcard – the
about 2 minutes and then find out who managed
first student in the first team has to say the vocab
to keep the ball up the most from each pair. To
correctly to have a shot at the basket with the
win a point for their team they must answer a
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screwed up paper ball. If correct, let him/her take they can earn the point for their team. Continue
a shot. A successful shot earns a point (write on until all pairs of students have had a turn to come
the scoreboard). Play until at least each student up to the board.
has had a chance to shoot. Then get everyone to
sit down and review the team scores. Easter Egg Hunt: Divide 5 A4 sheets of paper
into 4 equal parts (so that you have a total of 20
Binoculars: Place animal flashcards around the squares of paper). Roughly draw Easter eggs on
classroom, on the walls. With the students seated them with crayons. Encourage the students to
in a circle, curl your thumbs and forefingers into help you with the drawing. Number each egg
circles and put them over your eyes as though 1-20. “Hide” the eggs around the classroom.
they were binoculars. Peak through your
Divide the class into two teams. Students will find
binoculars, say, I see an animal. It has a tail! It
has big ears. It’s grey. It can stomp! Do you know the eggs in pairs, one student from each team.
what it is?/ It’s an elephant. Repeat one or two Ask students Where is Egg Number 2? Students
more times with different animals. Then give race to find the correct egg. They must then say
students an opportunity to use their “binoculars” in WHERE the egg was (using a preposition) (e.g.
turns. under the chair!), before they can earn the point
for their team. Continue until all pairs of students
Class survey: Ask students to open their books have had a turn or all until all the eggs have been
to How Did You Get Here Today? Survey page. found.
Draw enough columns for each student in the
class and write their names at the top. Start by Feel in the box: This is a fun activity. You will
modeling – hold up your survey and point out the need a big box with two round holes two holes cut
names at the top. Choose one student and ask in it - big enough for your students to put their
"How did you get here today?". Elicit a full answer arms in. Get everyone to close their eyes as you
(E.g. "I got here by bus") and show everyone how put a toy in the upturned box. Model first: put your
to fill in the survey (by drawing a circle in the arms through the holes and feel the toy. Pull a
correct cell). Do with a few students until face to show you are feeling something and don't
everyone understands. If someone gives an know what it is. Then finally, look happy and say
impossible answer (e.g. rocket), show an "It's a puppet!" and lift up the box to show
expression of shock and then say, "Noooo, that everyone what you have found.
can’t be right!" and have a laugh, but try to elicit
their true answer. First, get everyone to find their Fetch it: Arrange all of the flashcards around the
own name and circle their answer. Then get classroom and designate a spot (or box) on a
everyone to mingle about asking and answering table at the front of the class. Say to one student
and filling in their surveys. When everyone has "Please fetch the helicopter flashcard". That
finished, complete your survey sheet by asking student gets up, goes to the helicopter, picks it up
the class for the answers (e.g. "How did Naomi and takes it over to the spot/box on the table and
get here today?"). places it. Then have a different student for
another flashcard. Keep going until all of the
Easter Egg Prepositions: Draw a simple outdoor flashcards have been collected and placed on the
easter scene on the board, including an Easter table.
basket, a chick, an Easter bunny, a tree, some
flowers, birds, & bees. As you draw, teach/chorus
Find Something Blue: We are going to review
3x each vocabulary word. Now, draw 20 Easter
colors. Sit all of your students in a circle and place
eggs (to review numbers 1-20.) Draw one under
the flashcards in the center, face up. Ask the
a tree, next to the bunny/ chick, in the Easter
students in turns, to find something (blue). Once
basket … etc. Once finished, ask Where is Egg
they have selected a flashcard of an object in the
Number 1? LOOK! It’s under the tree. Divide the
correct color, ask what is it?/ It’s a … Continue the
class into two teams. Call students up to the
game until all the students have had a turn.
board in pairs, one student from each team. Ask
students Where is Egg Number 2? Students race
Flashcards at Dawn: Divide the class into two
to touch the correct egg. They must then say
teams and line students up in pairs. The first pair
WHERE the egg is (using a preposition) before stands back to back in the middle of the
Page234
classroom. Each student is given a flashcard team. Then continue with the remaining routines
which they must hold without looking at the “have lunch”, “have a snack”, “play in the park”, “
picture. Students then take three steps away from go to sleep.
each other before quickly turning around. They
each race to say what flashcard their opponent
Freeze:
has. The first student to correctly shout out the
word their opponent has, wins a point for their
team. Extension: Allow both students to get an Fruit Fetch: You will need to place the fruit
extra point by saying the plural correctly or allow flashcards around the classroom. Model the
both students to get an extra point by using the activity: say (Your name) give me a/an (apple).
vocabulary word in a sentence. Get up, find the fruit and place it on a designated
table top in the classroom. Now instruct a student
Flashcard Statues: Arrange all of the flashcards to pick up a fruit, bring it back to you and place it
in a large circle on the classroom floor. Tell on the designated table. Repeat for each student
students that you are going to play flashcard in the class so that everyone has a turn.
statues. Play music and then stop it suddenly.
