hello sally!hello sally! 1 unit 1 sally at school theme to meet sally, the new english class mascot...

HELLO SALLY!

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UNIT 1 SALLY AT SCHOOL

THEME To meet Sally, the new English class mascot and to take a journey with her through the unit, learning about going to school, the classroom and autumn. Along the way learning to communicate and understand in another language.

OBJECTIVES

To understand and follow simple instructions and classroom language.

To introduce the concept of autumn, the changes that take place and the relevant vocabulary.

To be aware of the classroom and the related vocabulary.

To repeat words and short phrases. To participate in stories, songs,

rhymes and chants. To introduce the basic concepts:

Yellow, circle, number one, big and small.

To acquire progressively the coordination and control of his/her body by crawling and walking.

EVALUATION CRITERIA

Participate in games and songs. Respond to basic questions by yes,

no or gestures, nods and physical response.

Follow and understand basic instructions.

Recognise the unit vocabulary. To be aware of the concepts of the

unit.

VOCABULARY

FLASHCARDS

Unit 1 Table

Board

Door

Chair

Window

Tree

Squirrel

Chestnut

Leaf

Nut

Colours Yellow Shapes Circle Numbers/quantity One

CONCEPTS Yellow Circle One Big1 er trimester)

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Small ADDITIONAL WORDS The extra vocabulary is not necessarily for the children to be able to say or repeat it is for

them to be exposed to and to identify through images the vocabulary related to the topic.

Classroom Sticker Boy Girl Teacher Window Eyes Bell Scissors Plasticine Pencil sharpener Cupboard Story-Poster Crayons Glue Erasers Playing Hands Children Mouth Windy Hello Please Thank you School Raining Goodbye School bag Cold Story Sunny Autumn Nose Happy Cloudy Door Face Yes/No

TPR ACTIONS Say Sing Repeat Stand up Walk Point to Colour Jump Stretch Sit down Crawl Stick Hand print Crouch down ROUTINES What’s your name? Is your name? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… How are you? How are you feeling? Are you happy? Yes, I am/ No, I’m not Your HAPPY. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it autumn? Yes, it is/No, it isn’t. It is AUTUMN. Is it cold? Yes, it is/No, it isn’t. It’s COLD. Let’s pray. Everybody sit down/stand up. LET’S TALK The last word of the language is in capital so that the teacher can use intonation to emphasize the word so eventually the children will repeat it as well. Who is she? She is Sally Is she Sally? Yes, she is/No, she isn’t She is SALLY. Is Sally a boy or a girl? She is a girl Is she a girl? Yes, she is/No, she isn’t She is a GIRL. Is this her hat? Yes, it is /No, it isn’t. This is her HAT. Here is her nose/face/eyes/mouth Is this her nose/face/eyes/mouth? Yes, it is/No, it isn’t. This is her NOSE/FACE/EYES/MOUTH. Let’s have a look around the classroom. What can we see? I can see a table/chair/window/door/school bag etc. Is this a table? Yes. It is/No, it isn’t. It’s a TABLE. Let’s look on the wall. I can see a small circle/big circle. Is this a small circle? Yes. It is/No, it isn’t. It’s a SMALL CIRCLE. Is this a big circle? Yes, it is/No, it isn’t. It’s a BIG CIRCLE. Is this number one? Yes, it is/No, it isn’t. It’s number ONE. Is this the colour yellow? Yes, it is/No, it isn’t. It’s the colour YELLOW.

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RESOURCES

BASICS

Good Morning Song Good morning, good morning And how are you this morning? Good morning, good morning And how are you today? I’m fine thanks, I’m fine thanks, I’m fine thanks today! Good morning, good morning And how are you this morning? Good morning, good morning And how are you today? I’m fine thanks, I’m fine thanks, I’m fine thanks today!

Goodbye Song Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye. Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye. Morning Prayer Before I start the day I must pray. Thank you Mary, Thank you Joseph, Thank you Jesus For this special day! The Days of the Week Sunday, Monday, Tuesday too, Wednesday, Thursday just for you. Friday, Saturday that’s the end. Now, let’s say those days again! Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. The Weather Song What's the weather? What's the weather? What's the weather like today? Is it rainy? Is it windy? Is it sunny? Are there clouds? What's the weather? What's the weather? What's the weather like today? It is raining, there is rain, rain falling, falling down. What's the weather? What's the weather? What's the weather like today? It is windy, there is wind blowing, blowing, round and round. What's the weather? What's the weather? What's the weather like today? It is cloudy, there are clouds white and fluffy in the sky. What's the weather? What's the weather? What's the weather like today? It is sunny, there’s the sun, sunny, sunny round and bright.

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STORY Sally at School Narrator: Sally hears the school bell. Ding a ling a ling, Ding a ling a ling, It’s time for school. Ding a ling a ling, Ding a ling a ling, It’s time for school. Sally meets her teacher. Teacher: Hello, good morning Sally. Sally: Hello, good morning teacher! Teacher: How are you Sally? Sally: I’m fine thank you. Teacher: Sally, hang up your school bag in the classroom. Today we’re going outside to find leaves that have fallen off the autumn trees. Children: Crunch, crunch, crunch. Crunch, crunch, crunch. Narrator: As they walk on the leaves. Teacher: Look at this tree, it’s very big! Sally: Look at my leaf, it’s very small! There is a squirrel. Teacher: It’s eating a nut. It’s time to go inside children. Ding a ling a ling, Ding a ling a ling, It’s time to go in. Take off your coats and hang them up.

SONG CD track Wind the Bobbin up Wind the bobbin up, Wind the bobbin up, Pull, pull, clap, clap, clap. Wind it back again, Wind it back again, Pull, pull, clap, clap, clap, Point to the ceiling, Point to the floor, Point to the window, Point to the door. Clap your hands together, 1, 2, 3. Do a roly-poly, put your hands upon your knee. Wind the bobbin up, Wind the bobbin up, Pull, pull, clap, clap, clap. Wind it back again, Wind it back again, Pull, pull, clap, clap, clap, Point to the ceiling, Point to the floor, Point to the window, Point to the door. Clap your hands together, 1, 2, 3. Do a roly-poly, put your hands upon your knee.

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CHANTS Yellow Yellow, yellow, my favourite colour is, yellow. Happy I’m happy, happy, happy, happy. When I’m happy, this is what I do. Story It’s story time, it’s story time. Ready? Open your ears and open your eyes. Let’s listen, let’s watch! A Circle I’m a little circle, oh what fun! I look just like the sun. My one side goes round and round. Only one side can be found Make a Circle Make a circle, round and round. Round and round, Round and round, Make a circle, round and round. Hello, hello, hello. One Squirrel One squirrel, One leaf, One tree, There’s only one of me! One Jump Sally makes one jump. Sally makes one jump. Sally makes one jump. Jump Sally jump! Number One One, one, one, one. Show me number one! Big and Small This is big and this is small.

This is big and this is small.

Big, small, big, small.

Big, small, big small.



NURSERY RHYMES Time for School Ding a ling a ling, Ding a ling a ling, It’s time for school. Ding a ling a ling,

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Ding a ling a ling, It’s time to go in. Leaves Are Falling Leaves are falling To the ground, To the ground, To the ground. Look at all the colours, Red, yellow, brown. Red, yellow, brown. Red, yellow, brown.

EXTRAS

SONG SONG Walk and Crawl Crawl around the circle. Crawl around the circle. Crawl around the circle. Let’s all stand up! Walk around the circle. Walk around the circle. Walk around the circle. Let’s all sit down! I’m at School I’m at school, I’m at school, I’m at school. I’m at school, I’m at school, I’m at school. There are tables, there are chairs. There are crayons everywhere. I’m at school, I’m at school, I’m at school! I’m at school, I’m at school, I’m at school. I’m at school, I’m at school, I’m at school. There are girls, there are boys. There are toys, toys, toys. I’m at school, I’m at school, I’m at school!

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MATERIALS

Vocabulary flashcards Concept flashcards Story-Poster Seasons and Weather poster Classroom CD Sally mascot Student’s book Photocopies of flashcards Box of small and big balls A box filled with yellow objects Construction blocks Different textured pieces of yellow paper: crepe paper, tissue paper etc… Classroom materials: glue, crayons etc… Plastic container or plastic carrier bag Photocopies of number one Yellow circle stickers Construction paper Small paper circles Glue A bag of leaves A box of round objects Hoops Plastic cars WORKSHEETS Yellow finger paint Stickers Leaf sticker

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1. WARM UP TIME -Sing the song <<Good Morning Song>>.CD Track

Language

Let’s sing good morning.

Introduce Sally to the class.

Language

I would like you all to meet Sally.

She’s our class mascot.

Practise hello, good morning and how are you? With Sally.

Language

Hello children.

Is she Sally? Yes, she is/No, she isn’t. She is SALLY.

Did she say hello? Yes, she did/No, she didn’t. She said HELLO.

Good morning children.

Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING.

Recite the chant << Happy>> .CD track

Language

How are you feeling?

Are you happy? Yes, I am /No, I’m not. You’re HAPPY.

Recite the <<Morning Prayer >>.CD Track

Play the game Ball game

Children pass the ball from one to the other answering the question:

What’s your name?

My name is….

Language

What’s my name?

Is my name (teacher’s name)? Yes, it is/No, it isn’t. My name is….

What’s your name?

Is your name (pupil’s name)? Yes, it is/No, it isn’t. Your name is….

2. CIRCLE TIME

A. The weather

- Teacher is standing by the Seasons and Weather poster. Language What’s the weather like today? Let’s look out of the window. Is it sunny? Yes, it is/No, it isn’t. It’s SUNNY/It is not SUNNY. Make a circling motion with both arms. Is it raining? Yes, it is/no, it isn’t. It’s RAINING/It is not RAINING. Move fingers up and down.

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Is it windy? Yes, it is/No, it isn’t. It is WINDY/It is not WINDY. Move arms from side to side. Is it cloudy? Yes, it is/No, it isn’t. It is CLOUDY/It is not CLOUDY. Using both hands make a cloud shape with fingers. Is it snowy? Yes, it is/No, it isn’t. It is SNOWY/It is not SNOWY. Using both hands make a snowflake shape with fingers and move them up and down.

Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. Let’s put Sally on the sunny, rainy, cloudy, windy, snowy picture on the Seasons and Weather poster. Teacher chooses a child to come and put Sally on the picture.

- Sing the song <<The Weather Song>>. CD track

B. The days of the week - The teacher is sat in the circle with the children and asks: Language What day is it today? Is it Monday? Yes, it is /No, it isn’t. It’s MONDAY. - Sing the song<< The Days of the Week >>. CD track

C. The season

- Teacher is standing by the Seasons and Weather poster. Language What season is it? Is it autumn/winter/spring/summer? Yes, it is /No, it isn’t. It’s AUTUMN. In autumn it’s cold. Is it cold in autumn? Yes, it is /No, it isn’t. It’s COLD.

D. Routines

What’s your name? Is your name? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… How are you? How are you feeling? Are you happy? Yes, I am/ No, I’m not Your HAPPY. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it autumn? Yes, it is/No, it isn’t. It is AUTUMN. Is it cold? Yes, it is/No, it isn’t. It’s COLD. Let’s pray.

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Everybody sit down/stand up.

E. Let’s talk

- The teacher revises the topic by asking questions.

Language Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Is Sally a boy or a girl? She is a girl. Is she a girl? Yes, she is/No, she isn’t. She is a GIRL. Is this her hat? Yes, it is /No, it isn’t. This is her HAT. Here is her nose/face/eyes/mouth. Is this her nose/face/eyes/mouth? Yes, it is/No, it isn’t. This is her NOSE/FACE/EYES/MOUTH... Let’s have a look around the classroom. What can we see? I can see a table/chair/window/door/school bag etc. Is this a table? Yes. It is/No, it isn’t. It’s a TABLE. Let’s look on the wall. I can see a small circle/big circle. Is this a small circle? Yes, it is/No, it isn’t. It’s a SMALL CIRCLE. Is this a big circle? Yes, it is/No, it isn’t. It’s a BIG CIRCLE. Is this number one? Yes, it is/No, it isn’t. It’s number ONE. Is this the colour yellow? Yes, it is/No, it isn’t. It’s the colour YELLOW. 3. LET’S LEARN

A. Concepts

1. Circle. 2. Big and small. 3. Number one. 4. Yellow.

- The teacher introduces the concept flashcards, showing them one by one: a) A big yellow circle. The teacher traces a big circle shape with his/her finger. Recite the chant<<A Circle>>.

Recite the chant <<Big and Small>>.

Language Is it a big yellow circle? Yes, it is/ No, it isn’t. It’s a BIG YELLOW CIRCLE. Let’s chant <<A Circle>>. Let’s chant <<Big and Small>>. b) A small yellow circle. The teacher traces a small circle shape with his/her finger. Recite the chant<<A Circle>>.

Recite the chant <<Big and Small>>.

Language Is it a small yellow circle? Yes, it is/ No, it isn’t. It’s a SMALL YELLOW CIRCLE. Let’s chant <<A Circle>>. Let’s chant <<Big and Small>>. c) Number one. The teacher holds up one finger. Gesturing to the children to do the same.

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Recite the chant<<One Squirrel>>. CD track

Language Is this number one? Yes, it is/ No, it isn’t. It is number ONE. Let’s chant << One Squirrel>>. d) The colour yellow. - The teacher shows the flashcard. - Recite the chant <<Yellow>>. CD track Language Is this yellow? Yes, it is/ No, it isn’t. It is YELLOW. Let’s chant <<Yellow>>. After the first couple of days of showing the flashcards, they can be laminated and put on the wall in your designated English area, as a constant reference for the children.

B. Vocabulary flashcards

Table

Board

Door

Chair

Window

Tree

Squirrel

Chestnut

Leaf

Nut

- The teacher shows the flashcards: After showing the flashcards, when you have reached the end of week one, you can start to ask: Is it a table? Yes, it is/ No, it isn’t. It’s a TABLE.

C. Flashcard activities/games Play the game: Flashcards on the floor. Put the flashcards face up on the floor, ask a child to find for example, the table. When they give you the card they repeat the word. Play the game: Pairs game. After a couple of weeks of going through the flashcards and you feel they know the vocabulary fairly well, the flashcards can be photocopied so you have two of each. (At the beginning maybe just use five pairs instead of ten). Face up on the floor a child finds a pair from the floor and then repeats the word. Play the game: Find the flashcard. Stick the flashcards around the classroom, on the walls at child height, with blutack. Then, ask a child in turn to get you, for example: the squirrel. When they give you the flashcard they must repeat the word. Play the game: Flashcards in the bag. Put the flashcards inside a plastic bag. Ask each child in turn to take one out and tell you what it is. Or they could pick one up from the floor after you have called out the word, and put it in the bag repeating the word.

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D. Story-Poster.

(Optional everyday activity) - Teacher stands by the unit Story-Poster. Let’s have a look at the Story-Poster. What can we see? - The teacher tells the children what he/she can see on the Story-Poster. Language The season is autumn. This is a nut. This is a squirrel. This is a leaf. This is a tree. The children and teacher are at school. Look in the classroom. There is a table, chair, window and door. There is a board. There is a Story-Poster on the wall. There is a cupboard. There is glue. There are scissors. There is plasticine. There are erasers. There are pencil sharpeners. The table is round like a circle. It table is yellow. There is a school bag. There is the Teacher. She has got a school bell. There are the children. This is a boy. This is a girl. They are playing. - After week one into the unit, instead of telling the children what you can see, you can ask them: Language Is it autumn? Yes, it is/ No, it isn’t Yes, it’s AUTUMN. Is this a nut? Yes, it is/ No, it isn’t Yes, it’s a NUT. Is this a squirrel? Yes, it is/ No, it isn’t Yes, it’s a SQUIRREL. Is this a leaf? Yes, it is/ No, it isn’t Yes, it’s a LEAF. Is this a tree? Yes, it is/ No, it isn’t Yes, it’s a TREE. Are the children at school? Yes, they are/ No, they aren’t Yes the children are at SCHOOL. Is the teacher at school? Yes, she is/ No, she isn’t Yes, the teacher is at SCHOOL. Is this a door, window, chair, table? Yes, it is/ No, it isn’t Yes it’s a DOOR/WINDOW/TABLE/CHAIR. Is this a board/Story-Poster/cupboard/pencil sharpener? Yes, it is/ No, it isn’t. It’s a BOARD/STORY-POSTER/CUPBOARD/PENCIL SHARPENER. Is this glue/plasticine? Yes, it is/ No, it isn’t. It is GLUE/PLASTICINE. Is this an eraser? Yes, it is/ No, it isn’t. It is an ERASER. Are these scissors? Yes, they are/No, they’re not. They are SCISSORS. Is the table round like a circle? Yes, it is/ No, it isn’t. It’s round like a CIRCLE. Is the table yellow? Yes, it is/ No, it isn’t. Yes, it’s YELLOW,

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Is this a school bag? Yes, it is/ No, it isn’t. Yes, it’s a SCHOOL BAG. Is she the teacher? Yes, she is/ No, she isn’t. Yes, he/she is the TEACHER. Is that the school bell? Yes, it is/No, it isn’t. It’s a SCHOOL BELL. Are they the children? Yes, they are/ No, they’re not Yes, they are the CHILDREN. Is he a boy? Yes, he is/ No, he isn’t Yes, he is a BOY. Is she a girl? Yes, she is/ No, she isn’t Yes, she is a GIRL. Are the children playing? Yes, they are/No, they aren’t Yes, the children are PLAYING. - The teacher can focus on the extra vocabulary: Language Classroom Sticker Boy Girl Teacher Window Eyes Bell Scissors Plasticine Pencil sharpener Cupboard Story-Poster

Crayons Glue Erasers Playing Hands Children Mouth Windy Hello Please Thank you School Raining

Goodbye School bag Cold Story Sunny Autumn Nose Happy Cloudy Door Face Yes/No

4. LET’S SING

A. Songs

- Sing the song <<Wind the Bobbin Up>>. CD track Language and activities Before we sing <<Wind the Bobbin up>>, we are going to play. Can you count to three? Ready 1, 2, 3, The teacher holds his/her fingers up as she is counting Let’s run/walk to the door/window/ceiling/floor follow me Pat your knees like me. Follow me and clap your hands, the teacher walks around the circle clapping as the children follow. Now let’s sing the song <<Wind the Bobbin up>>. - Sing the song <<Walk and Crawl>>. CD track Language and activities Before we sing let’s play. Everybody stand behind me, now let’s crawl, follow me. Stand up everyone, let’s walk. Walk with me. That’s it around the circle. Right time to stop. Let’s sit down. Now stand up. Let’s do it quickly, sit down stand up. Now let’s sing the song <<Walk and Crawl>>.

- Sing the song <<I’m at School>>. CD track Language and activities Today’s song is all about school. This is school. We are in the classroom. This is a table and this is a chair. Everybody come and pat the table, like me.

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Now let’s sit on a chair like this. These are toys (show different toys from around the classroom). We play with toys, dolls and cars. Now you are girls and boys, I’m the teacher. (Separate the girls from the boys). You are girls. Let’s wave our hands girls. You are boys. Wave your hands boys. That’s it! Now let’s sing today’s song <<I’m at School>>.

B. Rhymes

- Recite the rhyme <<Time for School>>. CD track

- Recite the rhyme << Leaves Are Falling >> .CD track

5. LET’S PLAY

A. Movement: walk and crawl.

- Sing the song << Walk and Crawl>>. CD track

Language and activities Play the game: Roll the ball. Roll a ball on the floor, the children crawl to get it, whoever gets the ball first then rolls it again. Language Look everyone I’m going to roll a ball, watch how I crawl to get it. Now it’s your turn. Play the game: Walk the block. Place an empty box at one end of the classroom, the children at the other end, in front of them is a box of blocks, they have to pick up a block, walk and take it to the empty box. Language Watch everyone. I’m going to pick up a block. Walk and take it to the empty box. Play the game: Cats. Children crawl like cats making appropriate cat noises. Language Everybody onto all fours like a cat on the floor. Now let’s crawl like cats, meow. -Play the game: Fast and slow. Walk to the rhythm of the tambourine or the teacher clapping going slow or fast. Language Follow me everyone we are going to walk to the beat of the tambourine. Let’s walk slowly. Let’s walk a little faster

B. Concept games and activities.

1. Yellow. 2. Number one. 3. Circle.

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4. Big and small.

a) Yellow.

Recite the chant <<Yellow>> CD track

-¡ Play the game: Yellow box game.

A box filled with yellow objects found within the classroom. There should be enough objects for

each child, having two or three examples of each.

Examples: Crayon, construction block, plastic banana, plastic lemon, plastic cheese, plasticine,

tissue paper, card, stickers, sun, car.

Sitting in a circle with the children the teacher names each object: A yellow banana, a yellow

crayon etc…

Language

Let’s play the yellow box game.

Is the banana yellow? Yes, it is/ No, it isn’t. The banana is YELLOW.

(The teacher asks the same question for each object).

Sing the chant <<Yellow>>. CD track

Options of play:

Children come to take an object from the box and say what it is for example: It’s a yellow

banana.

Leave the objects on the floor for the children to play with freely.

-Play the game: Let’s build.

A game using coloured construction blocks from the classroom and building a yellow tower. The

teacher empties a box of construction blocks in the centre of the floor.

Language

Let’s build a yellow tower.

Can you find a yellow block?

Bring it to me.

Is it yellow? Yes, it is/ No, it isn’t It is YELLOW.

Put it on top of the other yellow block.

Very good.

-Play the game: Paper play.

Previously to this activity you will need to have prepared in a box, an assortment of different

textured pieces of yellow paper for example: card, paper, tissue paper, transparent cellophane

and crepe paper. Take each piece of paper and explain what it is, if it’s rough smooth or

transparent and how it feels with your hands.

Language

This is paper.

Is it paper? Yes, it is/No, it isn’t It is PAPER.

Is it yellow? Yes, it is/No, it isn’t It’s YELLOW.

It feels rough/smooth.

The teacher holds the paper up to his/her eyes.

Can you see through it? Yes, you can/No, you can’t Yes you can see through it.

Let’s see if it makes a noise when I scrunch it up.

Pass around or let the children play freely with the paper.

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-Play the game: Let’s find.

Look for objects in the classroom that are yellow.

First the teacher gives an example.

Language

Let’s see what we can find that’s the colour yellow.

Is the table yellow? Yes, it is/No, it isn’t. The table is YELLOW.

Show me the yellow table (signalling to a child).

b) Number one.

- Recite the chant <<One Squirrel>>.CD track

- Recite the chant <<One Jump>>. CD track

- Recite the chant <<Number One>>. CD track

Play the game: Bag the objects.

Collect a group of classroom objects, one of each, for example: a crayon, a construction block.

Explain what each object is and that there is one of each and put them in a hoop. Recite the

chant <<Number one>>, then each child comes to take one object from the hoop and put it into

a plastic container or bag.

Language

Let’s play bag the object.

This is a crayon...

Is it a crayon? Yes, it is/No, it isn’t It’s a CRAYON.

There is one crayon.

Is there one crayon? Yes, there is/No, there isn’t. There is ONE crayon.

Let’s chant <<Number One>>

Individually:

Can you find me one object from the hoop? Emphasising number one.

Good!

Have you got one crayon? Yes, I have/ No, I haven’t. You have got ONE crayon.

Play the game: Point and say.

Using Sally, point and say and recite the chant <<One Squirrel>> Language Is this Sally’s nose? Yes, it is/No, it isn’t. This is Sally’s NOSE. Point to your nose. Has Sally got one nose? Yes, she has/No, she hasn’t. Sally has got ONE nose. Point to your nose. Repeat with mouth and head.

Now let’s chant <<One Squirrel>>.

Play the game: Run to one. Stick various A4 copies of the number one around the classroom, at an accessible height for the children to run to and touch when you say run to one and recite the chant <<Number one>> Language Let’s play run to one. This is number one. Is this number one? Yes, it is/ No, it isn’t. It is number ONE. Recite the chant<<Number One>>. Demonstrate by saying one and running to the number one. It’s number one.

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Individually: Choose a child. Where’s a number one? Is it number one? Yes, it is/ No, it isn’t. It is number ONE.

-Play the game: Arms and legs. Teacher demonstrates: sitting down and holding up one arm, standing up and holding up one leg and recite the chant <<One Jump>>. Language Let’s play arms and legs.

Ready. Sit down and hold up one arm. Are you holding up one arm? Yes, I am/No, I’m not. You’re holding up ONE arm. Stand up and hold up one leg. Are you holding up one leg? Yes, I am/No, I’m not. You’re holding up ONE leg. Now let’s chant <<One Jump>>. c) Circle.

- Recite the chant <A Circle> >. CD track

- Recite the chant <<Make a Circle>>. CD track

Play the game: Circles in a box.

Collect a group of objects that are round and in the shape of a circle from the classroom and

place them in a box. Sitting on the floor name the objects and emphasize their shape and recite

the chant <<A Circle>>.

Language

Let’s play circles in a box.

Look at this box.

All of these objects are round and the shape of a circle.

This is a plastic plate.

It’s in the shape of a circle.

Is it a circle? Yes, it is/No, it isn’t It’s a CIRCLE.

Go through each object emphasizing the shape.

Let’s sing <<A Circle>>.

Optional: Leave the children to play freely with the objects on the floor.

-Do the activity: Circle collage.

Previous to this activity you will need to have cut out small circles out of yellow crepe paper or

tissue paper. The children can then stick the paper circles onto a big circle drawn on

construction paper that you will need to stick on the wall in the classroom.

Language

This is a big circle.

Show the children the big circle on the construction paper.

Is it a big circle? Yes, it is/No, it isn’t It’s a big CIRCLE. These are small circles.

Show the children the cut outs of small circles.

Is this a small circle? Yes, it is/No, it isn’t It’s a small CIRCLE.

Is the circle yellow? Yes, it is/No, it isn’t It’s a YELLOW CIRCLE.

Individually:

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Having put glue previously on the construction paper. The teacher demonstrates by sticking the

first circle on. Each child then takes turn in taking a circle and sticking it on the paper.

Language

Come and take a small circle.

Stick it on the big circle.

Anywhere you want.

Well done!

-Play the game: Let’s circle. Make a circle with the children holding hands, walk around in a circle and recite the chant <<Make a Circle>>. Language Let’s make a circle. Stand up and hold hands everybody. Let’s walk around in a circle. Let’s sing << Make a Circle>>.

-Play the game Round and round. You will need a hoop and a plastic car for each child. Recite the chant <<A Circle>>. The idea

then is for them to circle around the hoop with a car.

Language

Let’s play round and round.

Look at this hoop.

It’s round.

It’s a circle.

Is it a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. Let’s sing<<A Circle>>.

This is a car.

Watch I’m going to take the car around the circle.

Now it’s your turn.

We are going round in a circle.

d) Big and small -Recite the chant <<Big and Small>>. CD track -Play the game: Let’s get big. Children individually crouch down on the floor making themselves as small as they can be (as small as a squirrel). Slowly they stretch up and out making themselves big (as big as a tree). Language Let’s play, let’s get big. The teacher shows flashcards of a squirrel and a tree. This is a squirrel. Is this a squirrel? Yes, it is/No, it isn’t. It’s a SQUIRREL. The squirrel is small. Is the squirrel small? Yes, it is/No, it isn’t. The squirrel is SMALL. With fingers demonstrate small. This is a tree. Is this a tree? Yes, it is/No, it isn’t. This is a TREE. Is the tree big? Yes, it is/No, it isn’t. The tree is BIG. With arms stretched out demonstrate big. Now everybody crouch down and make yourself very small, as small as a squirrel. Are you as small as a squirrel? Yes, I am/No, I’m not. You are as SMALL as a squirrel.

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Now slowly stretch up and make yourselves as big as a tree. Are you as big as a tree? Yes, I am/No, I’m not. You are as BIG as a tree. Well done! The activity can be repeated various times.

-Play the game: Big ball, small ball. You will need a box of big and small balls, after demonstrating the concept big and small, you can ask each child to come and take a big or small ball. Language Let’s play, big ball, small ball. This ball is big. Is this a big ball? Yes, it is/No, it isn’t. It is a BIG ball. This ball is small. Is this a small ball? Yes, it is/No, it isn’t. It is a SMALL ball. Come and take a big ball/small ball.

-Play the game: Our hands. This activity involves the children comparing their small hands with your big hands. Language We’re going to play, our hands. The teacher chooses a child to come to the front. Look at my hand. My hand is big. Is my hand big? Yes, it is/No, it isn’t. My hand is BIG. Let’s look at your hand. Your hand is small. Is your hand small? Yes, it is/No, it isn’t. My hand is SMALL. Put your hand up against the child’s hand so they can see the difference. Who wants to play? -Do the activity: Let’s stick.

You will need a big sheet of construction paper and yellow circle stickers. Draw a small tree and

by it’s side a big tree. It’s possible to stick the stickers just on the big tree or on the small or on

both.

Language Let’s have a look at this picture. What can we see? Is it a tree? Yes, it is/No, it isn’t. It’s a TREE. Is this tree big? Yes, it is/No, it isn’t. This tree is BIG. Is this tree small? Yes, it is/No, it isn’t. This tree is SMALL. Look at this sticker? It is round like a circle. Is it a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. It’s the colour yellow Is it yellow? Yes, it is/No, it isn’t. It’s a YELLOW. Now let’s stick the stickers on the big tree. 6. TABLE TIME Worksheet 1 Objectives To recognise the colour yellow. To work on the nursery rhyme «Time for School».

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Activities Listen to the nursery rhyme «Time for School» Colour the bell with yellow finger paint. Materials Student’s book. The chant<<Yellow>>. CD track The rhyme<<Time for School>>. CD track The game<<Yellow box game>>. Yellow finger paint. Language and resources Play the game<< Yellow box game>>. Recite the chant<< Yellow>>. Recite the rhyme<<Time for School>>. Language Today we are going to be playing with the col.our yellow. Let’s play the <<Yellow box game>> Let’s sing the chant <<Yellow, Yellow>>. Everybody look at today’s worksheet. This is a bell. Is it a bell? Yes, it is/No, it isn’t. It’s a BELL. A bell goes ding a ling a ling. Just like in the story. Let’s sing the rhyme <<Time for School>>. Now we are going to use yellow finger paint to colour the bell yellow. Let’s colour. Worksheet 2 Objective To identify the table as a part of the classroom furniture. Activities Listen to the song «I’m at School». Put a sticker on the table. Materials Unit 1 Story-Poster. The song<<Classroom Song>>. CD track Stickers. Language and resources Observe the unit Story-Poster and the related activities. Sing the song <<I’m at School>>. Language Let’s look at the Story-Poster. I can see a table, a chair and a school bag. What else can we see? Let’s look around the classroom. Find a table everyone and stand by it. Find a chair everyone and stand by it. Find a school bag everyone and standby it. Let’s sing <<I’m at School>> Look at today’s worksheet. I can see a table, a chair and a school bag.

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Is this a table? Yes, it is/No, it isn’t. It’s a TABLE. We are going to put a sticker on the table. Worksheet 3 Objectives To understand that it is autumn. To identify a leaf. To work on the nursery rhyme «Leaves Are Falling». Activities Listen to the nursery rhyme «Leaves Are Falling». Put the leaf sticker on the autumn landscape. Materials Student’s book. Story-Poster. A bag of leaves. The chant << Leaves Are Falling>>. CD track Leaf stickers.

Language and resources Talk about the season autumn using the unit Story-Poster. Take a bag of leaves into the class for the children to identify, touch and feel them. OR Take the children out into the playground for them to collect a leaf each. Recite the rhyme << Leaves Are Falling>>. Language It’s autumn. Is it autumn? Yes, it is/No, it isn’t. It’s AUTUMN. Look at the Story-Poster. (Ask the relevant questions from Story-Poster activities). In autumn, the leaves fall off the trees. Let’s have a look at the leaves we’ve collected. The leaves are yellow and brown. Is this a leaf yellow? Yes, it is/No, it isn’t. It’s a LEAF. Let’s look at today’s worksheet. It’s an autumn picture. There’s a tree. There are leaves on the ground. Let’s stick a leaf on the picture. Worksheet 4 Objectives Introduce «big» and «small». Identify the colour yellow. Activity Place a yellow hand print on the «big» squirrel. Materials Student’s book The game <<Let’s get big>>. The chant<<Yellow>>. CD track Yellow finger paint.

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Language and resources Observe the worksheet with the children and comment. Play the game<<Let’s get big! >>. The children individually crouch down on the floor making themselves as small as they can be (as small as a squirrel). Slowly they stretch up and out making themselves big (as big as a tree). Recite the chant<< Yellow>>. Language Let’s look at today’s worksheet. This is a squirrel. Is it a squirrel? Yes, it is/No, it isn’t. It’s a SQUIRREL. This squirrel is big. Is this squirrel big? Yes, it is/No, it isn’t. The squirrel is BIG. This squirrel is small. Is this squirrel small? Yes, it is/No, it isn’t. The squirrel is SMALL. Let’s play the game <<Let’s get big>>. Now everybody crouch down and make yourself very small, as small as a squirrel. I’m as small as a squirrel. Now slowly stretch up and make yourselves as big as a tree. I’m as big as a tree. Let’s recite the chant <<Yellow>>. Now we’re going to put a yellow hand print on the big squirrel. 6. STORY TIME The story can be read or listened to. Recite the chant <<Story>>. Sally at School CD track It is important to take into consideration when you are teaching small children English that when you ask a question, quite often they will respond in their mother tongue. However, by responding to the question, this shows they have understood and you will be able to work on teaching them the correct way to respond in English. Questions related to the story: Is Sally at school? Yes, she is/No, she isn’t. She’s at SCHOOL. Is Sally in the playground? Yes, she is/No, she isn’t. She’s in the PLAYGROUND. Is this Sally’s school bag? Yes, it is/No, it isn’t. It’s Sally’s SCHOOL BAG. Is this Sally’s coat? Yes, it is/No, it isn’t. It’s Sally’s COAT. Is this a leaf? Yes, it is/No, it isn’t. It’s a LEAF. Do the leaves crunch? Yes, they do/No, they don’t. They CRUNCH. Is this tree big? Yes, it is/No, it isn’t. It’s a BIG TREE. Is this leaf small? Yes, it is/No, it isn’t. It’s a SMALL LEAF. Is this a squirrel? Yes, it is/No, it isn’t. It’s a SQUIRREL. Is the squirrel eating a nut? Yes, it is/No, it isn’t. The squirrel is eating a NUT.

8. LET’S SAY GOODBYE

Everybody stand up, it’s time to say goodbye.

Let’s sing the song <<Goodbye Song>> CD track

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9. WEEKLY PLANNING

WEEK 1

1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. -Recite the <<Morning Prayer >>CD Track

1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re



1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. -Recite the <<Morning Prayer >>CD Track 2. Circle time. -The weather.

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2 .Circle time. -The weather. << The Weather Song>> -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. -Chant<<Yellow>>. -Chant <<One Squirrel>> -Vocabulary flashcards. -Number flashcards. - Story-Poster. 4. Let’s sing. Activities related to songs and rhymes: <<Wind the Bobbin up>>. <<I’m at School>>. Rhyme <<Time for School>> 5. Let’s play. -Movement: Roll the ball -Yellow: Yellow box game -Circle: Let’s circle 7. Story time. Chant <<Story>> Unit story:

HAPPY. -Recite the <<Morning Prayer >>CD Track 2. Circle time. -The weather. << The Weather Song>> -Days of the week. Song<< The days of the week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . Chant<<Yellow>>. Chant <<A Circle>> -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing. Activities related to songs and rhymes: <<Wind the Bobbin up>>. <<Walk and Crawl>>. Rhyme <<Time for School>>. 5. Let’s play. -Movement: Roll the ball -Number 1: Point and say -Circle:

2. Circle time. -The weather. << The Weather Song>> -Days of the week. Song<< The Days of he Week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . Chant<<Yellow>>. Chant<< One Jump>> -Vocabulary flashcards. -Number flashcards. - Story-Poster. 4. Let’s sing. Activities related to songs and rhymes: <<Wind the Bobbin up>>. <<I’m at School>>. Rhyme <<Leaves Are Falling>>. 5. Let’s play. -Number 1: Point and say 6. Table time. -Worksheet 1. 7. Story time. Chant <<Story>> Unit story:

2. Circle time. -The weather. << The Weather Song>> -Days of the week. Song<< The days of the week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. Chant<< Yellow>> Chant <<Number one>> -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing. Activities related to songs and rhymes: << Walk and Crawl >> <<I’m at School>>. Rhyme <<Leaves Are Falling>>. 5. Let’s play. -Movement: Cats -Yellow: Paper play -Circle: Round and round

7. Story time. Chant <<Story>>

<< The Weather Song>> -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. Chant<<Yellow>>. Chant <<Make a Circle>> -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing. Activities related to songs and rhymes: << I’m at School >> <<Wind the Bobbin up>>. Rhyme <<Time for School>>. 5. Let’s play. -Movement: Roll a ball -Yellow: Yellow box game Yellow: Let’s build 7. Story time. Chant <<Story>> Unit story: -Sally at school.

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-Sally at school. -Questions. 8. Let’s say goodbye. <<Goodbye Song>>

Round and round 7. Story time. Chant <<Story>> Unit story: -Sally at school. -Questions. 8. Let’s say goodbye. <<Goodbye Song>>

-Sally at school. -Questions. 8. Let’s say goodbye. <<Goodbye Song>>

Unit story: -Sally at school. -Questions. 8. Let’s say goodbye. <<Goodbye Song>>

8. Let’s say goodbye. <<Goodbye Song>>

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WEEK 2

1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re

1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. -Recite the <<Morning

1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. -Recite the <<Morning Prayer >>CD Track

1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. -Recite the <<Morning Prayer >>CD Track

1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. -Recite the <<Morning Prayer >>CD Track -Ball game

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HAPPY. -Recite the <<Morning Prayer >>CD Track -Ball game 2. Circle time. -The weather. << The Weather Song>> -Days of the week. Song<<The Days of the Week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . - Chant <<Number one>> - Chant <<Big and Small>> -Vocabulary flashcards. -Flashcards on the floor.