When it stops, everyone freezes. If someone
Fruit Rope Jump: Take a length of rope, and lay
moves, they must find the flashcard you call out
it across the floor at one end of the classroom. On
on the floor.
one side lay out the fruit flashcards face up and a
box. Have your students line up on the other side
Flashcard treasure hunt: Hide flashcards
of the rope. Model: (Your name), put the (apple) in
around the classroom (behind a chair, on the
the box. Run up to the rope, jump over the rope
window sill, in a book, etc). With students seated,
(say Jump!) select the correct fruit flashcard and
start hunting around the room, gesturing that you
put it in the box. Now instruct each student to do
are looking for something. "Find" one of the
the activity.
flashcards and look relieved and happy to have
found it. Indicate that there are more flashcards to
find and get everyone to hunt around the room Fruit Wall Touch: You will need the fruit
helping you to look for the flashcards. Once all the flashcards for this activity. Hold up each flashcard,
flashcards have been found, everyone sits down elicit the fruit and walk around the room taping
again. them to the walls (at a height that your students
can reach). Now model the game: Say "What fruit
Flashcard Exercises: Get everyone sitting on the do I like?" and then run around the room touching
floor and facing the front of the class. Give out each fruit that you like saying I like ~as you touch
body flashcards so that each student has at least each fruit. Now get all of your students to stand up
one card (even better is for each student to have and say to them What fruit do you like?. Allow
two cards). Shout out a random flashcard word them to run around the room touching fruit
(e.g. "ears") with an action (e.g. "ears - hands (encourage them to say I like~ as they touch).
up!"). All students with the ears' flashcards have
to do that action. Continue with other words and
different actions (e.g. jump up and down, run on Go Fetch: Split the students into two teams and
the spot, turn around, stand up / sit down, wiggle, line them up. Draw a line down the center of the
touch your toes, etc.). board, designating a half of the board for each
team. Give the first student in each team a
whiteboard marker / chalk. When the teacher says
Follow The Leader: “Go!”. The students will run and collect a “ch”
word from the pile you prepared before class,
Four Corners: Designate each of the four (place the pile on a table at a wall opposite the
corners of the classroom as “in the morning”/ “in board). They run back to their team’s side of the
the afternoon”/ “in the evening”/ an “at night.” board & write their word. Once they are finished,
Divide the class into two teams. Call out a the next person in the team can go. The winner is
question, e.g. When do you wake up? Students the team with the most /ch/ words spelt correctly
will move to the correct corner in pairs (one on their side of the board after all the /ch/ cards
student from each team). The student who arrives have been collected.
at the correct corner first, earns a point for their
Page235
Go Touch: Ask students to find different objects Musical Circle Touch: Sit all of your students in a
around the classroom. This will give you an circle and place the flashcards in the center of the
opportunity to see how much students already circle, face up. Play some music on your phone
know. Suggestions: Touch a table!/ Touch a chair!/ and have students pass a small ball or bean bag
Touch the board!/ Touch something blue!
around the circle. Stop the music. Say to the
student holding the ball "Touch the helicopter
Jump to the “Elephant”: Stick (or place)
flashcard!" - and the student does so. Start
flashcards on different walls around the
playing the music and do the same thing so that
classroom. Give instructions to pairs or groups of
all of your students have touched a flashcard.
students in turn, e.g. Jump to the camera!/ Hop to
Dan’s grandpa!/ Run to the window. Encourage
Ostrich Game: You will need at least two clothes
the rest of the class to clap and say, e.g. Hurray!
pegs. Pair up students and peg a card onto each
If the students do the correct action and go to the
student’s back. Both students face each other
correct flashcard.
with hands behind their backs waiting for the
Kim’s Game - How many…are there?: Sit in a teacher to shout Go!. At this point, they must try to
semicircle. Lay classroom objects you have on discover their partner’s hidden flashcard without
hand in front of students. Review how many there letting their partner see theirs. When a student
are of each object by counting together. Say: finally sees their partner’s card, s/he has to shout
Look! What are these? (Pencils!) Good! These it out to become the winner. The students look like
are pencils. How many are there? Let's count. ostriches when playing this game.
Once you have counted the objects together, ask
students to close their eyes and count from 1 to
Over-under: Line up your students in two teams.
20. While students have their eyes closed,
remove one of the objects. Tell them to open their Give the two students at the front of each line a
eyes and ask what's missing. Start by removing flashcard. When you say go, the first in line says
ALL of the same object. Once they have gotten the word and passes the flashcard over their
the hang of the game, you can challenge them by head, the next student says the word and passes
removing a few for any plural objects. Ask the card under between their legs. Continue in
students how many there are left. this way: over/under/over/under etc. The last
student in the line races to the front to hand the
Let’s Get Dressed: Divide the class into 2 teams. flashcard to the teacher and says the word. The
Line up the 2 teams at one end of the classroom first team to do so gets a point.
with the clothes flashcards on the floor at the
other end. You will shout out an instruction (e.g. Pass the Flashcard: This game is a version of
Put on some socks!) and one member from each “Pass the Parcel.” Ask the student to sit in a circle