-Number flashcards. -Story-Poster. 5. Let’s sing. Activities related to songs and rhymes: << I’m at School >> <<Wind the Bobbin up>>. Rhyme <<Leaves Are Falling>>. 5. Let’s play. -Movement: Cats -Number 1:

Prayer >>CD Track 2. Circle time. -The weather << The Weather Song>> -Days of the week. Song<<The Days of the Week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . - Chant <<Number one>> -Chant <<A Circle>> -Vocabulary flashcards. -Find the flashcard. -Number flashcards. 4. Let’s sing. Activities related to songs and rhymes: << I’m at School>> <<Walk and Crawl>>. Rhyme <<Leaves Are Falling>> 5. Let’s play. -Movement: Fast and slow -Number 1: Point and say -Yellow: Yellow box game

2. Circle time. -The weather. << The Weather Song>> -Days of the week. Song<<The days of the week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . - Chant <<Number one>> -Chant<<Yellow>> -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing. Activities related to songs and rhymes: << Walk and Crawl>> <<Wind the Bobbin up>> Rhyme<< Time for School>>. 6. Table time. -Worksheet 2. 7. Story time. Chant <<Story>> Unit story: -Sally at school. -Questions. 8. Let’s say goodbye.

-Ball game 2. Circle time. -The weather << The Weather Song>> -Days of the week. Song<<The days of the week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . - Chant <<One Jump>> -Chant<<Yellow> -Vocabulary flashcards. -Flashcards on the floor. -Number flashcards. 4. Let’s sing. Activities related to songs and rhymes: << I’m at School>> <<Walk and Crawl>>. Rhyme<< Leaves Are Falling>> 5. Let’s play. -Movement: Roll a ball -Number 1 Bag the object -Circle: Round and round

2. Circle time -The weather. << The Weather Song>> -Days of the week. Song<<The days of the week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . - Chant <<One Jump>> -Chant<<Yellow>> -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing. Activities related to songs and rhymes. <<I’m at School>>. <<Wind the Bobbin up>> Rhyme<< Leaves Are Falling>> 5. Let’s play. -Movement: Cats -Number 1: Run to one Arms and legs -Yellow: Let’s stick 7. Story time. Chant <<Story>>

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Point and say -Yellow: Let’s find 7. Story time. Chant <<Story>> -Unit story: -Sally at school. -Questions. 8. Let’s say goodbye. <<Goodbye Song>>

7. Story time. Chant <<Story>> Unit story: -Sally at school. 8. Let’s say goodbye. <<Goodbye Song>>

<<Goodbye Song>>

7. Story time. Chant <<Story>> Unit story: -Sally at school. 8. Let’s say goodbye. <<Goodbye Song>>

-Unit story: -Sally at school. -Questions. 8. Let’s say goodbye. <<Goodbye Song>>

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WEEK 3

1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY.

1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children, Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. -Recite the <<Morning Prayer >>CD Track -Ball game


1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/no she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. -Recite the <<Morning Prayer >>CD Track -Ball game

1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. -Recite the <<Morning Prayer >>CD Track 2. Circle time. -The weather

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-Recite the <<Morning Prayer >>CD Track 2. Circle time. -The weather. << The Weather Song>> -Days of the week. Song<< The Days of the Week >>.

-The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . - Chant <<A Circle>> -Chant<<One Squirrel>> -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Find the flashcard.

4. Let’s sing. Activities related to songs and rhymes: <<Wind the Bobbin up>> <<I’m at School>> Rhyme<Time for School>>. 5. Let’s play. -Movement: Walk The block -Circle: Circles in a box -Yellow: Let’s find

2. Circle time. -The weather. << The Weather Song>> -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . - Chant <<One Jump>> -Chant<<Yellow>> -Vocabulary flashcards. -Number flashcards. -Flashcards in the bag 4. Let’s sing. Activities related to songs and rhymes: <<Walk and Crawl>> <<Wind the Bobbin up>> Rhyme <<Leaves Are Falling>>. 5. Let’s play. -Movement: Roll the ball -Circle: Circles in a box Round and round


2. Circle time. -The weather. << The Weather Song>> -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. - Chant <<Big and Small>> -Chant<<Yellow>> -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing. Activities related to songs and rhymes: <<I’m at School>> <<Walk and Crawl>> Rhyme<<Time for School>>. 6. Table time. -Worksheet 3 7. Story time. Unit story: -Sally at school. -Questions. 8. Let’s say goodbye. <<Goodbye Song>>

2. Circle time. -The weather. << The Weather Song>> -Days of the week. Song<< The days of the Week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . - Chant <<Make A Circle>> -Chant<<One Jump>> -Vocabulary flashcards. -Number flashcards. -Flashcards in the bag 4. Let’s sing. Activities related to songs and rhymes: <<Wind the Bobbin up>>. <<I’m at School>> Rhyme<<Time for School>>. 5. Let’s play. -Movement: Fast and slow -Big and Small: Big ball, small ball Let's get big 7.Story time Chant <<Story>> Unit story:

<< The Weather Song>> -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . - Chant <<Number One>> -Chant<<Yellow>> -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing. Activities related to songs and rhymes: <<Walk and Crawl>>. <<I’m at School>> Rhyme<<Leaves Are Falling>> 5. Let’s play. -Movement: Walk the block -Circle: Let’s circle -Big and Small: Let's get big 7. Story time. Chant <<Story>> Unit story: -Sally at school. -Questions.

HELLO SALLY!

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7. Story time. Chant <<Story>> Unit story: -Sally at school. -Questions. 8. Let’s say goodbye. <<Goodbye Song>>

Unit story: -Sally at school. 8. Let’s say goodbye. <<Goodbye Song>>

-Sally at school. 8. Let’s say goodbye. <<Goodbye Song>>

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WEEK 4

1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/no, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. -Recite the <<Morning

1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. -Recite the <<Morning Prayer >>CD Track

1. Warm up. . - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. -Recite the <<Morning Prayer >>CD Track -Ball game

1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. -Recite the <<Morning Prayer >>CD Track 2. Circle time.

1. Warm up. - Sing the song <<Good Morning Song>>CD Track Language Let’s sing good morning. -Introduce Sally to the class. Language I would like you all to meet Sally. She’s our class mascot. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. -Recite the <<Morning Prayer >>CD Track -Ball game

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Prayer >>CD Track -Ball game 2. Circle time. -The weather. << The Weather Song>> -Days of the week. Song<< The Days of the Week >>.

-The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . - Chant <<One Jump>> -Chant<<Yellow >> -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing. Activities related to songs and rhymes: <<Wind the Bobbin up>>. <<I’m at School>>. Rhyme<<Time for School>>. 5. Let’s play. -Movement: Walk the block -Big and Small: Big ball, small ball -Yellow: Let’s find

2. Circle time. -The weather. << The Weather Song>> -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . - Chant <<One Jump>> -Chant<<A Circle>> -Vocabulary flashcards. -Number flashcards. -Flashcard game: Pairs game 4. Let’s sing. Activities related to songs and rhymes: <<Wind the Bobbin up>>. <<Walk and Crawl>>. Rhyme<<Leaves Are Falling>>. 5. Let’s play. -Movement: Fast and slow -Big and small: Our hands Let's get big 7. Story time. Chant <<Story>>

2. Circle time. -The weather. << The Weather Song>> -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . - Chant <<One Squirrel>> -Chant<< Big and Small>> -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing. Activities related to songs and rhymes: <<I’m at School>> <<Wind the Bobbin up>>. Rhyme<<Leaves Are Falling>>. 6. Table time. -Worksheet 4 7.Story time Chant <<Story>> Unit story: -Sally at school. -Questions.

-The weather. << The Weather Song>> -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . - Chant <<Big and Small>> -Chant<< Number one>> -Vocabulary flashcards. -Number flashcards. -Flashcard game: Pairs game 4. Let’s sing. Activities related to songs and rhymes; <<Walk and Crawl>>. <<Wind the Bobbin up>> Rhyme<<Time for School>>. 5. Let’s play. -Movement: Cats Yellow: Yellow box game Number one: Arms and legs 7. Story time. Chant <<Story>> Unit story: -Sally at school.

2. Circle time. -The weather. << The Weather Song>> -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3. Let’s learn. -Concept flashcards. . - Chant <<Yellow>> -Chant<< One Jump>> -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing. Activities related to songs and rhymes: <<I’m at School>>. <<Wind the Bobbin up>> Rhyme<<Leaves Are Falling>>. 5. Let’s play. -Movement: Walk the block -Circle: Circles in a box Circle collage

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7. Story time. Chant <<Story>> Unit story: -Sally at school. -Questions. 8. Let’s say goodbye. <<Goodbye Song>>

Unit story: -Sally at school. 8. Let’s say goodbye. <<Goodbye Song>>



Unit story: -Sally at school. -Questions. 8. Let’s say goodbye. <<Goodbye Song>>

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UNIT 2

SALLY’S FAMILY

THEME In this unit we meet Sally’s family and the house that she lives in. We will be singing songs and chanting rhymes along the way. As Sally guides us through the house we will learn about the different rooms and furniture.

OBJECTIVES


To introduce the concept of family and recognise the family members.

To be aware that we live in a house and the related furniture vocabulary.



Yellow, circle, number one, big, small, in and out.

To acquire progressively the coordination and control of his/her body by crawling, walking and running.

EVALUATION CRITERIA





unit.

VOCABULARY

FLASHCARDS

Unit 2 Grandma Grandpa Sisters and brother Mummy Daddy Bath Bed Washbasin Fridge Sofa


CONCEPTS Yellow Circle One Big Small In Out

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ADDITIONAL WORDS The extra vocabulary is not necessarily for the children to be able to say or repeat it is for them to be exposed to and to identify through images the vocabulary related to the topic Family Bedroom Chair Please Sunny Feet Living room Window Thank you Cloudy Chocolate milk Yes/No Hello Biscuits Lemon Sun Chick Dress House Story Goodbye A kiss Ball Sink Cooker Oven Kitchen Rug Happy Windy Autumn Playing Bathroom Table Sad Raining Hands Snack Surprise Banana Mascot Round

TPR ACTIONS Say Sing Repeat Stand up Walk Stamp your feet Run Colour Find a partner Sit down Crawl Clap your hands Stick Look Run Touch Make an arch Roll a hoop ROUTINES What’s your name? Is your name….? Yes, it is /No it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… How are you? How are you feeling? Are you happy? Yes, I am/ No, I’m not Your HAPPY. Are you feeling sad? Yes, I am/ No, I’m not Your SAD. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it autumn? Yes, it is/No, it isn’t. It is AUTUMN. Is it cold? Yes, it is/No, it isn’t. It’s COLD. Let’s pray. Everybody sit down/stand up. LET’S TALK The last word of the language is in capital so that the teacher can use intonation to emphasise the word so eventually the children will repeat it as well. Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Sally is a girl. Is she a girl? Yes, she is/No, she isn’t. She is a GIRL. Is Sally happy? Yes, she is/ No, she isn’t. Sally is HAPPY. Is Sally sad? Yes, she is/ No, she isn’t. Sally is SAD. Is this her hat? Yes, it is /No, it isn’t. This is her HAT. Here is her nose/face/eyes/mouth. Is this her nose/face/eyes/mouth? Yes, it is/No, it isn’t. This is her NOSE/FACE/EYES/MOUTH. Sally has got one nose/mouth. Has Sally got one nose/mouth/hat? Yes, she has/No, she hasn’t. She’s got ONE nose/mouth/hat. Look one finger. Is this one finger? Yes, it is/No, it isn’t. It’s ONE finger. Sally’s got a mummy/daddy/brother/sister. I’ve got a mummy/daddy/brother/sister. Have you got a brother? Yes, I have/No, I haven’t. You’ve got a BROTHER. Have you got a sister? Yes, I have/No, I haven’t. You’ve got a SISTER.

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Is this a bathroom? Yes, it is/No it isn’t. This is a BATHROOM. (Show picture of the bathroom) Is this a bedroom? Yes, it is/No, it isn’t. This is a BEDROOM. (Show picture of the bedroom) In a house there is a kitchen/living room/bathroom/bedroom. Is there a kitchen/living room/bathroom/bedroom in a house? Yes, there is/No, there isn’t. There is a KITCHEN/LIVINGROOM/BATHROOM/BEDROOM in a house. Do you like biscuits? Yes, I do/No, I don’t. You like BISCUITS. Do you like chocolate milk? Yes, I do/No, I don’t. You like CHOCOLATE MILK. Everybody stand up/sit down. Let’s look on the wall. I can see a small circle/big circle/Number one/the colour yellow. Is this a small/big circle? Yes, it is/No, it isn’t. It’s a SMALL/BIG CIRCLE? Is this round? Yes, it is/No, it isn’t. It is ROUND. Is this number one? Yes, it is/No, it isn’t. It is number ONE. Is this the colour yellow? Yes, it is/No, it isn’t. It’s YELLOW. I can say please. Can you say please? Yes, I can/No, I can’t. You can say PLEASE. Can you say thank- you? Yes, I can/No, I can’t. You can say THANK YOU.

RESOURCES

BASICS

ROUTINE RESOURCES Good Morning Song Good morning, good morning And how are you this morning? Good morning, good morning And how are you today? I’m fine thanks, I’m fine thanks, I’m fine thanks today!

Good morning, good morning And how are you this morning? Good morning, good morning And how are you today? I’m fine thanks, I’m fine thanks, I’m fine thanks today!

Goodbye Song Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye. Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye.

Morning Prayer Before I start the day I must pray. Thank you Mary, Thank you Joseph, Thank you Jesus For this special day! The Days of the Week

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Sunday, Monday, Tuesday too, Wednesday, Thursday just for you. Friday, Saturday that’s the end. Now, let’s say those days again! Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. The Weather Song What's the weather? What's the weather? What's the weather like today? Is it rainy? Is it windy? Is it sunny? Are there clouds? What's the weather? What's the weather? What's the weather like today? It is raining, there is rain, rain falling, falling down. What's the weather? What's the weather? What's the weather like today? It is windy, there is wind blowing, blowing, round and round. What's the weather? What's the weather? What's the weather like today? It is cloudy, there are clouds white and fluffy in the sky. What's the weather? What's the weather? What's the weather like today? It is sunny, there’s the sun, sunny, sunny round and bright.

STORY Sally’s Family Narrator: Sally lives in a big house with her mummy, daddy, brothers and sister. Sally arrives home from school with her daddy. Her brother and sister are in the kitchen sat at the table .They are having some chocolate milk and biscuits. Sally: Hello everybody! Brother and sister: Hello Sally. Daddy: Have you finished, children? Quickly! Sally: Where’s mummy? Sally’s sister: She’s in the living room. Sally’s brother: Mummy’s got a surprise for you Sally. Narrator: Sally goes into the living room. Mummy: Surprise Sally! Narrator: Sally’s grandma and grandpa are sitting on the sofa and baby is playing on the floor. Sally: Hello grandma, hello grandpa! Narrator: Sally gives her grandma and grandpa a big kiss. Grandpa: How are you Sally? Sally: I’m fine thank you grandpa. Narrator: Sally is very happy to see her grandma and grandpa. She’s very happy to be with her family.

SONG CD track NURSERY RHYME Yellow Is the Colour Yellow is the colour of the sun.

It’s the colour of the lemon fruit.

Yellow is the colour of the little chicks

And the colour of my dress too.

Yellow is the colour of the sun.

It’s the colour of the lemon fruit.

Yellow is the colour of the little chicks

And the colour of my dress too.

CHANTS Yellow Yellow, yellow, my favourite colour is, yellow. Happy

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I’m happy, happy, happy, happy. When I’m happy, this is what I do. Sad I’m sad, sad, sad, sad. When I’m sad, this is what I do. Story It’s story time, it’s story time. Ready? Open your ears and open your eyes. Let’s listen, let’s watch! A Circle I’m a little circle, oh what fun! I look just like the sun. My one side goes round and round. Only one side can be found Make a Circle Make a circle, round and round. Round and round, Round and round, Make a circle, round and round. Hello, hello, hello. One Squirrel One squirrel, One leaf, One tree, There’s only one of me! One Jump Sally makes one jump. Sally makes one jump. Sally makes one jump. Jump Sally jump! One hand I’ve got one hand.

I’ve got one hand.

Here it is, here it is.


Number One One, one, one, one. Show me number one! Big and Small This is big and this is small.






In and Out

You put your tongue in.

You put your tongue out.

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In, out, in, out.

Wiggle it all about.

Turn around, and clap your hands.

Let’s do it again!

NURSERY RHYMES Families Some families are big.

Some families are small.

But I love my family best of all.

My House This is my little house and this is the door. The windows are shiny and so is the floor. Outside there’s a chimney, As tall as could be. The smoke goes curling up. Come and sit!

EXTRAS SONG Walking, Walking Walking, walking, walking, walking, walking, walking.

Crawl, crawl, crawl, crawl, crawl, crawl.

Running, running, running, running, running, running.

Now, let’s stop. Stop, stop, stop.

Walking, walking, walking, walking, walking, walking.




Walking, walking, walking, walking, walking, walking.




The Finger Family

Daddy finger, daddy finger, where are you?

Here I am, here I am, how do you do!

Mummy finger, mummy finger, where are you?


Brother finger, brother finger, where are you?


Sister finger, sister finger, where are you?


Baby finger, baby finger, where are you?


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MATERIALS

Vocabulary flashcards Concept flashcards Story-Poster Seasons and Weather poster Classroom CD Sally mascot Student’s book Hoops Chalk 2 Ropes Yellow cellophane paper circles laminated* A3 yellow card (A2 optional) Construction paper Yellow crayons Bananas and lemons (optional) A box filled with yellow objects (from unit one)

Blanket Plastic tray Box of logic shapes Round recycled containers with lids** Newspaper A box of big and small objects Balloons Packets of dried pasta and macaroni Plastic bag Construction blocks Images of a bathroom and bedroom Yellow finger paint Painting sponges WORKSHEETS Stickers Sally stickers Yellow finger paint *For the game <<Can you see? >> It’s possible to use plastic book covering (aironfix) as an

alternative to laminating the circles, the idea is the circles are transparent.

**For the game <<Tubs and lids>> the containers can be round screw lid or easy to put on lids

brought in from home by the teacher or a small note to the parents for example: hand cream,

body cream, hair conditioner, chocolate milk tins

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1. WARM UP TIME

- Sing the song <<Good Morning Song>>.CD Track

Language


-Practice hello, good morning and how are you? With Sally.

Language

Hello children.





Recite the chant << Happy>>. CD track

Recite the chant << Sad>>. CD track

Language



Are you sad? Yes, I am /No, I’m not. You’re SAD.

-Recite the <<Morning Prayer >>.CD Track

Play the game: Who’s this?

The teacher asks a child to stand up and then asks the rest of the class:

Who’s this?

Language

Who’s this?

Is it…..? Yes, it is/No, it isn’t. It’s ……

- Play the game Ball game.


What’s your name?

Language

What’s my name?

Is my name……? Yes, it is/No, it isn’t. My name is….

What’s your name?

Is your name? Yes, it is/No, it isn’t. Your name is….

Play the game: Hands and feet.

The children stand up show their hands or feet, clap or stamp them and then shout out.

Language

Where are your hands?

Show me your hands.

Are they your hands? Yes, they are/No, they aren’t. They are your HANDS.

Clap your hands.

Where are your feet?

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Show me your feet.

Are they your feet? Yes, they are/No, they aren’t. They are your FEET.

Stamp your feet.

2. CIRCLE TIME

A. The weather

- Teacher is standing by the Seasons and Weather poster. Language What’s the weather like today? Let’s look out of the window. Is it sunny? Yes, it is/No, it isn’t. It’s SUNNY/it’s not SUNNY. Make a circling motion with both arms. Is it raining? Yes, it is/No, it isn’t. It’s RAINING/it’s not RAINING. Move fingers up and down. Is it windy? Yes, it is/No, it isn’t. It’s WINDY/it’s not WINDY. Move arms from side to side. Is it cloudy? Yes, it is/No, it isn’t. It’s CLOUDY/it’s not CLOUDY Using both hands make a cloud shape with fingers. Is it snowy? Yes, it is/No, it isn’t. It’s SNOWY/it’s not SNOWY. Using both hands make a snowflake shape with fingers and move them up and down.




C. The season

- Teacher is standing by the Seasons and Weather poster. Language What season is it? Is it autumn/winter/spring/summer? Yes, it is /No, it isn’t. It’s AUTUMN. In autumn it’s cold. Is it cold in autumn? Yes, it is /No, it isn’t. It’s COLD.

D. Routines

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What’s your name? Is your name….? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… How are you? How are you feeling? Are you happy? Yes, I am/ No, I’m not. You’re HAPPY. Are you sad? Yes, I am/ No, I’m not. You’re SAD. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it autumn? Yes, it is/No, it isn’t. It is AUTUMN. Is it cold? Yes, it is/No, it isn’t. It’s COLD. Let’s pray. Everybody sit down/stand up. D. Let’s talk

The last word of the language is in capital so that the teacher can use intonation to emphasise the word so eventually the children will repeat it as well. Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Sally is a girl. Is she a girl? Yes, she is/No, she isn’t. She is a GIRL. Is Sally happy? Yes, she is/ No, she isn’t. Sally is HAPPY. Is Sally sad? Yes, she is/ No, she isn’t. Sally is SAD. Is this her hat? Yes, it is /No, it isn’t. This is her HAT Here is her nose/face/eyes/mouth. Is this her nose/face/eyes/mouth? Yes, it is/No, it isn’t. This is her NOSE/FACE/EYES/MOUTH. Sally has got one nose/mouth. Has Sally got one nose/mouth? Yes, she has/No, she hasn’t. She’s got ONE nose/mouth Look one finger. Is this one finger? Yes, it is/No, it isn’t. It’s ONE finger. Sally’s got a mummy/daddy/brother/sister. I’ve got a mummy/daddy/brother/sister. Have you got a brother? Yes, I have/No, I haven’t. You’ve got a BROTHER. Have you got a sister? Yes, I have/No, I haven’t. You’ve got a SISTER. Is this a bathroom? Yes, it is/No, it isn’t. This is a BATHROOM, (Show picture of the bathroom) Is this a bedroom? Yes, it is/No, it isn’t. This is a BEDROOM. (Show picture of the bedroom) In a house there is a kitchen/living room/bathroom/bedroom. Is there a kitchen/living room/bathroom/bedroom in a house? Yes, there is/No, there isn’t. There is a KITCHEN/LIVINGROOM/BATHROOM/BEDROOM in a house. Do you like biscuits? Yes, I do/No, I don’t. You like BISCUITS. Do you like chocolate milk? Yes, I do/No, I don’t. You like CHOCOLATE MILK. Everybody stand up/sit down. Let’s look on the wall. I can see a small circle/big circle/Number one/the colour yellow. Is this a small/big circle? Yes, it is/No, it isn’t. It’s a SMALL/BIG CIRCLE? Is this round? Yes, it is/No, it isn’t. It is ROUND. Is this number one? Yes, it is/No, it isn’t. It is number ONE. Is this the colour yellow? Yes, it is/No, it isn’t. It’s YELLOW. I can say please. Can you say please? Yes, I can/No, I can’t. You can say PLEASE. Can you say thank- you? Yes, I can/No, I can’t. You can say THANK YOU.

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3. LET’S LEARN

A. Concepts

1. Circle 2. Big and small 3. Number one 4. Yellow 5. In and out

- The teacher introduces the concept flashcards, showing them one by one: a) A big yellow circle

- The teacher traces a big circle shape with his/her finger. - Recite the chant<<Make a Circle>>. CD track

- Recite the chant <<Big and Small>>. CD track

Language Is it a big yellow circle? Yes, it is/ No, it isn’t. It’s a BIG YELLOW CIRCLE. Let’s chant <<Make a Circle>>. Let’s chant <<Big and Small>>. b). A small yellow circle

- The teacher traces a small circle shape with his/her finger. - Recite the chant<<Make a Circle>>. CD track

- Recite the chant <<Big and Small>>. CD track

Language Is it a small yellow circle? Yes, it is/ No, it isn’t. It’s a SMALL YELLOW CIRCLE. Let’s chant <<Make a Circle>>. Let’s chant <<Big and Small>>. c). Number one

- The teacher holds up one finger. Gesturing to the children to do the same. - Recite the chant<<Number One>>. CD track

Language Is this number one? Yes, it is/ No, it isn’t. It is number ONE. Recite the chant <<Number One>>. d) The colour yellow

- The teacher shows the flashcard. - Recite the chant <<Yellow>>. CD track

Language Is this yellow? Yes, it is/ No, it isn’t. It is YELLOW. Let’s chant <<Yellow>> d) In and out The teacher shows Sally mascot in a box. The teacher shows Sally mascot out of the box. Recite the chant <<In and Out>>. CD track Language Let’s look, Sally is in the box. Is she in the box? Yes, she is/No, she isn’t. She is IN the box.

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Sally is out of the box. Is she out of the box? Yes, she is/No, she isn’t. She is OUT of the box. Let’s chant <<In and Out>>. After the first couple of days of showing the flashcards, they can be laminated and put on the wall in your designated English area, as a constant reference for the children. B. Vocabulary flashcards Mummy Daddy Brother/sister/baby Grandma Grandpa Fridge Bed Bath Washbasin Sofa - The teacher shows the flashcards. After showing the flashcards, when you have reached the end of week one, you can start to ask: Is this a sofa? Yes, it is /No, it isn’t. It’s a SOFA. - Encourage the children to answer the question: what’s this? And who’s this?

C. Flashcard activities/games Play the game: Flashcards on the floor. Put the flashcards face up on the floor, ask a child to find for example, the bed. When they give you the card they repeat the word. Play the game: Find the flashcard. Stick the flashcards around the classroom, on the walls at child height, with blutack. Then ask a child in turn to get you, for example: the fridge. When they give you the flashcard they must repeat the word. Play the game: Flashcards in the bag. Put the flashcards inside a plastic bag. Ask each child in turn to take one out and tell you what it is. Or they could pick one up from the floor after you have called out the word, and put it in the bag repeating the word. Play the game Guess who. Put the family flashcards behind your back. Say to the children: Can you guess who? The children then shout out. It’s mummy/daddy etc. You then show them the flashcard to see if they were right.

D. Story-Poster (Optional everyday activity) - Teacher stands by the unit Story-Poster. Let’s have a look at the Story-Poster.

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What can we see?

- The teacher tells the children what he/she can see on the Story-Poster. Language This is the kitchen. There is a table. There is one table. There is a chair. There is a fridge. This is Sally’s Daddy. This is Sally’s brother. This is Sally’s sister. There are biscuits. They are drinking chocolate milk. They are eating biscuits. This is the living room. There is a sofa/rug/table/chair/window. This is baby. He is playing. This is Mummy. This is Grandma. This is Grandpa. - After week one into the unit, instead of telling the children what you can see, you can ask them: Language Is this the kitchen? Yes, it is/No, it isn’t. It is the KITCHEN. Is this a table? Yes, it is/No, it isn’t It is a TABLE. Is there one table? Yes, there is/No, there isn’t. There is ONE TABLE. Is this a chair? Yes, it is/No, it isn’t. It is a CHAIR. Is this a fridge? Yes, it is/No, it isn’t. It is a FRIDGE. Is he Daddy? Yes he is/No, he isn’t. He is DADDY. Is he brother? Yes he is/No, he isn’t. He is BROTHER. Is she sister? Yes, she is/No, she isn’t. She is SISTER. Are these biscuits? Yes, they are/No, they aren’t. These are BISCUITS. Are they drinking chocolate milk? Yes, they are/No, they aren’t. They are drinking CHOCOLATE MILK. Is this the living room? Yes, it is/No, it isn’t. It is the LIVING ROOM. Is this a sofa/rug/table/chair/window? Yes, it is/No, it isn’t. It is a SOFA/RUG/TABLE/CHAIRS/WINDOW. Is he a baby? Yes, he is/No, he isn’t. He is a BABY. Is baby playing? Yes, he is/No, he isn’t. Baby is PLAYING. Is she mummy? Yes, she is/No, she isn’t. She is MUMMY. Is she Grandma? Yes, she is/No, she isn’t. She is GRANDMA. Is he GRANDPA? Yes, he is/No, he isn’t. He is GRANDPA. - The teacher can focus on the extra vocabulary: Language Bathroom Bedroom Kitchen Living room Playing Chocolate milk 4. LET’S SING

A. Songs

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- Sing the rhyme<< Yellow is the Colour>>.CD track Language and activities Before we sing<<Yellow is the Colour>>. Let’s play <<The yellow box game>>. Let’s think about the things that are yellow. Is the sun yellow? Yes, it is/No, it isn’t. The sun is YELLOW. Is a lemon yellow? Yes, it is/No, it isn’t. The lemon is YELLOW. Is a chick yellow? Yes, it is/No, it isn’t. The chick is YELLOW. Now let’s sing the rhyme.

- Sing the song <<The Finger Family>>. CD track Language and activities Before we sing the song <<The Finger family>>, let’s play. Look at my fingers this is a family. This is mummy (start with your thumb) daddy, brother, sister and baby. (Little finger) Is this mummy/daddy/brother/sister/baby? Yes, it is/No, it isn’t. This is MUMMY/DADDY/BROTHER/SISTER/BABY. Where’s mummy? (Ask a child to come and show you) Where’s daddy? Where’s brother? Where’s sister? And where’s baby? Now let’s sing the song. - Sing the song <<Walking, Walking>>. CD track Language and activities Before we sing the song <<Walking, Walking>> let’s play. Everybody stand by the wall. We are going to walk to the other wall, like this. Now everybody on the floor, let’s crawl like cats to the door. Stand up everyone we are going to run the window, when I say stop everybody stop. Ready, steady, let’s run. Now stop, start running again all the way to the window. Let’s do it again. Run, stop, run again all the way to the door.

B. Rhymes

- Recite the rhyme <<Families>>. CD track

- Recite the rhyme <<My House >>. CD track

5. LET’S PLAY

A. Movement: walk, crawl and run

Language and activities -Play the game: Roll the hoop. Give each child a hoop then show them how to roll it and run/walk after it. Language Look everyone I’m going to roll the hoop. Now I’m going to run and get it. Now it’s your turn. -Play the game: Under the arch. Select two children show them how to join arms to make an arch. Gesture to the other children to crawl under the arch. Language These two children are going to make an arch like this. Now let’s crawl under the arch. Follow me.

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-Play the game: Walk, walk. Using two long pieces of rope or by making chalk lines on the floor. Put the ropes parallel on the floor leaving a space for the children to walk between them. Language Look at the floor these are ropes. I’m going to walk between the ropes like this. Now it’s your turn. Let’s walk. -Play the game: Run, run. Line the children up at one end of the classroom, making sure you have a clear area for them to run in, tell them that when they hear you say ready, steady. Go, they run to the other end of the classroom. This can be repeated various times. Language Follow me everyone we’re going to run. Everybody line up against this wall. When I say “go” you have to run to the other end. Like this. Now it’s your turn. “Ready, steady, go”.

B. Concept games and activities

1. Yellow 2. Number one 3. Circle 4. Big and small 5. In and out

a) Yellow - Recite the chant <<Yellow>>. CD track

- Sing the song <<Yellow is the Colour>>. CD track

-Play the game: Yellow sun.

On construction paper draw a big sun, the children can then paint the sun yellow using sponges

and sing the rhyme <<Yellow is the Colour>>.

Language

Look at this picture.

It’s the sun.

Is it the sun? Yes, it is/No, it isn’t. It’s the SUN.

Let’s sing the song <<Yellow is the Colour>>.

This is yellow paint.

Is it yellow? Yes, it is/No, it isn’t. It’s YELLOW.

Let’s paint the sun yellow.

-Play the game: Can you see?

From yellow cellophane paper cut out big circles, enough for each child in the class laminate

them with plastic. Introduce them to the children emphasising their colour but also the shape

and explaining that the circle makes everything they look at yellow. Recite the chant

<<Yellow>> and let them play freely around the classroom, looking at different objects.

Language

We are going to play the game “Can you see?”

Look at this, it’s a yellow circle.

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Is it a circle? Yes, it is/No, it isn’t. It’s a CIRCLE.

I can see through it.

I can see all of you.

You are all, the colour yellow.

Hand out one to each child.

Do we say thank you? Yes, we do/No, we don’t. We say THANK YOU.

Everybody look through the circle.

Everything is yellow.

Let’s look around the classroom….

Is everything yellow? Yes, it is/No, it isn’t. Everything’s YELLOW.

Let’s chant <<Yellow>>.

-Play the game: Stand on yellow.

You, will need, ten A3 (A2 optional) pieces of yellow card or construction, paper coloured in or

painted yellow. Place them on the floor or sellotape them, so there is a space between each

one, where the children can go from one to the other without treading on the floor.

Language

Look at the floor.

There are yellow pieces of card.

Is the card yellow? Yes, it is/No, it isn’t. The card is YELLOW.

Watch how I walk.

Only on the colour yellow.


Let’s walk and sing.

Recite the chant <<Yellow>>.

-Play the game: Colour, colour.

On construction paper draw objects that are the colour yellow: a lemon, and a banana. Before

doing the activity it would be ideal to show them a real banana and a lemon let them touch and

feel the objects so they understand what the objects are and their colour. Then the children can

colour using yellow crayons on the construction paper.

Language

Today we are going to colour using the yellow crayons.

Look, these are bananas.

Is this a banana? Yes, it is/No, it isn’t. It’s a BANANA.


Look, these are lemons.

Is this a lemon? Yes, it is/No, it isn’t. It’s a LEMON.


Let’s touch and feel them.

Hand out the bananas and lemons.

The bananas are smooth.

Is the banana smooth? Yes, it is/No, it isn’t. It’s ROUGH.

The lemons are rough.

Is the lemon rough? Yes, it is/No, it isn’t. It’s ROUGH.

Look at this crayon.

It’s yellow,


Let’s colour in the lemon and banana.

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b) Number one

- Recite the chant <<One Squirrel>>. CD track

- Recite the chant <<One Hand>>. CD track


-Play the game: Hiding one.

In an open box or tray put one construction block. Ask how many bricks there are and then

cover with a blanket. Remove the blanket and ask again how many there are. Each child can

take turns in removing the blanket.

Language

Let’s play hiding one.

This is a brick.

There is one brick.

Is there one brick? Yes, there is/No, there isn’t. There is ONE brick.

Let’s cover the brick and then uncover the brick.

Is there one brick now? Yes, there is/No, there isn’t. There is ONE brick.

Individually:

Is there one brick? Yes, there is/No, there isn’t. There is ONE brick.

Cover the brick with the blanket.

Uncover the brick.

Is there one brick now? Yes, there is/No, there isn’t. There is ONE brick.

-Play the game: Look, look.

Look for furniture or objects on the unit two Story-Poster, where there is only one: Sofa, table,

chair, rug, fridge, cooker, door.

Language

Today we are playing with number one.

Let’s sing.

Recite the chant <<Number One>>. CD track

Let’s look at the Story-Poster of the house.

Is there one table? Yes, there is/No, there isn’t. There is ONE table.

Count with me. One.

Repeat this with all or some of the furniture emphasising the number one.

Play the game: Walk on one. Draw a big number one on the floor with chalk let the children walk on the number one singing <<One Squirrel>>. Language Look one finger. Is it one finger? Yes, it is/No, it isn’t. It’s ONE finger. Look there’s a big number one on the floor. Watch as I walk on the number one. Now it’s your turn. Let’s chant <<One Squirrel>>. The activity can be repeated various times. -Play the game: One. Clap your hands once, jump once and stamp your feet, once. Then put one hand behind your back showing the other hand and recite the chant <<One Hand>>. Language

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Let’s play with number one. Everybody show me one finger. Is this one finger? Yes, it is/No, it isn’t. It’s ONE finger. Let’s sing << Number One>>. Now copy me. One clap. One jump. One stomp. Sing <<One Jump>>. This can be repeated various times. Now everybody put one behind your back. Like this. Wave your hand and sing. <<One Hand>>. c) Circle

-Recite the chant <<A Circle >>. CD track

-Play the game Logic with circles.

You will need a box of logic shapes and the chant <<A Circle>>.

Language Let’s play logic with circles. The teacher places circles, squares and triangles on the floor and takes a circle to demonstrate. This is a circle. Is this a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. Let’s sing the chant <<A Circle>>. Individually: Each child in turn will take a circle and give it to the teacher. Can you find a circle? Very good! Is it a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. –Play the game Hide a circle.

You will need circles from the box of logic shapes.

Hide a circle behind your back and recite the chant <<A Circle >>.

Language Let’s play hide a circle. This is a circle. Is it a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. Put the circle behind your back. Now sing with me << A Circle >>. Show the children the circle from behind your back. Now it’s your turn. Give each child a circle. Put the circle behind your back. Let’s sing. This can be repeated various times for the children to learn the chant.

-Play the game Tubs and lids.

This is an activity for the children to play freely. You will need round containers that are ready

for recycling as long as they round in shape, have a lid and are safe for the children to play with.

Language Look at these containers. They are round. Is it round? Yes, it is/No, it isn’t. It’s ROUND.

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It’s a circle. Is it a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. They have lids. We can put the lids on and take them off. Let’s play. Emphasise when possible that the containers are round and the lids are in the shape of a circle.

-Play the game: Jumping circles. You will need big hoops. Language Let’s play jumping circles. This is a hoop. It is round like a circle Is it a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. The teacher gives each child a hoop. Everybody stand inside your hoop. We are going to jump in and out of the circles.

Teacher demonstrates by jumping in and out of the circle. Option of play: The teacher joins the circles together on the floor so that the children can jump from one to another, emphasizing the word circle at all times.

d) Big and small Recite the chant: <<Big and Small>>. CD track -Play the game: Big to small. You will need sheets of paper, try to use recycled paper or newspaper. The idea is to show the

children a big piece paper and then show them how to make small pieces by tearing the paper

into strips and then into pieces.

Language

Let’s play big to small.

Look this piece of paper is big.

Is it big? Yes, it is/No, it isn’t. It’s a BIG. Watch how I tear the paper.

Now the pieces are small.

Is the paper small? Yes, it is/No, it isn’t. The paper is SMALL. Now it’s your turn.