team will race against the other to the pile of on the floor. Have the stack of “Home” flashcards
clothes flashcards, pretend to put on the clothing with you, facedown. Pass a flashcard to the
item and run back to their team. The person who student to your left, face down. Turn on the music
gets back first wins a point for his/her team. At the (any song will do). Explain that when the song is
end, the team with the most points is the winner. on, students must keep passing the flashcard.
When the music stops, the student who has the
Memory: Students sit in a semicircle in front of flashcard must turn it face up. Ask What is it?.
you. Place all the flashcards face up. Review the Elicit, It’s a …Continue the game until each
words one at a time. Encourage them to repeat student has had a turn to answer at least once.
after you. Then, turn the cards face down without
changing their position. Now, ask students, in Pictionary: Good for reviewing vocab. Pick a
turn, if they remember the position of each card. student and show them a flashcard or whisper a
You can prompt them: Is this the bookshop? (Yes, word into their ear. The student draws a picture on
it is. No, it isn´t.) Once the student guesses, you the board and the first student to guess correctly
turn the card face up. If the student is right, leave gets to draw the next picture. This can also be
the card face up and if not, turn the card face played in teams with a point system.
down again.
Run Over, Run Over: Divide the class into two
teams. The teacher must join one of the teams.
Page236
Teams A & B must line up opposite each other. fingers.Touch a window. Teacher says touch a
The teacher in team A starts by calling out run door. Teacher says touch the board. Students
over, run over if you are wearing a red t-shirt! must only do the actions when TEACHER SAYS.
Students who are wearing a red teacher will run End with Teacher says sit down, so that students
will already be seated in preparation for the
over from the opposite team and join team A.
following activities.
Team B now has a turn to call out run over, run
over if you are wearing blue socks! Tic-Tac-Toe:
Run & Touch: Review feelings & emotions Two Walls: Play the game two walls. Designate
vocabulary. First, sing the song IF YOU ARE one wall as “/ar/ phoneme” and the other as “no
HAPPY AND YOU KNOW IT. Draw a picture for /ar/ phoneme”. Divide the class into two teams.
each emotion on the board. Divide the class into Ask the teams to line up in the center of the
two teams. Tell the teams to line up at the wall classroom. Students will play the game in pairs
opposite the board. Call out a feeling/ emotion. A (one student from each team). Tell them that you
pair of students (one student from each team) will are going to call out a word. If the word has an /ar/
race to touch a picture. The student who touches phoneme, they must move to the “/ar/ phoneme”
the correct picture first wins a point for their team. wall. If the word doesn’t have an /ar/ phoneme,
they must move to the wall designated as “no /ar/
Shout it Out: Have all of your students sit down. phoneme.” The player who reaches the correct
Start by holding up each flashcard and eliciting, wall first earns a point for their team.
chorusing and passing the flashcard around
(when passing make sure each student says the What do I want?: The teacher puts fruit
word for the flashcard as they pass it). Next put all flashcards on the board saying each time, Do I
of the flashcards together in a pile facedown and want a banana?/ Do I want an apple? etc. When
have everyone close their eyes. Pull out a all the flashcards are up, the teacher asks the
flashcard and say "Open your eyes" - everyone class, What do I want? He/She makes a big show
must open their eyes and shout out the word for of looking alternately at the class and at the
the flashcard that you are holding. Play this for all board, trying to telepathically transmit her
of the flashcards. thoughts to the class. The idea is for the class to
say, You want an apple!, etc.
Spin the Pencil: Sit students in a circle with a
pencil in the middle. The teacher spins the pencil. What's missing from the line up?: With
When it stops spinning, the student it is pointing to students seated, place all of the flashcards in front
is shown a flashcard and asked What is it? Elicit of you in a line. Say, Close your eyes. Model this
It’s a… If the answer is correct, then that student by closing your eyes and covering them with your
can spin the pencil. Continue the game until each hands. Then, make sure everyone has their eyes
student has had at least one turn. closed and covered with their hands. Quickly take
a flashcard away and hide it behind your back.
Take A Photo: Stick (or place) the flashcards on Say, open your eyes. Nod towards the space
the walls around the classroom. Ask the children where the flashcard was and say, What's
to imagine they have a camera and demonstrate missing?. Encourage students to shout out the
this. Give instructions to pairs of children in turn, answer. The first student with the correct answer
e.g. Take a photo of Eva’s grandma. Students becomes the ¨teacher¨. Have them come to the
walk over to the flashcard (of Evna’s grandma) front of the class. Everyone else closes their eyes
and take a picture. They can also say Click! Each as the student selects a flashcard and hides it
time they do this. behind their back. Continue until everyone has
had a turn.
Teacher Says: Call out different actions such as,
Teacher says stand up! Teacher says hands up!
Yes/No Guess: Hide a fruit flashcard behind your
Hands down. Teacher says shake your hands. Pat
your tummy. Teacher says touch your toes 10 back, and the students need to ask yes/no
times. Teacher says touch your HAIR. Bend your questions to guess what it is. For example:S: Is it
knees 5 times. Teacher says to wiggle your red?/ T: No, it isn't./S: Is it yellow?/T:Yes, it is./S:Is
Page237
it a banana?/T:Yes, it is! The first student to guess