-Play the game Big, small box. You will need two of various objects, one big the other small to put inside the box, classroom objects will be fine. For example plastic cars a small one and a big one, construction blocks the same and so on until you have an assortment. You can show the different objects explaining one is big the other is small, play various games and sing the chant<<Big and Small>>. Language We are going to play with the big, small box. Look this car is big. Is this car big? Yes, it is/No, it isn’t. It’s a BIG car. Look this car is small. Is this car small? Yes, it is/No, it isn’t. It’s a SMALL car. Repeat this with all the objects. Recite the chant <<Big and Small>>. Options of play: Ask each child individually to come and take a big or small object, when each child has an

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object they can play freely. Language Now it’s your turn to play. Come and take something big. Is it big? Yes, it is/No, it isn’t. It’s BIG. Is it small? Yes, it is/No, it isn’t. It’s SMALL. While the children are playing freely with the objects it’s important to emphasise the size of the objects. Who has got a small car? Who has got a big car? Let’s play together. OR Holding up the items from the box. Language Is this a big car? Yes, it is/No, it isn’t. It’s a BIG car. Is this a small car? Yes, it is/No, it isn’t. It’s a SMALL car. And this can be repeated with all the items. -Play the game: Balloon, balloon. The idea of this activity is to show a non inflated balloon, then inflate a balloon and emphasise to the children how it is getting bigger and compare the inflated and non inflated balloon. One is big the other small. Also the children will have fun trying to inflate balloons Language Let’s play balloon, balloon. Look this is a balloon. Is it a balloon? Yes, it is/No, it isn’t. It’s a BALLOON. Can you see that it is small? Is it a small balloon? Yes, it is/No, it isn’t. It’s a SMALL balloon. Watch what happens when I blow it up. Wow, the balloon is now big. Is it a big balloon? Yes, it is/No, it isn’t. It’s a BIG balloon. Let’s do it again. Now it’s your turn. Let’s play. Can you blow up a balloon? -Play the game: Let’s move. Play, follow the leader, walking around the classroom with the children following you and repeating your movements and verbalising and emphasising big and small. Language Let’s move everybody. Follow me. Let’s take small steps. Let’s take big steps. Let’s make small jumps. Let’s make big jumps. Let’s make small circles with our arms. Let’s make big circles with our arms. Let’s show a small smile. Let’s show a big smile. d) In and out

Recite the chant: <<In and Out>>. CD track

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-Play the game: Basket the balls. You will need sheets of paper preferably paper that is to be recycled or newspaper. The

children will need to scrunch the paper up and make the paper into balls and then throw them

into a wastepaper basket or a small bin and then take them out.

Language

Let’s play basket the balls.

Look I have some paper.

Watch how I make it into a ball.


Give each child a sheet of paper.

Now we are going to throw the balls in the bin.

Like this.

The ball is in the bin.

Is the ball in the bin? Yes, it is/No, it isn’t. It’s IN the bin.

Now I am going to take it out.

Is the ball out of the bin? Yes, it is/No, it isn’t. It’s OUT of the bin.


Each child in turn can throw the ball in the bin and take it out, emphasizing the concept in and

out.

-Play the game: Pasta in the tub.

To play this game you will need dried pasta shapes and containers (Use the containers from the

game tubs and lids). Show the children how you can put the pasta in the tub and then take it out

again.

Language

Let’s play pasta in, pasta out.

Look I have got some pasta and a tub.

Watch how I put the pasta in the tub.

The pasta is in the tub.

Is the pasta in the tub? Yes, it is/No, it isn’t. It’s IN the tub.

Now watch how I take it out

Is the pasta out of the tub? Yes, it is/No, it isn’t. It’s OUT of the tub.


Let’s play.

Give each child a container and pasta verbalising in and out as they are playing.

-Play the game: Knock, knock.

This game involves the children sitting by the door to the classroom and one by one taking a

child out of the classroom closing the door, knocking and then taking the child back in the

classroom.

Language Let’s play knock, knock. Everybody sit by the door. First give an example: I’m going to go out of the class. Bye, bye. I’m going out. Am I out of the class? Yes, I am/No, I’m not. I’m OUT of the class. Knock, knock. (Open the door) I’m coming in the class. Am I in the class? Yes, I am/No, I’m not. I’m IN the class. Repeat the activity with various or all the children.

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-Play the game: Blocks in the box.

You will need a box of construction blocks with the same amount of blocks as children.

Language

Let’s play, blocks in the box.

I’ve got a box of blocks.

I’m going to take a block.

This block is now out of the box.

Is this block out of the box? Yes, it is/No, it isn’t. It’s OUT of the box.


Each child takes a block out of the box and keeps the block.

Now I’m going to put my block back in the box.

Is the block in the box? Yes, it is/No, it isn’t. It’s IN the box.

6. TABLE TIME Worksheet 1 Objective To recognise and identify mummy, daddy, sister, brother and baby. Activities Listen to the song «The Finger Family»: Listen to the song «The Finger Family»: Put a sticker on mummy. Materials Student’s book. Story-Poster. The song<<The Finger Family>>. CD track The rhyme <<Families>>. CD track Stickers. Language and activities Observe and identify the different members of the family on the Story-Poster. Sing the song<<The Finger Family>>. Recite the rhyme <<Families>>. Language Let’s have a look at the Story-Poster. It’s Sally’s house. Is this Sally’s house? Yes, it is/No, it isn’t. This is Sally’s HOUSE. Let’s see who’s in the house. She is mummy. Is she mummy? Yes, she is/No, she isn’t. She is MUMMY. He is daddy. Is he daddy? Yes, he is/No, he isn’t. He is DADDY. He is Sally’s brother. Is he Sally’s brother? Yes, he is/No, he isn’t. He is Sally’s BROTHER. She is Sally’s sister. Is she Sally’s sister? Yes, she is/No, she isn’t. She is Sally’s SISTER. He is baby. Is he a baby? Yes, he is/No, he isn’t. He is a BABY. Let’s sing the song<<Finger Family>>. Let’s look at today’s worksheet. I can see mummy, daddy, brother, sister and baby Let’s chant the rhyme <<Families>>. We’re going to put a sticker on mummy.

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Worksheet 2 Objective To identify a house. Activities Listen to the nursery rhyme «My House»: Stick a Sally sticker on the door of the house. Materials Student’s book. Story-Poster. The rhyme<<My House>>. CD track Sally stickers Language and activities Look at the Story-Poster . Recite the rhyme<<My House>>. Language Everyone look at today’s worksheet. I can see a house. Can you see a house? Yes, I can/No, I can’t. I can see a HOUSE. Sally lives in a house. Does Sally live in a house? Yes, she does/No, she doesn’t. She lives in a house. This is a door. Is this a door? Yes, it is/No, it isn’t. It’s a DOOR. This is a window. Is this a window? Yes, it is/No, it isn’t. It’s a WINDOW. Now look at the Story-Poster. This is Sally’s house. Let’s recite the rhyme <<My House>>. Now we’re going to stick a Sally sticker on the door of the house. Like this. Worksheet 3 Objective To identify the baby in the cot. Activity Stamp a yellow finger print on the baby that is in the cot. Materials Student’s book. The game <<Knock, knock? >>. The chant <<In and Out>>. CD track Yellow finger paint. Language and activities Play the game<<Knock, knock >>. Recite the chant << In and Out>>. Language Let’s look at today’s worksheet. This picture shows the baby in the cot. This picture shows the baby out of the cot. Let’s sing the chant <<In and Out>>.

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Now we are gong to play <<Knock, knock>>. Let’s go back to the worksheet We are going to put a sticker on the baby that is in the cot. Like this. Worksheet 4 Objectives To identify the colour yellow. To work on the song «Yellow Is the Colour». Activities Listen to the song «Yellow Is the Colour»: To sing the song and point to the yellow objects: lemon, sun, chick and dress. Materials Student’s book. The game <<Can you see? >>. The song <<Yellow is the Colour>>. Language and activities Play the game <<Can you see? >>. Point to the yellow objects in the student’s book whilst listening to the song. Language Today’s worksheet is all about the colour yellow. Before we look at the worksheet, let’s play <<Can you see? >>. Now everybody take a look at the worksheet. I can see a yellow chick, a yellow sun, a yellow lemon and a lemon dress. Is this a yellow chick? Yes, it is/No, it isn’t. It’s a YELLOW CHICK. Is this a yellow sun? Yes, it is/No it isn’t. It’s a YELLOW SUN Is this a yellow lemon? Yes, it is/No, it isn’t. It’s a YELLOW LEMON. Is this a yellow dress? Yes, it is/No, it isn’t. It’s a YELLOW DRESS. Now let’s sing the song <<Yellow is the Colour>> and point with me. 7. STORY TIME

The story can be read or listened to. Recite the chant <<Story>>. Sally’s family. CD track It is important to take into consideration when you are teaching small children English that when you ask a question, quite often they will respond in their mother tongue. However, by responding to the question, this shows they have understood and you will be able to work on teaching them the correct way to respond in English. Questions related to the story: Does Sally live in a big house? Yes, she does/No, she doesn’t. Sally lives in a BIG house. Is her Daddy in the kitchen? Yes, he is/No, he isn’t. Her DADDY is in the KITCHEN. Is her brother in the kitchen? Yes, he is/No, he isn’t. Her BROTHER is in the KITCHEN. Is her sister in the kitchen? Yes, she is/No, she isn’t. Her SISTER is in the KITCHEN. Are they drinking chocolate milk? Yes, they are/No, they aren’t. They are drinking CHOCOLATE MILK. Is Sally’s mummy in the living room? Yes, she is/No, she isn’t. Her MUMMY is in the LIVING ROOM. Is Sally’s Grandma in the living room? Yes, she is/No, she isn’t. Her GRANDMA is in the

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LIVING ROOM. Is Sally’s grandpa in the living room? Yes, he is/No, he isn’t. Her GRANDPA is in the LIVING ROOM. Is baby playing on the floor? Yes, he is/No, he isn’t. BABY is PLAYING on the FLOOR. Is Sally happy? Yes, she is/No, she isn’t. She is HAPPY. 8. LET’S SAY GOODBYE


Let’s sing the song <<Goodbye Song>>. CD track

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9. WEEKLY PLANNING

WEEK 1

1. Warm up - Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning.

-Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children, Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track -Who’s this?

1.Warm up - Sing the song <<Good Morning song>>.CD Track Language Let’s sing good morning.

-Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re

1.Warm up - Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning.

-Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track -Hands and feet.


-Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track -Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track -Who’s this?


-Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track -Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track -Ball game.

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2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<Big and Small>>. Chant<<One hand>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: <<The Finger Family>>. <<Walking, Walking>>. Rhyme <<Families>>... 5.Let’s play - Movement: Walk, walk. -Number one: Walk on one. -In and out: Blocks in the box. 7.Story time -Chant<<Story>>. -Unit story:

SAD. -Recite the <<Morning Prayer >>.CD Track -Hands and feet. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<Big and Small>>. Chant<<One Jump>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: <<The Finger Family>>. <<Yellow is the Colour>>. Rhyme<<Families>>. 5.Let’s play -Movement: Run, run. -Number one: One.

2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. Chant<<Make a Circle>>. Chant<<Number One>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes. <<The Finger Family>>. <<Walking, Walking>>. Rhyme <<Families>>. 6.Table time -Worksheet 1. 7.Story time Chant<<Story>>. -Unit story: -Pipps’s family. -Questions. 8. Let’s say goodbye

2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. Chant<<Big and Small>>. Chant <<Yellow>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: <<The Finger Family>>. <<Yellow is the Colour>>. Rhyme<<Families>>. 5.Let’s play -Movement: Roll the hoop. -Number one: Hiding one. -In and out: Pasta in the tub. 7.Story time -Chant<<story>>.

2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<One Hand>>. Chant<<Yellow>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: <<Yellow is the Colour >>. <<The Finger Family>>. Rhyme <<My House>>. 5.Let’s play -Movement: Under the arch. -In and out: Basket the balls. Knock, knock. 7.Story time Chant<<Story>>. -Unit story: -Pipps’s family.

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-Sally’s family. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Yellow: Can you see? 7.Story time -Chant<<Story>>. -Unit story: -Pipps’s family. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

<<Goodbye Song>>.

-Unit story: -Sally’s family. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

-Questions. 8.Let’s say goodbye <<Goodbye Song>>.

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WEEK 2

1.Warm up - Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD.

1.Warm up - Sing the song <<Good Morning song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track -Ball game.

1.Warm up - Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track -Who’s this?

1.Warm up - Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track -Hands and feet.

1.Warm up - Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track -Ball game.

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-Recite the <<Morning Prayer >.>CD Track -Hands and feet. 2.Circle time -The weather. << The Weather Song>.> -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<One squirrel>> -Chant<<In and out>> -Vocabulary flashcards. -Number flashcards. -Flashcard game: Find the flashcard 4. Let’s sing Activities related to songs and rhymes: <<Walking, Walking>>. <<Yellow is the Colour>> Rhyme <<My House>>. 5.Let’s play -Movement: Roll the hoop. Circle: Logic with circles. Number one:

2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <One Jump>>. -Chant <<Make a Circle>>. -Vocabulary flashcards. -Number flashcards. -Flashcard game: Guess who? 4. Let’s sing Activities related to songs and rhymes: <<The Finger Family>>. <<Walking, Walking>>. Rhyme <<My House>>. 5.Let’s play -Movement: Under the arch. -Big and small: Big, small box. -Circle: Jumping circles. 7.Story time

2.Circle time -The weather. << The Weather Song>> -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<A Circle>>. -Chant<<One Hand>>. -Vocabulary flashcards. -Number flashcards. . –Story-Poster. 4. Let’s sing Activities related to songs and rhymes: <<The Finger Family>>. <<Yellow is the Colour>>. Rhyme<< Families>>. 6.Table time -Worksheet 2. 7..Story time Chant<<Story>>. Unit story: -Sally’s family. -Questions. 8. Let’s say goodbye

2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Number One>>. Chant<<Big and Small>>. -Vocabulary flashcards. -Number flashcards. -Flashcard game: Flashcards in the bag. 4. Let’s sing Activities related to songs and rhymes: <<Walking, Walking>>. <<Yellow is the Colour>> Rhyme<< My House>>. 5.Let’s play -Movement: Walk, walk. -Number one: One. -In and out: Blocks in the box. 7.Story time

2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Make a Circle>>. -Chant<<One Squirrel>>. -Vocabulary flashcards. -Number flashcards. -Flashcard game: Flashcards on the floor. 4. Let’s sing Activities related to songs and rhymes: <<Walking, Walking>>. <<The Finger Family>>. Rhyme<<My House>>. 5.Let’s play -Movement: Run, run. -In and out: Knock, knock. -Yellow: Yellow sun. 7.Story time -Unit story:

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One. 7.Story time Chant<<Story>>. -Unit story: Sally’s family. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

Chant<<Story>>. -Unit story: Sally’s family. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

<<Goodbye Song>>.

Chant<<Story>>. Unit story: -Sally’s family. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

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WEEK 3

1.Warm up - Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track

1.Warm up - Sing the song <<Good Morning song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>.> CD track Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track -Hands and feet. 2.Circle time

1.Warm up - Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track -Ball game. 2. Circle time

1.Warm up - Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track -Hands and feet. 2.Circle time

1.Warm up - Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track -Who’s this? 2.Circle time -The weather.

HELLO SALLY!

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-Who’s this? 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Yellow>>. -Chant<<One Hand>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: <<Walking, Walking>>. <<The Finger Family>>. Rhyme<Families>>. 5.Let’s play -Movement: Roll the hoop. -In and out: Pasta in the tub. -Yellow: Can you see?

-The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<A Circle>. -Chant<<One Hand>>. -Vocabulary flashcards. -Number flashcards -Flashcard game: -Guess who? 4. Let’s sing Activities related to songs and rhymes: <<Yellow is the Colour>>. <<The Finger Family>>. Rhyme<<My House>>. 5.Let’s play -Movement: Walk, walk. -Number one: Look, look. -Big and small: Big to small. 7.Story time Chant <<Story>>. Unit story:

-The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. - Chant <<Yellow>>. -Chant<<Number One>>. -Vocabulary flashcards. -Number flashcards. -Flashcard game: Flashcards in the bag. 4. Let’s sing Activities related to songs and rhymes: <<The Finger Family>>. <<Walking, Walking>>. Rhyme<<Families>>. 6. Table time. -Worksheet 3. 7.Story time Chant <<Story>>. Unit story: -Sally’s family. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Make a Circle>>. -Chant<<One jump>>. -Vocabulary flashcards. -Number flashcards -Flashcard game: -Find the flashcard. 4. Let’s sing Activities related to songs and rhymes: <<Walking, Walking>>. <<Yellow is the Colour>>. Rhyme<<My House>>. 5.Let’s play -Movement: Under the arch. -Yellow: Stand on yellow. -Number one: One. 7.Story time Chant <<Story>>. Unit story:

<< The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<One Squirrel>>. -Chant<<Yellow>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: <<Finger Family>>. <<Walking, Walking>>. Rhyme<<Families>>. 5.Let’s play -Movement: Walk, walk. -Number one: Look, look. -Yellow: Colour, colour. 7.Story time Chant<<Story>>. -Unit story: -Sally’s family. -Questions.

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7.Story time Chant <<Story>>. Unit story: -Sally’s family. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.



8.Let’s say goodbye <<Goodbye Song>>.

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WEEK 4

1.Warm up - Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>.> CD track Recite the chant << Sad>> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track


1.Warm up - Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track -Who’s this? . 2.Circle time

1.Warm up - Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/no, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. -Recite the <<Morning Prayer >>.CD Track -Who’s this? 2.Circle time -The weather.

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-Ball game. 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Big and Small>>. -Chant<<A Circle>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: <<The Finger Family>>. <<Walking, Walking>>. Rhyme<<My House>>. 5.Let’s play -Movement: Run, run. -Big and small: Big, small box. -Circle: Jumping circles. 7.Story time

-The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Yellow>>. -Chant<<One Jump>>. -Vocabulary flashcards. -Number flashcards. -Flashcard game: Flashcards on the floor. 4. Let’s sing Activities related to songs and rhymes: <<Walking, Walking>>. <<Yellow is the Colour>>. Rhyme<<My House>>. 5.Let’s play -Movement: Roll the hoop -Big and small: Balloon, balloon. -Circle: Logic with circles. 7.Story time Chant<<Story>>. Unit story:

-The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Big and Small>>. -Chant<< One Hand>>. -Vocabulary flashcards. -Number flashcards. -Flashcard game: Guess who? 4. Let’s sing Activities related to songs and rhymes: <<Waling, Walking>>. <<The Finger Family>>. Rhyme<<Families>>. 6.Table time -Worksheet 4. 7.Story time Chant<<Story>>. Unit story: -Sally’s family. -Questions. 8.Let’s say goodbye <<Goodbye song>>.

<< The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Yellow>>. -Chant<One Squirrel>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: <<The Finger Family>>. <<Yellow is the Colour>>. Rhyme<<Families>>. 5.Let’s play -Movement: Walk, walk. -Circle: Hide a circle. -Big and small: Big to small. 7.Story time Chant<<Story>>. Unit story:

-The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<In and Out>>. -Chant<< Number One>>. -Vocabulary flashcards. -Number flashcards. -Flashcard game: Flashcards in the bag. 4. Let’s sing Activities related to songs and rhymes: <<Waling, Walking>>. <<Yellow is the Colour>>. Rhyme<<My House>>. 5.Let’s play -Movement: Under the arch. -Big and small: Let’s move. -Circle: Tubs and lids. 7.Story time Chant<<Story>>. Unit story:

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Chant<<Story>>. Unit story: -Sally’s family. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

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HELLO SALLY!

UNIT 3 CHRISTMAS TIME!

THEME In this unit we are going to help Sally prepare for Christmas, she will show us that in winter we have to dress up warm in winter clothes and the importance of some Christmas traditions, such as decorating the Christmas tree, singing Christmas carols and learning most importantly, about the real Christmas story.

OBJECTIVES To understand and follow simple

instructions and classroom language. To introduce the concept of winter, that

it’s cold and the relevant clothing vocabulary.

To be aware of Christmas, its traditions and the related vocabulary.

To repeat words and short phrases. To participate in stories, songs, rhymes

and chants. To introduce the basic concepts: Yellow

circle, number one, big and small, in and out.

To acquire progressively the coordination and control of his/her body by crawling and sliding.

EVALUATION CRITERIA Participate in games and songs. Respond to basic questions by yes, no

or gestures, nods and physical response.


Recognise the unit vocabulary. To be aware of the concepts of the unit.

VOCABULARY

FLASHCARDS

Unit 3 Coat

Boots

Scarf

Hat

Gloves

Christmas tree

The nativity

Star

Snow

Tambourine


CONCEPTS Yellow Circle One Big Small In

HELLO SALLY!

Out ADDITIONAL WORDS The extra vocabulary is not necessarily for the children to be able to say or repeat it is for them to be exposed to and to identify through images the vocabulary related to the topic. School Teacher Bell Singing Baby Jesus Mary Joseph The Three Wise Men Snowman Mummy Daddy Winter Christmas Merry Christmas Cold Hello/Goodbye Window Cupboard Wall Door Girl/Boy Horse Sleigh Dress Shoes Angel Shepherd Camel Angry Happy Sad Yes/No Story Nativity Jumper Raining Windy Cloudy Snowing Snowflake Finger Sleeping Boots Socks Children Swimsuit Flip-flops

TPR ACTIONS Say Sing Repeat Slide Look Hold hands Jump Clap Slither Crawl Trace your finger Walk Run Stand up Let’s colour Sit down Let’s stick ROUTINES What’s your name? Is your name….? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… How are you? How are you feeling? Are you happy? Yes, I am/ No, I’m not You’re HAPPY. Are you sad? Yes, I am/ No, I’m not You’re SAD. Are you angry? Yes, I am/ No, I’m not You’re ANGRY. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it winter? Yes, it is/No, it isn’t. It is WINTER. Is it cold? Yes, it is/No, it isn’t. It’s COLD. What time of year is it? Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. Merry Christmas. Let’s pray. Everybody sit down/stand up. LET’S TALK The last word of the language is in capital so that the teacher can use intonation to emphasise the word so eventually the children will repeat it as well. Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Sally is a girl. Is she a girl? Yes, she is/No, she isn’t. She is a GIRL. Is Sally happy? Yes, she is/ No, she isn’t. Sally is HAPPY. Is Sally sad? Yes, she is/ No, she isn’t. Sally is SAD. Is Sally angry? Yes, she is/ No, she isn’t. Sally is ANGRY. Is this her hat? Yes, it is /No, it isn’t. This is her HAT. Here is her nose/face/eyes/mouth. Is this her nose/face/eyes/mouth? Yes, it is/No, it isn’t. This is her NOSE/FACE/EYES/MOUTH. Sally has got one nose/mouth. Has Sally got one nose/mouth? Yes, she has/No, she hasn’t. She’s got ONE nose/mouth.

HELLO SALLY!

Look one finger. Is this one finger? Yes, it is/No, it isn’t. It’s ONE finger. When it’s winter we put on hats, scarves, gloves, coats and boots (Show flashcards.) Is this a hat/scarf/gloves/coat/boots? Yes, it is/ No, it isn’t. This is a HAT/SCARF/GLOVES/COAT/BOOTS. In the snow we can make a snowman. (Show an image of a snowman.) Is this a snowman? Yes, it is/ No, it isn’t. It’s a SNOWMAN. Let’s say Merry Christmas. At Christmas we put up a Christmas tree. (show flashcard) Is this a Christmas tree? Yes, it is/ No, it isn’t. It’s a CHRISTMAS TREE. On the top of the tree we put a star. (Show flashcard.) Is this a star? Yes, it is/ No, it isn’t. It’s a star. Let’s look at the nativity scene. (The teacher can show them a nativity with figures.) Is this Mary? Yes, it is/ No, it isn’t. It’s MARY. Is this Joseph? Yes, it is/ No, it isn’t. It’s JOSEPH. Is this Baby Jesus? Yes, it is/ No, it isn’t. It’s BABY JESUS. Is this a shepherd? Yes, it is/ No, it isn’t. It’s a SHEPHERD. Are these The Three Wise Men? Yes, they are/No, they aren’t. They are The Three Wise Men. Is this an angel? Yes, it is/ No, it isn’t. It’s an ANGEL. Let’s look on the wall. I can see a small circle/big circle/number one/the colour yellow. Is this a small circle? Yes, it is/No, it isn’t. It’s a SMALL CIRCLE. Can you say please? Yes, I can/No, I can’t. You can say PLEASE. Can you say thank- you? Yes, I can/No, I can’t. You can say THANK YOU.

RESOURCES

BASICS



Goodbye Song Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye. Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye.

Morning Prayer Before I start the day

HELLO SALLY!

I must pray. Thank you Mary, Thank you Joseph, Thank you Jesus For this special day! The Days of the Week Sunday, Monday, Tuesday too, Wednesday, Thursday just for you. Friday, Saturday that’s the end. Now, let’s say those days again! Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. The Weather Song What's the weather? What's the weather? What's the weather like today? Is it rainy? Is it windy? Is it sunny? Are there clouds? What's the weather? What's the weather? What's the weather like today? It is raining, there is rain, rain falling, falling down. What's the weather? What's the weather? What's the weather like today? It is windy, there is wind blowing, blowing, round and round. What's the weather? What's the weather? What's the weather like today? It is cloudy, there are clouds white and fluffy in the sky. What's the weather? What's the weather? What's the weather like today? It is sunny, there’s the sun, sunny, sunny round and bright.

STORY Christmas Time! Narrator: Sally is at school, it’s Christmas. The children are getting ready to sing a Christmas carol. Teacher: Sally, get your tambourine. Boy: Can I take the bell? Teacher: Yes! What are you going to sing? Sally: Jingle bells. Children/teacher: Jingle bells, jingle bells, Jingle all the way. Oh what fun it is to ride in a one-horse open sleigh, Hey! Jingle bells, jingle bells, Jingle all the way. Oh what fun it is to ride in a one- horse open sleigh! Teacher: That was wonderful, Merry Christmas children! Children: Merry Christmas! Narrator: It’s time for children to go home. Teacher assistant: Peter, are you wearing your coat and boots? It’s snowing and it’s cold outside. Peter: Yes, and I’m putting on my hat, scarf and gloves. Teacher assistant: Good boy, mummy’s outside. Goodbye and Merry Christmas. Peter: Goodbye, Merry Christmas. Narrator: Outside, some children are building a snowman and snowflakes are falling!

SONG CD track Jingle Bells Jingle bells, jingle bells, Jingle all the way. Oh what fun it is to ride in a one-horse open sleigh, Hey! Jingle bells, jingle bells, Jingle all the way. Oh what fun it is to ride in a one- horse open sleigh, Hey!

HELLO SALLY!

Jingle bells, jingle bells, Jingle all the way. Oh what fun it is to ride in a one- horse open sleigh, Hey!

CHANTS Yellow Yellow, yellow, my favourite colour is, yellow. Happy I’m happy, happy, happy, happy. When I’m happy, this is what I do. Sad I’m sad, sad, sad, sad. When I’m sad, this is what I do.

Angry I’m angry, angry, angry, angry. When I’m angry, this is what I do. Story It’s story time, it’s story time. Ready? Open your ears and open your eyes. Let’s listen, let’s watch! A Circle I’m a little circle, oh what fun! I look just like the sun. My one side goes round and round. Only one side can be found Make a Circle Make a circle, round and round. Round and round, Round and round, Make a circle, round and round. Hello, hello, hello. One Jump Sally makes one jump. Sally makes one jump. Sally makes one jump. Jump Sally jump! One hand I’ve got one hand.


Here it is, here it is.


Number One One, one, one, one. Show me number one! Big and Small This is big and this is small.


HELLO SALLY!





In and Out

You put your tongue in.

You put your tongue out.

In, out, in, out.

Wiggle it all about.

Turn around, and clap your hands.

Let’s do it again! Baby Jesus Baby Jesus, Baby Jesus In Bethlehem, in Bethlehem, Under a star, under a star So bright, bright, bright. Snakes and Cats Slide like a snake. Crawl like a cat. Stand up and shake. Walk like a cat. Run like a cat. Slither like a snake. Stand up and shake.

NURSERY RHYME Christmas Is Coming Christmas is coming, the geese are getting fat. Please to put a penny in the old man's hat. If you haven't got a penny, a ha'penny will do. If you haven’t got a ha’penny, a farthing will do. If you haven't got a farthing then God bless you. Christmas is coming, the geese are getting fat. Please to put a penny in the old man's hat. If you haven't got a penny, a ha'penny will do. If you haven’t got a ha’penny, a farthing will do. If you haven't got a farthing then God bless you. Christmas is coming, the geese are getting fat. Please to put a penny in the old man's hat. If you haven't got a penny, a ha'penny will do. If you haven’t got a ha’penny, a farthing will do. If you haven't got a farthing then God bless you. Winter Clothes The day is cloudy, windy and cold! Dress up warmly, you mustn't get cold! Put on your coat and zip it up tight, put on your left boot, put on your right. Put on your scarf and put on your hat, put on your gloves and clap-clap-clap!

EXTRAS

SONG Fly Your Yellow Fly your yellow here. Fly your yellow there.

HELLO SALLY!

Fly your yellow here and fly it over there. Then fly it over here. Then fly it over there. Then fly it here and fly it there. And now everywhere. SONG

Let’s All

We wish you a Merry Christmas,

We wish you a Merry Christmas,

We wish you a Merry Christmas

And a Happy New Year!

Let's all do a little clapping,

Let's all do a little clapping,

Let's all do a little clapping

And spread Christmas cheer.



Let's all do a little jumping,

Let's all do a little jumping

Let's all do a little jumping

And spread Christmas cheer.



HELLO SALLY!

MATERIALS

Vocabulary flashcards Concept flashcards Story-Poster Seasons and Weather poster Classroom CD Sally mascot Student’s book A box Balls Dressing up box containing items of winter clothing: hat, scarves, gloves, boots, jumpers, socks, coats A nativity with figures (optional) A snowman image A girl image A boy image An image of a horse pulling a sleigh Photocopy of 5 flashcards Different types of yellow textured paper Construction paper Glue Crayons Tambourine(s) Bell(s) Chalk Cut out big card circles Crayons Yellow crepe paper Hoops Plastic cups One washing up bowl One metre hollow tube Dried pasta Cotton wool Felt tipped pen WORKSHEETS Yellow crayons Cotton wool Baby Jesus stickers Glue

HELLO SALLY!

1. WARM UP TIME

- Sing the song <<Good Morning Song>>.CD Track

Language


-Practise hello, good morning and how are you? With Sally.

Language

Hello children.







Recite the chant <<Angry>>. CD track

Language




Are you angry? Yes, I am /No, I’m not. You’re ANGRY.


Recite the chant <<Baby Jesus>>. CD Track Language

It’s Christmas.

Merry Christmas!

Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS.

Let’s sing the chant <<Baby Jesus>>.

Play the game: Who’s this?


Who’s this?

Language

Who’s this?


Play the game Ball game.


What’s your name?

Language

What’s my name?

Is my name……? Yes, it is/No, it isn’t. My name is….

What’s your name?


- Play the game: Boys and girls.

HELLO SALLY!

The teacher shows the children a picture of a boy and a girl (after a few days these pictures can

be put in the English corner as a reference for the children).

Then ask just the girls to stand up(the first few days the children will need help so ask them to

stand up by name).Stand up with them and say I’m a girl waving your hand encouraging the

children to do the same. Repeat his activity with the boys.

Eventually the children will understand and stand up by themselves.

Language

I’m a girl.

Am I a girl? Yes, I am/No, I’m not. I’m a GIR.L

Stand up girls.

You’re a boy.

Are you a boy? Yes, I am/No, I’m not. You’re a BOY.

Stand up boys.

Play the game: Shake hands.

Each child in turn will come out to the teacher when he/she is called and shake hands and start

to understand or even respond to the question.

Language

How are you?

I’m fine thank you

Play the game: How many? One.

Language

Look one finger.

Is this one finger? Yes, it is/No, it isn’t. It is ONE finger.

Look one hand.

Is this one hand? Yes, it is/No, it isn’t. It is ONE hand.

Look one foot.

Is this one foot? Yes, it is/No, it isn’t. . It is ONE foot.

Look one nose.

Is this one nose? Yes, it is/No, it isn’t. . It is ONE nose.

Look one mouth.

Is this one mouth? Yes, it is/No, it isn’t. . It is ONE mouth.

Recite the chant<<One Hand>>. CD track

Language

Stand up everyone.

Show me one finger.

Show me one hand.

Show me one foot.

Show me one nose.

Show me one mouth.

2. CIRCLE TIME

A. The weather

- Teacher is standing by the Seasons and Weather poster. Language What’s the weather like today? Let’s look out of the window.

HELLO SALLY!

Is it sunny? Yes, it is/No, it isn’t. It’s SUNNY/It’s not SUNNY.

Make a circling motion with both arms. Is it raining? Yes, it is/No, it isn’t. It’s RAINING/It’s not RAINING. Move fingers up and down. Is it windy? Yes, it is/No, it isn’t. It’s WINDY/It’s not WINDY. Move arms from side to side. Is it cloudy? Yes, it is/No, it isn’t. It’s CLOUDY/It’s not CLOUDY. Using both hands make a cloud shape with fingers. Is it snowy? Yes, it is/No, it isn’t. It’s SNOWY/It’s not SNOWY. Using both hands make a snowflake shape with fingers and move them up and down.



B. The days of the week

- The teacher is sat in the circle with the children and asks: Language What day is it today? Is it Monday? Yes, it is /No, it isn’t. It’s MONDAY. - Sing the song<< The Days of the Week >>. CD track

C. The season

- Teacher is standing by the Seasons and Weather poster. Language What season is it? Is it autumn/winter/spring/summer? Yes, it is /No, it isn’t. It’s WINTER. In winter it’s cold. Is it cold in winter? Yes, it is /No, it isn’t. It’s COLD.

D. Routines

What’s your name? Is your name….? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… How are you? How are you feeling? Are you happy? Yes, I am/ No, I’m not You’re HAPPY. Are you sad? Yes, I am/ No, I’m not You’re SAD. Are you angry? Yes, I am/ No, I’m not You’re ANGRY. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. What’s the weather like?

HELLO SALLY!

Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it winter? Yes, it is/No, it isn’t. It is WINTER. Is it cold? Yes, it is/No, it isn’t. It’s COLD. What time of year is it? Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. Merry Christmas. Let’s pray. Everybody sit down/stand up. LET’S TALK Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Sally is a girl. Is she a girl? Yes, she is/No, she isn’t. She is a GIRL. Is Sally happy? Yes, she is/ No, she isn’t. Sally is HAPPY. Is Sally sad? Yes, she is/ No, she isn’t. Sally is SAD. Is Sally angry? Yes, she is/ No, she isn’t. Sally is ANGRY. Is this her hat? Yes, it is /No, it isn’t. This is her HAT. Here is her nose/face/eyes/mouth. Is this her nose/face/eyes/mouth? Yes, it is/No, it isn’t. This is her NOSE/FACE/EYES/MOUTH. Sally has got one nose/mouth. Has Sally got one nose/mouth? Yes, she has/No, she hasn’t. She’s got ONE nose/mouth. Look one finger. Is this one finger? Yes, it is/No, it isn’t. It’s ONE finger. When it’s winter we put on hats, scarves, gloves, coats and boots (Show flashcards.) Is this a hat/scarf/gloves/coat/boots? Yes, it is/ No, it isn’t. This is a HAT/SCARF/GLOVES/COAT/BOOTS. In the snow we can make a snowman. (Show an image of a snowman.) Is this a snowman? Yes, it is/ No, it isn’t. It’s a SNOWMAN. Let’s say Merry Christmas. At Christmas we put up a Christmas tree. (show flashcard) Is this a Christmas tree? Yes, it is/ No, it isn’t. It’s a CHRISTMAS TREE. On the top of the tree we put a star. (Show flashcard.) Is this a star? Yes, it is/ No, it isn’t. It’s a star. Let’s look at the nativity scene. (The teacher can show them a nativity with figures.) Is this Mary? Yes, it is/ No, it isn’t. It’s MARY. Is this Joseph? Yes, it is/ No, it isn’t. It’s JOSEPH. Is this Baby Jesus? Yes, it is/ No, it isn’t. It’s BABY JESUS. Is this a shepherd? Yes, it is/ No, it isn’t. It’s a SHEPHERD. Are these The Three Wise Men? Yes, they are/No, they aren’t. They are The Three Wise Men. Is this an angel? Yes, it is/ No, it isn’t. It’s an ANGEL. Let’s look on the wall. I can see a small circle/big circle/number one/the colour yellow. Is this a small circle? Yes, it is/No, it isn’t. It’s a SMALL CIRCLE. Can you say please? Yes, I can/No, I can’t. You can say PLEASE. Can you say thank- you? Yes, I can/No, I can’t. You can say THANK YOU. 3. LET’S LEARN

A. Concepts

1. Circle 2. Big and small 3. Number one 4. Yellow

HELLO SALLY!

5. In and out - The teacher introduces the concept flashcards, showing them one by one, or as you may now have the concept flashcards on the wall in your designated English area, you can ask the children questions instead of telling them what you can see. a) A big yellow circle

- The teacher traces a big circle shape with his/her finger. - Recite the chant <<Big and Small>>. CD track

- Recite the chant<<A Circle >>. CD track

Language Is it a big yellow circle? Yes, it is/ No, it isn’t. It’s a BIG YELLOW CIRCLE. Let’s chant <<Big and Small>>. Let’s chant <<A Circle>>. b). A small yellow circle

- The teacher traces a small circle shape with his/her finger. - Recite the chant <<Big, and Small>> CD track

- Recite the chant<<A Circle >>. CD track

Language Is it a small yellow circle? Yes, it is/ No, it isn’t. It’s a SMALL YELLOW CIRCLE. Let’s chant <<Big and Small>>. Let’s chant <<A Circle>>.

c) Number one - The teacher holds up one finger. Gesturing to the children to do the same. - Recite the chant<<Number One>>. CD track

Language Is this number one? Yes, it is/ No, it isn’t. It is number ONE. Let’s chant <<Number One>>. d) The colour yellow

- The teacher shows the flashcard. - Recite the chant <<Yellow>>. CD track

Language Is this yellow? Yes, it is/ No, it isn’t. It is YELLOW. Recite the chant <<Yellow>>. d) In and out The teacher shows Sally mascot in a box. The teacher shows Sally mascot out of the box. Recite the chant <<In and Out>>. CD track Language Let’s look, Sally is in the box. Is she in the box? Yes, she is/No, she isn’t. She is IN the box. Sally is out of the box. Is she out of the box? Yes, she is/No, she isn’t. She is OUT of the box. Let’s chant <<In and Out>>.