correctly gets to have a turn as “teacher”.
Zoo Animal Roll & Move: Choose 6 animal

flashcards. For each of the 6 animal flashcards,
assign a number 1-6. Put the flashcards up on the
board, write the number assigned to each below.
Now assign a movement for each animal.
Students roll the dice, in turns. They must say the
name of the animal which corresponds to the
number they rolled and then they must perform
the action. Try to use verbs related to actions
associated with animals (slither, creep, crawl,
walk, run, pounce, swim etc.

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Page1

Level 3 Learning Objectives

Unit 2: Our Body

Unit 3: Around Town

Unit 4: Friends & Family

Unit 5: Toys & Transport

Unit 6: Sports & Leisure

Unit 7: Food & Drink

Unit 8: Zoo Animals

Unit 9: Clothes & Weather

Holiday Lessons 1-10:

Jolly Phonics Phonemes (Listed by Group)

❖ GETTING SETTLED (5 minutes)

Check attendance and report any absences/ discrepancies to your coordinator or

❖ CIRCLE TIME (15 minutes)

Here are some common activities we do during circle time:

❖ PHONICS (5-15 minutes)

❖ ACTIVITIES & GAMES (variable number of minutes)

❖ GOODBYE (5-10 minutes)

Now sing the GOODBYE song.

Lesson 1: Getting to Know You (Unit 1)

Materials: Computer or phone to play media files (optional)

Media Files: http://bit.ly/nativekit

❖ GETTING SETTLED (5 minutes)

See Class Structure on Page 5

❖ CIRCLE TIME (15 minutes)

❖ ACTIVITIES & GAMES (30 minutes)

❖ GOODBYE (5-10 minutes)

See Class Structure on Pages 5 & 6

Lesson 2: Our Classroom (Unit 1)

Grammar Structures: What is it?; It´s a …

Materials: Computer or phone to play media files (optional)

Media Files: http://bit.ly/nativekit

❖ GETTING SETTLED (5 minutes)

See Class Structure on Page 5

❖ CIRCLE TIME (15 minutes)

❖ ACTIVITIES & GAMES (35 minutes)

❖ GOODBYE (5-10 minutes)

See Class Structure on Pages 5 & 6

Lesson 3: Meet Dan, Eva, Hugo and Anna (Unit 1)

Grammar Structures: What is it?; It´s a…; I´m a (boy/girl).

Media Files: http://bit.ly/nativekit

❖ GETTING SETTLED (5 minutes)

See Class Structure on Page 5

❖ CIRCLE TIME (15 minutes)

❖ PHONICS (10 minutes)

A child cannot hear well

ears and finds lots of wax.

❖ ACTIVITIES & GAMES (25 minutes)

❖ GOODBYE (5-10 minutes)

See Class Structure on Pages 5 & 6

Lesson 3: Meet Dan, Eva, Hugo and Anna (Unit 1)

Listen, find and color the hidden classroom objects

Lesson 4: Our Classroom (Unit 1)

Media Files: http://bit.ly/nativekit

❖ GETTING SETTLED (5 minutes)

See Class Structure on Page 5

❖ CIRCLE TIME (15 minutes)

Hello, hello. What’s your name?

❖ PHONICS (15 minutes)

❖ ACTIVITIES & GAMES (15 minutes)

❖ GOODBYE (5-10 minutes)

See Class Structure on Pages 5 & 6

Lesson 4: Our Classroom (Unit 1)