A. Play the game Find me. -This is another method of practising the concepts using the flashcards that are in your designated English area. Whilst the children are sat in the circle ask a child to go and find one of the concept cards you have on the wall. Language Find me a big yellow circle. Find me a small yellow circle. Find me the colour yellow.

HELLO SALLY!

Find me number one.

B. Vocabulary flashcards Coat Boots Scarf Hat Gloves Christmas tree The nativity Star Snow Tambourine - The teacher shows the flashcards: After showing the flashcards, when you have reached the end of week one, you can start to ask: Is this a Christmas tree? Yes, it is/No, it isn’t. It’s a Christmas tree.

C. Flashcard activities/games

Play the game Match. Using a real scarf, hat, gloves, coat and boots (children’s size) place the objects in the middle of the circle, then hold up a flashcard say what it is and see if the child can find the object that matches the flashcard. Play the game Flashcards on the floor. Put the flashcards face up on the floor, ask a child to find for example, the star. When they give you the card they repeat the word. Play the game Dress up. This game doesn’t involve the flashcards, however involves the winter clothing cards: the hat, gloves, scarf, boots, coat jumper and socks. See if you can find old clothing objects as these, adult or children’s size, for the children to dress up in and play with freely. Play the game Find the flashcard. Stick the flashcards around the classroom, on the walls at child height, with blu -tack. Then ask a child in turn to get you, for example: the Christmas tree .When they give you the flashcard they must repeat the word. Play the game Cut in half. Photocopy five of the flashcards and then cut them in half so the two halves can be easily matched together again, put them in the middle of the circle and after demonstrating to the children what to do let each of them have a turn at finding the two halves that go together. (This activity has to be done nearly at the end of the unit when the children then know the vocabulary) D. Story-Poster (Optional everyday activity) - Teacher stands by the unit Story-Poster. Let’s have a look at the Story-Poster. What can we see? - The teacher tells the children what he/she can see on the Story-Poster. Language

HELLO SALLY!

This is Sally’s school. She is Sally. She is the Teacher. These are children. This is a tambourine. This is a bell. They are singing. This is the nativity. This is Baby Jesus. This is Mary. This is Joseph. This is a star. These are The Three Wise Men. This is a cost/hat/scarf. These are gloves. This is snow. These are Mummy’s and Daddy’s. This is a snowman. It is winter. - After week one into the unit, instead of telling the children what you can see, you can ask them: Language Is this the Sally’s school? Yes, it is/No, it isn’t. It is Sally’s SCHOOL. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Is she the teacher? Yes, she is/No, she isn’t. She is the TEACHER. Are they the children? Yes, they are/No, they aren’t. They are the CHILDREN. Is this a tambourine? Yes, it is/No, it isn’t. It is a TAMBOURINE. Is this a bell? Yes, it is/No, it isn’t. It is a BELL. Are the children singing? Yes, they are/No, they aren’t. The children are SINGING. Is this the nativity? Yes, it is/No, it isn’t. It is the NATIVITY. Is he Baby Jesus? Yes he is/No, he isn’t. He is BABY JESUS. Is she Mary? Yes, she is/No, she isn’t. She is MARY. Is he Joseph? Yes he is/No, he isn’t. He is JOSEPH. Is this a star? Yes, it is/No, it isn’t. It is a STAR. Are they The Three Wise Men? Yes, they are/No, they aren’t. They are The Three Wise Men. Is this a coat/hat/scarf? Yes, it is/No, it isn’t. This is a COAT/HAT/SCARF. Are these gloves? Yes, they are /No, aren’t. They are GLOVES. Is this snow? Yes, it is/No, it isn’t. It is SNOW. Are they Mummy’s and Daddy’s? Yes, they are/No, they aren’t. They are MUMMY’S and DADDY’S. Is this a snowman? Yes, it is/No, it isn’t. It is a SNOWMAN. Is it winter? Yes, it is/No, it isn’t. It is WINTER. - The teacher can focus on the extra vocabulary: Language Children School Teacher Bell Singing Baby Jesus Mary Joseph The Three Wise Men Snowman Mummy Daddy Winter Christmas… 4. LET’S SING

A. Songs

- Sing the song <<Jingle Bells >>. CD track Before singing this song, you can show an image of some bells, a horse pulling a sleigh, or provide bell(s) for the children to look at, touch and listen to. Use the actions that go with the

HELLO SALLY!

song and tambourines or bells for the chorus. Language and activities Before we sing the song << Jingle Bells>>, let’s play. Today’s song is all about bells. Here is a picture of a horse pulling a sleigh in the snow. Stand up and pretend you’re on a sleigh. Let’s go fast and slow around the classroom. When you hear jingle, stop. The bells on the sleigh make a noise like this. Jingle, jingle. It’s your turn. Jingle the bells. Let’s sing the song. - Sing the song << Fly Your Yellow>>.CD track Before singing this song, you can prepare some yellow crepe paper and practice with the children, waving the paper here and there in time to the song. Language and activities Look at this yellow crepe paper. We are going to sing a song all about the colour yellow. Let’s wave the paper here and there. Now spin around with it. Now let’s sing. - Sing the song <<Let’s All >>. CD track Before singing the song ask the children what we say at Christmas. Form a circle with them holding hands and walk into the middle practicing to say “Merry Christmas”, then clap, jump and twirl with them. Language and activities Before we sing the song <<Let’s All >> let’s play. What do we say at Christmas time? Merry Christmas! Now everybody stand in a circle and hold hands. As we go into the middle everybody altogether, we are going to say…. Merry Christmas! Like this. Now let’s do it again. Now we’re going to clap and jump at the same time. Can you do that? Now clap and twirl. Now let’s sing the song.

B. Rhymes

- Recite the rhyme <<Christmas is Coming >>. CD track

- Recite the rhyme << Winter Clothes >>. CD track

5. LET’S PLAY

A. Movement: crawl and slide

-Recite the chant<<Snakes and Cats>>. CD track

Language and activities -Play the game: Snakesssss. At first you will have to show the children how to slide along the floor like a snake, pushing with each leg and going from one end of the room to the other. Let the children then practise,

HELLO SALLY!

encourage them by making hissing sounds like a snake. When the children feel confident and you can see that they are doing it correctly, you could make it into a race. Language Everybody stand by the wall. Watch how I slide like a snake. Pushing each leg in turn. Now it’s your turn. Everybody lay down and follow me. Slide like a snake. Like this hissssssssssss. Well done! Now let’s see who can get to the other side first. Ready, steady, go! -Play the game: Follow my leader. As the children are probably now confident sliding and crawling along the floor, you can play follow my leader. In a big open space get the children to line up behind you, they will copy you as crawl, slide, walk, run, slither along the floor. All the time emphasizing to the children what you are doing. They will enjoy it more if you change the movements quickly or recite the chant <<Snakes and Cats>>. Language Let’s play follow my leader! Everybody line up behind me. Now follow me. Watch what I’m doing. I’m going to crawl like this or slide like this. Everybody crawl/run/walk like a cat. Everybody slide like a snake. Everybody slither like a snake. Recite the chant <<Snakes and Cats>>. -Play the game: Crawl to the wall. Using different focal points within the classroom: the wall, window, cupboard and door, encourage the children to crawl from one point to the other. Language Let’s get ourselves ready to crawl. Everybody by the door. Crawl to the window. Good! Now crawl to the cupboard. Well done! Let’s crawl to the wall. Shall we do it again?


1. Yellow 2. Number one 3. Circle 4. In and out

a) Yellow Recite the chant <<Yellow >>. CD track Recite the rhyme << Winter Clothes>>. CD track

Sing the song <<Fly Your Yellow >>. CD track

HELLO SALLY!

- Do the activity: Crumple, crumple.

You will need for this activity the chant <<Yellow>> and different types of yellow textured paper

that can be easily crumpled up. For example: Cellophane paper, crepe paper, tissue paper and

normal paper. Cut or tear the paper into small squares so that when it’s crumpled up it

represents a small ball, a bit smaller that a golf ball. Sit the children in a circle and show them

how to crumple up the papers and then to put the small balls into a box, ready to be used for the

activity: It’s cold!

Language

Let’s look at this different paper I’ve got.

It’s the colour yellow.


Recite the chant <<Yellow>>.

There is cellophane paper that is transparent.

Is it transparent? Yes, it is/No, it isn’t. It’s TRANSPARENT.

Crepe paper that feels rough.

Does it feel rough? Yes, it does/No, it doesn’t. It feels ROUGH.

Tissue paper and normal paper that feels smooth.

Does it feel smooth? Yes, it does/No, it doesn’t. It feels SMOOTH.

Now I’m going to crumple up the different pieces of yellow paper into small balls.

Like this.

Each of the different pieces of paper makes a different sound

Listen.


When you have finished crumpling put the small balls into this box.

-Do the activity: It’s cold!

On construction paper draw a hat, scarf and gloves fairly big so later it can be displayed on the

wall. Recite the rhyme<<Winter Clothes>> Then from the activity crumple, crumple, you should

have a box full of small yellow balls for the children to stick onto the winter clothes. This activity

will probably need to be done with a small group of children at a time. Stick glue onto the hat

scarf or gloves and get the children to come and stick the balls on, emphasising the colour and

the items of clothing.

Language

Can anybody guess what’ I’m drawing?

A hat, scarf and gloves.

Is this a hat /scarf/glove? Yes, it is/No, it isn’t. It’s a HAT/SCARF/GLOVE.

We wear hats, scarves and gloves in the winter.

Do we wear hats, scarves and gloves in the winter? Yes, we do/No, we don’t. We wear hats,

scarves and gloves in the WINTER.

In winter it’s cold.

Is it cold in winter? Yes, it is/No, it isn’t. It’s COLD in winter.

Let’s recite the rhyme <<Winter Clothes>>.

Look at these yellow balls.

Can you remember we crumpled them up?

Now we are going to stick them on the hat, scarf and gloves.

Now let’s stick!

- Play the game: Let’s dance!

Cut long strips of yellow crepe paper, enough for each child in the class.

Hold up the paper and ask them what colour it is. Then give each child two strips, explaining

HELLO SALLY!

that they are going to dance to the music moving the strips of yellow paper.

Language

We are going to play.

Look at this paper.

It’s the colour yellow.


Hand out, two strips to each child.

Do we say thank you? Yes, we do/No, we don’t. We say THANK YOU.

Now let’s dance to the music.

Let’s move the yellow paper here and there and all around.

Sing the song <<Fly Your Yellow>>.

b) Number one

- Recite the chant <<One Hand>>. CD track


- Recite the chant <<One Jump>>. CD track

-Play the game: My number one.

This activity is very simple, using a felt tipped pen, write a number one on your hand and then

on each of the children’s hands and recite the chant letting them show their hands.

Language

Come here everybody.

Look at my hand.

It is number one.

Is it number one? Yes, it is/No, it isn’t. It’s number ONE.

Who wants a number one on their hand?

I’m going to write it just like this.

Hold your hands up everybody.

Let’s recite <<One Hand>>.

Let’s find Sally and recite <<One Jump>>.

-Play the game: Spot one.

You will need the unit Story-Poster. Look at the Story-Poster with the children and explain that

you can see one snowman, one star, one coat, one scarf, one hat, one tambourine, one bell

Language

Today we are going to play with number one.

Let’s sing <<Number One>>.

Now let’s have a look at the Story-Poster.

What can you see?

I can see, one star, one snowman, one coat, one scarf, one hat, one tambourine, one bell.

Is there one snowman/star/coat/scarf/hat/tambourine/bell? Yes, there is/No, there isn’t. There

is ONE SNOWMAN/STAR/CIAT/SCARF/HAT/TAMBOURINE/BELL.

-Play the game: There’s only one!

Before doing this activity, you will need to find various objects and clothing: a hat, a scarf, a

coat, a tambourine, a jumper, a sock, a boot, a glove .Put the objects in the middle of the circle.

Ask a child to find you an object and then ask them how many there are, they should respond

with one.

Language

Look at all these different objects.

HELLO SALLY!

Is this a hat/scarf/coat/tambourine/Jumper/sock/boot/glove? Yes, it is/No, it isn’t. It’s a

HAT/SCARF/COAT/TAMBOURINE/JUMPER/SOCK/BOOT/GLOVE.

Find me a coat.

There is one coat. Is there one coat? Yes, there is/No, there isn’t. There is ONE coat. How many (hats) do you see? … Repeat with all the clothing objects. c) Circle

Recite the chant <<Make a Circle>>. CD track

Recite the chant<<A Circle>>. CD track

-Play the game Circle, no circle!

Draw one or various circles, medium sized on the floor using chalk chanting<<Make a Circle>>.

The children can then rub out the line of the circle with their finger, chanting <<A Circle>>.

Language I’m drawing a circle.

Is it a circle? Yes, it is/No, it isn’t. It’s a CIRCLE.

Recite with me <<Make a Circle>>.

Now watch how I rub it out with my finger.

Let’s sing <<A Circle>>.

Look, now there is no circle.


-Play the game Walking statues.

If you don’t have a painted circle on your classroom floor you will need to draw a very big one with chalk. Walk around the circle emphasising what you are doing and chanting <<Make a circle>>.Let the children join you following you, then stop walking and put some music on, walk whilst the music is on and stop and freeze when you turn it off (if you have a remote control this is easier). Do this a couple of times to show the children what they have to do, it’s very similar to musical chairs but instead of sitting down the children have to freeze. Language This is a circle. Is it a circle? Yes, it is/No, it isn’t. It’s a CIRCLE.

Follow me, let’s walk around the circle. Let’s sing <<Make a Circle>>. Now let’s play walking statues. Everybody sit down and watch. When I turn the music on like this, I’m going to walk. When I turn it off, I’m going to freeze like this. Let’s all try. Stand up everyone and walk. And freeze as still as you can. -Play the game Run to a circle.

Cut out various circles preferably quite large from paper or card to put on the walls all around

the classroom, at the children’s height. Then show the circles and recite the chant <<A Circle

>>.The idea of the game is when the teacher says run to a circle, the children one by one stand

up and run to the circle that they can see and when they get to the circle they shout circle.

First you will need to demonstrate where the different circles are.

Language Look everybody.

HELLO SALLY!

These are circles. Are they circles? Yes, they are/No, they’re not. They are CIRCLES. Let’s recite the chant << A Circle >>. I’m going to put each circle in a different place. Like this. There is one here and over here, etc… Now when I say “run to a circle” I’m going to stand up and run to the circle and shout “circle”!!! When I call your name you have to do the same. Are you ready?

d) In and out

- Recite the chant <<In and Out>>. CD track

-Play the game: Jump in, jump out. You will need hoops. The children will practise jumping in and out of the hoops as you instruct them and recite the chant <<In and Out>>. Language Let’s play, jump in jump out. Put a hoop on the floor for each child. (If possible). Everybody stand in your hoop. We are going to jump in. I’m in the hoop. Are you in the hoop? Yes, I am /No, I’m not. You are IN the hoop. Now jump out of the hoop. I’m out of the hoop. Are you out of the hoop? Yes, I am /No, I’m not. You are OUT of the hoop. Let’s recite the chant <<In and Out>>. The activity can be repeated various times.

-Play the game: Water play. You will need plastic cups and a washing up bowl. The children are going to put water in the cup and then empty it out. IT’S AN ACTIVITY TO BE DONE ONLY WITH TWO MAYBE THREE CHILDREN AT ONE TIME. Language Let’s play with water. Look, I’m putting water in the cup. Is the water in the cup? Yes, it is/No, it isn’t. The water is IN the cup. Now I’m taking water out of the cup. Is the water out of the cup? Yes, it is/No, it isn’t. The water is OUT of the cup. The children are practising in and out as they fill and empty the cups.

Play the game: It’s in, it’s out. Fix to the wall a one metre hollow, cardboard tube diagonally so there is space at the bottom. Show the children how to put dried pasta preferably macaroni, in the tube at the top and to watch how it comes out at the bottom. Language Let’s play It’s in, it’s out. Look at this cardboard tube fixed to the wall. Watch how I put this macaroni in the tube. Is the macaroni in the tube? Yes, it is/No, it isn’t. It’s IN the tube.

Watch how it comes out. Is the macaroni out of the tube? Yes, it is/No, it isn’t. It’s OUT of the tube.

Now it’s your turn. One at a time.

HELLO SALLY!

Verbalise in and out all the time so the children start to understand the concept.

6. TABLE TIME Worksheet 1 Objectives To identify gloves as an item of clothing used in winter. To work on the nursery rhyme «Winter Clothes». Activities Listen to the nursery rhyme «Winter Clothes». Colour the gloves with a yellow crayon. Materials Student’s book. Yellow crayons. Story-Poster. The rhyme<<Winter Clothes>>. CD track Dressing up box. Language and activities Observe the winter scene on the unit Story-Poster. Talk about weather and the clothes we wear in winter. Recite the rhyme <<Winter Clothes>> Play the game <<Dress up>>. Language Today we are going to talk about winter. Let’s have a look at the unit Story-Poster. What season is it? Is it winter? Yes, it is/No, it isn’t. It’s WINTER. Can you see it’s snowing? Is it snowing? Yes, it is/No, it isn’t. It’s SNOWING. It looks cold Is it cold? Yes, it is/No, it isn’t. It’s COLD. There is a hat/scarf/coat/gloves. Is there a hat/scarf/coat/gloves? Yes, there is/No, there isn’t. There is a HAT/SCARF/COAT/GLOVES. Let’s say the rhyme<<Winter Clothes>>. Now, let’s play <<Dress up>>. Look at all these clothes. I can see gloves, hats, scarves, boots coats. Let’s dress up. Now we are going to look at today’s worksheet. I can see a pair of gloves a swimsuit and flip-flops. What do we put on in winter to keep us warm? Do we put on flip-flops? Yes, we do/No, we don’t. We don’t put on FLIP-FLOPS. Do we put on a swimsuit? Yes, we do/No, we don’t. We don’t put on a SWIMSUIT. Do we put on gloves? Yes, we do/No, we don’t. We do put on GLOVES. We are going to colour the gloves yellow. This is a yellow crayon. Is it yellow? Yes, it is/No, it isn’t. It’s YELLOW. We are going to colour the gloves yellow, like this. Worksheet 2

HELLO SALLY!

Objectives To identify a scarf and a hat on a snowman. To identify the snowflakes. To identify the season winter. Activities To stick cotton wool on the snowflakes. Materials Student’s book. Story-Poster. The rhyme<<Winter Clothes>> CD track Unit 3 story. Cotton wool. Glue. Language and activities Observe the unit 3 Story-Poster to identify with the winter season. Read the unit 3 story. Language Today we are going to be talking about winter. Let’s have a look at the Story-Poster. It’s winter. We know because it is snowing. The children are building a snowman. Is it snowing? Yes, it is/No, it isn’t. It is SNOWING. Is this a snowman? Yes, it is/No, it isn’t. It is a SNOWMAN. Is this a hat? Yes, it is/No, it isn’t. It is a HAT. Is this a scarf? Yes, it is/No, it isn’t. It is a SCARF. Lets’ recite the rhyme <<Winter Clothes>>. Are these snowflakes? Yes, they are /No, they aren’t. They are SNOWFLAKES. Now let’s read the story. Now let’s have a look at today’s worksheet. It’s a winter picture. There is a snowman. He is wearing a hat and a scarf. Can you see the snowflakes? We are going to stick cotton wool on the snowflakes like this. Worksheet 3 Objectives To identify the different members of the nativity. To work on the chant «Baby Jesus». Activities Listen to the chant «Baby Jesus»: To put the Baby Jesus sticker on the nativity scene. Materials Student’s book. The chant <<Baby Jesus>>. The nursery rhyme <<Christmas is Coming>>. Baby Jesus stickers. Language and activities

Identify the different members of the nativity.

HELLO SALLY!

Recite the chant <<Baby Jesus>>. Sing the nursery rhyme <<Christmas is Coming>>. Language Let’s look at today’s worksheet. This is the nativity. Is it the nativity? Yes, it is/No, it isn’t. It is the NATIVITY. It is Christmas. Let’s sing the rhyme <<Christmas is Coming >>. Who can you see? Is she Mary? Yes, she is/No, she isn’t. She is MARY. Is he Joseph? Yes, he is/No, he isn’t. He is JOSEPH. Is he Baby Jesus? Yes, he is/No, he isn’t. He is BABY JESUS. Let’s recite the chant <<Baby Jesus>>. Now we are going to put a Baby Jesus sticker on the picture. 7. STORY TIME

The story can be read or listened to. Recite the chant <<Story>>. Christmas time! CD track It is important to take into consideration when you are teaching small children English that when you ask a question, quite often they will respond in their mother tongue. However, by responding to the question, this shows they have understood and you will be able to work on teaching them the correct way to respond in English. Questions related to the story: Is Sally at school? Yes, she is/No, she isn’t. She is at SCHOOL. Is it Christmas? Yes, it is/No, it isn’t. It is CHRISTMAS. Has Sally got a tambourine? Yes, she has/No, she hasn’t. She has got a TAMBOURINE. Has the boy got a bell? Yes, he has/No, he hasn’t. He has got a BELL. Are the children singing Jingle bells? Yes, they are/ No, they aren’t. The children are singing JINGLE BELLS. Do the children say “Merry Christmas”? Yes, they do/No, they don’t. The children say MERRY CHRISTMAS. Are the children going home? Yes, they are/ No, they aren’t. The CHILDREN are going home. Is it cold outside? Yes, it is/No, it isn’t. It is COLD outside. Is it snowing? Yes, it is/No, it isn’t. It is SNOWING. Is Peter putting on his hat, scarf and gloves? Yes, he is /No, he isn’t. He is putting on his HAT, SCARF and GLOVES. Is his Mummy waiting outside? Yes, she is/No, she isn’t. His MUMMY is waiting outside. Does he say goodbye? Yes, he does/No, he doesn’t. He says GOODBYE. 8. LET’S SAY GOODBYE

HELLO SALLY!

9. WEEKLY PLANNING WEEK 1

1.Warm up -Sing the song <<Good Morning song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the chant <<Baby

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the chant <<Baby

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << happy>> CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the chant <<Baby Jesus>> .CD Track

HELLO SALLY!

Jesus>>. CD Track Language It’s Christmas. Merry Christmas! Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. -Recite the <<Morning Prayer >>.CD Track -Boys and girls. 2.Circle time -The weather. << The Weather Song>.> -Days of the week. Song<<The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<A Circle >>. Chant<<In and Out>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: <<Jingle Bells>>. <<Let’s All>>. Rhyme <<Winter Clothes>>.

/No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the chant <<Baby Jesus>>. CD Track Language It’s Christmas. Merry Christmas! Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. -Recite the <<Morning Prayer >>.CD Track -Boys and girls. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<Big and Small>>. Chant<<Number One>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster.

SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the chant <<Baby Jesus>>. CD Track Language It’s Christmas. Merry Christmas! Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. -Recite the <<Morning Prayer >>.CD Track -Boys and girls. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<Yellow>> Chant<<Make a Circle>>. -Vocabulary flashcards. -Number flashcards. -Flashcard game: Dress up. 4. Let’s sing

Jesus>>. CD Track Language It’s Christmas. Merry Christmas! Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. -Recite the <<Morning Prayer >>.CD Track -Boys and girls. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. Chant<<One Hand>>. Chant <<In and Out>>. Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: <<Fly Your Yellow>>. <<Let’s All >>. Rhyme<<Winter Clothes>>.

Language It’s Christmas. Merry Christmas! Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. -Recite the <<Morning Prayer >>.CD Track -Shake hands. 2.Circle time -The weather. << The Weather Song>> -Days of the week. Song<<The Days of the Week >>. -The season. -Routines -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<One Jump>>. Chant<<Yellow>>. Game: Find me. -Vocabulary flashcards. -Number flashcards. -Flashcards on the floor. 4. Let’s sing Activities related to songs and rhymes: <<Fly Your Yellow >>. <<Jingle Bells>>. Rhyme <<Winter Clothes>>. 5.Let’s play

HELLO SALLY!

5.Let’s play -Movement: Snakesssss. -One: My number one. -In and out: Jump in, jump out. 7.Story time -Chant<<Story>>. -Unit story: -Christmas time! -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

4. Let’s sing Activities related to songs and rhymes: << Jingle Bells>>. <<Let’s All >>. Rhyme<<Winter Clothes>>. 5.Let’s play -Movement: Crawl to the wall. -Circle: Circle, no circle. -Yellow: Let’s dance. 7.Story time -Chant<<Story>>. -Unit story: -Christmas time! -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

Activities related to songs and rhymes: <<Let’s All>>. <<Fly Your Yellow>>. Rhyme <<Christmas is Coming>>. 6.Table time -Worksheet 1. 7.Story time Chant<<Story>>. -Unit story: -Christmas time! -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

5.Let’s play -Movement: Follow my leader. -One: There’s only one. -Circle: Walking statues. 7.Story time -Chant<<Story>>. -Unit story: -Christmas time! -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

-Movement: Snakessss. -Yellow: Activity: Crumple, crumple. -One: Spot one. 7.Story time -Chant<<Story>>.

-Unit story: -Christmas time! -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

WEEK 2

1.Warm up -Sing the song <<Good Morning Song>.>CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY.

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>> CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning.

-Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning.

-Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY.

HELLO SALLY!

Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the chant <<Baby Jesus>>. CD Track Language It’s Christmas. Merry Christmas! Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. -Recite the <<Morning Prayer >>.CD Track -How many? One. 2.Circle time -The weather. << The Weather Song>.> -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Big and Small>>. -Chant<<One Hand>>. Game: Find me. -Vocabulary flashcards. -Number flashcards. -Flashcard game: Flashcards on the floor.

ANGRY. -Recite the chant <<Baby Jesus>>. CD Track Language It’s Christmas. Merry Christmas! Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. -Recite the <<Morning Prayer >>.CD Track -Shake hands. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<A Circle >>. -Chant <<Yellow >>. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Dress up. 4. Let’s sing Activities related to songs and rhymes: << Jingle Bells>>.

ANGRY. -Recite the chant <<Baby Jesus>>. CD Track Language It’s Christmas. Merry Christmas! Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. -Recite the <<Morning Prayer >>.CD Track -Ball game. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<In and Out>>. -Chant<<Number One>>. Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: << Jingle Bells>>.

ANGRY. -Recite the chant <<Baby Jesus>>. CD Track Language It’s Christmas. Merry Christmas! Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. -Recite the <<Morning Prayer >>.CD Track -Boys and girls. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Yellow >>. Chant<<One Jump >>. -Vocabulary flashcards. -Number flashcards. -Flashcard game: Cut in half. 4. Let’s sing Activities related to songs and rhymes: << Fly Your Yellow>>.

-Recite the chant <<Baby Jesus>>. CD Track Language It’s Christmas. Merry Christmas! Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. -Recite the <<Morning Prayer >>.CD Track -Boys and girls. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<One Hand>>. -Chant<<In and Out >>. Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Flashcard game: Cut in half. 4. Let’s sing Activities related to songs and rhymes: <<Jingle Bells>>.

HELLO SALLY!

4. Let’s sing Activities related to songs and rhymes: << Jingle Bells >>. <<Fly Your Yellow>>. Rhyme <<Christmas is Coming>>. 5.Let’s play -Movement: Follow my leader. -Yellow: It’s cold. -Circle: Run to a circle. 7.Story time -Chant<<Story>>. -Unit story: -Christmas time! -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

<< Let’s All>>. Rhyme <<Winter Clothes>>. 5.Let’s play -Movement: Crawl to the wall. -In and out: It’s in, it’s out. -Yellow: Let’s dance. 7.Story time -Chant<<Story>>. -Unit story: -Christmas time! -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

<<Fly Your Yellow>>. Rhyme<<Christmas is Coming >>. 6.Table time -Worksheet 2. 7.Story time Chant<<Story>>.

-Unit story: -Christmas time! -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

<<Let’s All >>. Rhyme<< Winter Clothes>>. 5.Let’s play -Movement: Snakesssss. -In and out: Water play. One: My number one. 7.Story time -Chant<<Story>>. -Unit story: -Christmas time! -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

<<Let’s All >>. Rhyme<<Winter Clothes>>. 5.Let’s play -Movement: Follow my leader. -One: There’s only one. -Circle: Circle, no circle. 7.Story time -Chant<<Story>>. -Unit story: -Christmas time! -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

WEEK 3

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY.

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY.

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY.

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY.

1.Warm up Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the chant <<Baby Jesus>>. CD Track

HELLO SALLY!

Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the chant <<Baby Jesus>>. CD Track Language It’s Christmas. Merry Christmas! Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. -Recite the <<Morning Prayer >>.CD Track -Shake hands. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Yellow >>. -Chant<<One Jump>>. -Vocabulary flashcards. -Number flashcards. -Flashcard game: Match.

-Recite the chant <<Baby Jesus>>. CD Track Language It’s Christmas. Merry Christmas! Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. -Recite the <<Morning Prayer >>.CD Track -Who’s this? 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<In and Out >>. -Chant<<Make a Circle >>. Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: -Dress up. 4. Let’s sing Activities related to songs

-Recite the chant <<Baby Jesus>>. CD Track Language It’s Christmas. Merry Christmas! Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. -Recite the <<Morning Prayer >>.CD Track -How many? One. 2. Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. - Chant <<Number One >>. -Chant<<In and Out >>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Flashcard game: Match.

4. Let’s sing Activities related to songs

-Recite the chant <<Baby Jesus>>. CD Track Language It’s Christmas. Merry Christmas! Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMAS. -Recite the <<Morning Prayer >>.CD Track -Ball game. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<One Hand>>. -Chant<<Yellow >>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Flashcard game: -Find the flashcard.

Language It’s Christmas. Merry Christmas! Is it Christmas? Yes, it is/No, it isn’t. It’s CHRISTMA.S -Recite the <<Morning Prayer >>CD Track -Boys and girls. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<A Circle >>. -Chant<<One Hand >>. -Vocabulary flashcards. -Number flashcards. -Flashcard game: Match. 4. Let’s sing Activities related to songs and rhymes: <<Let’s All >>. <<Jingle Bells>>. Rhyme<<Winter Clothes>>.

HELLO SALLY!

4. Let’s sing Activities related to songs and rhymes: <<Jingle Bells>>. <<Let’s All >>. Rhyme<Christmas is Coming >>. 5.Let’s play -Movement: Follow my leader. -One: Spot one -In and out: Jump in, jump out. 7.Story time -Chant<<Story>>. -Unit story: -Christmas time! -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

and rhymes: <<Jingle Bells>>. <<Fly Your Yellow>>. Rhyme<<Winter Clothes>>. 5.Let’s play -Movement: Snakesss. -One: Spot one. Circle: Run to a circle. 7.Story time -Chant<<Story>>. -Unit story: -Christmas time! -Questions. 8. Let’s say goodbye <<Goodbye song>>

and rhymes: <<Let’s All >>. <<Jingle bells >>. <<Fly Your Yellow>>. 6. Table time. -Worksheet 3. 7.Story time-- -Chant<<Story>>. -Unit story: -Christmas time! -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

4. Let’s sing Activities related to songs and rhymes: <<Jingle Bells>>. <<Let’s All >>. Rhyme<<Christmas is Coming >>. 5.Let’s play -Movement: Follow my leader. -Circle: Walking statues. -One: There’s only one. 7.Story time -Chant<<Story>.> -Unit story: -Christmas time! -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

5.Let’s play -Movement: Snakessss. -In and out: Jump in, jump out. -Yellow: Let’s dance. 7.Story time -Chant<<Story>>. -Unit story: -Christmas time! -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

UNIT 4

SALLY GETS DRESSED

THEME In this unit Sally teaches us the basic parts of the (face) body and how to dress them. She also discovers the importance of hygiene, washing our hands and face, brushing our teeth and keeping clean. This is accompanied by lots of fun songs and games.


instructions and classroom language. To identify the parts of the (face) body

and the vocabulary related to the topic. Introduce basic hygiene and eating

habits. To repeat words and short phrases. To participate in stories, songs, rhymes

and chants. To introduce the basic concepts: Red,

square, number two, one and lots of. To acquire progressively the

coordination and control of his/her body by jumping.

EVALUATION CRITERIA Participate in games and songs. Respond to basic questions by yes, no or

gestures, nods and physical response. Follow and understand basic instructions. Recognise the unit vocabulary. To be aware of the concepts of the unit.

VOCABULARY

FLASHCARDS

Unit 4 Mouth Arm Head Finger Hand Nose Eye Ear Foot Leg Colours Red Shapes Square Numbers/quantity Two

CONCEPTS Red Square Two One and lots of ADDITIONAL WORDS The extra vocabulary is not necessarily for the children to be able to say or repeat it is for them to be exposed to and to identify through images the vocabulary related to the topic.

HELLO SALLY!

Body Feet Hairbrush Tummy Bathroom Living room Kitchen Hair Towel Wash Teeth Bedroom Get dressed Milk Water Toilet Plate breakfast Mirror Toothpaste Toothbrush Sleeping Baby Mummy Daddy Sister Brother Set the table Robin Paint Sponge Shoes Spoon Dry Clothes peg Clothesline Tap Soap Socks Glass Comb Morning Afternoon Boy Girl

TPR ACTIONS Say Sing Repeat Look Go to the toilet/bathroom Touch Dress up Jump Wash your hands Shake Brush your teeth/hair Let’s colour Dry your hands Let’s hand print Let’s stick Turn on the tap Let’s paint Put a finger print Stamp the sponge Hold hands Play Follow Shake ROUTINES What’s your name? Is your name….? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… Are you a boy/girl? Yes, I am/No, I’m not. You’re a BOY/GIRL. How are you? How are you feeling? Are you happy? Yes, I am/ No, I’m not. You’re HAPPY. Are you feeling sad? Yes, I am/ No, I’m not. You’re SAD. Are you angry? Yes, I am/ No, I’m not. You’re ANGRY. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. Is it morning/afternoon? Yes, it is/No, it isn’t. It’s MORNING/AFTERNOON. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it winter? Yes, it is/No, it isn’t. It is WINTER. Is it cold? Yes, it is/No, it isn’t. It’s COLD. Let’s pray. Everybody sit down/stand up. Happy New Year! Let’s count to ten. Let’s sing. LET’S TALK The last word of the language is in capital so that the teacher can use intonation to

emphasise the word so eventually the children will repeat it as well

Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t She is SALLY. Sally is a girl. Is she a girl? Yes, she is/No, she isn’t She is a GIRL. Is her hat red? Yes, it is /No, it isn’t. Her hat is RED. When it’s winter we put on hats, scarves, gloves, coats and boots. (Show flashcards unit 3.) Is this a hat/scarf/coat/? Yes, it is/ No, it isn’t. This is a HAT/SCARF/ /COAT. Are these gloves/boots? Yes, they are/ No, they aren’t. These are BOOTS/GLOVES. Look! Two fingers. Are there two fingers? Yes, there are/No, there aren’t. There are TWO fingers. Sally’s got two eyes/two ears/two hands/two feet/two arms/two legs. Has she got two eyes/two ears/two hands/two feet/two arms/two legs? Yes, she has/No, she hasn’t. She’s got TWO eyes/TWO ears/TWO hands/TWO feet/TWO arms/TWO legs. Here is her nose/face/eyes/mouth

HELLO SALLY!

Is this her nose/face/eyes/mouth? Yes, it is/No, it isn’t. This is her NOSE/FACE/EYES/MOUTH. Where’s your? My socks and shoes go on my feet. Do socks and shoes go on my feet? Yes, they do/No, they don’t. They go on my FEET. This is how I wash my hands and face. We use soap. Do we wash with soap? Yes, we do/No, we don’t. We WASH WITH SOAP. We use a towel to dry our hands and face. Do we dry with a towel? Yes, we do/No, we don’t. We DRY WITH A TOWEL. I’m brushing my teeth. Am I brushing my teeth? Yes, I am/No, I’m not. I’m BRUSHING MY TEETH. I’m brushing my hair. Am I brushing my hair? Yes, I am/No, I’m not. I’m BRUSHING MY HAIR. Can we find anything in the classroom the colour red? Can we find anything with the shape of a square? How old are you? Are you two? Yes, I am/No, I’m not. You’re TWO. Let’s look on the wall. I can see a small circle/square /big circle/square /number one/number two/the colour yellow/the colour red. How are you? Are you fine? Yes, I am/No, I’m not. I’M FINE. Can you say please? Yes, I can/No, I can’t. You can say PLEASE. Can you say thank- you? Yes, I can/No, I can’t. You can say THANK YOU.

RESOURCES

BASICS

Good Morning Song Good morning, good morning And how are you this morning? Good morning, good morning And how are you today? I’m fine thanks, I’m fine thanks, I’m fine thanks today!


Hello, Can You? 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, hello can you stamp your feet? Can you stretch up high? Can you touch your toes? Can you turn around? Can you say hello? Hello, hello can you clap your hands? Hello, hello can you stamp your feet?

Goodbye Song Bye, bye, bye, goodbye.

HELLO SALLY!

Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye. Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye.

Morning Prayer Before I start the day I must pray. Thank you Mary, Thank you Joseph, Thank you Jesus For this special day! The Days of the Week Sunday, Monday, Tuesday too, Wednesday, Thursday just for you. Friday, Saturday that’s the end. Now, let’s say those days again! Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. The Weather Song What's the weather? What's the weather? What's the weather like today? Is it rainy? Is it windy? Is it sunny? Are there clouds? What's the weather? What's the weather? What's the weather like today? It is raining, there is rain, rain falling, falling down. What's the weather? What's the weather? What's the weather like today? It is windy, there is wind blowing, blowing, round and round. What's the weather? What's the weather? What's the weather like today? It is cloudy, there are clouds white and fluffy in the sky. What's the weather? What's the weather? What's the weather like today? It is sunny, there’s the sun, sunny, sunny round and bright. Number Jumping One, two, three, four, five, jump! Six, seven, eight, nine, ten, jump! One, two, three, four, five, jump! Six, seven, eight, nine, ten. One, two, three, four, five, jump! Six, seven, eight, nine, ten, jump! One, two, three, four, five, jump! Six, seven, eight, nine, ten. Ten Little Fingers One little, two little, three little fingers.

Four little, five little, six little fingers.

Seven little, eight little, nine little fingers.

Ten little fingers on my hand.

STORY

Sally Gets Dressed

Narrator: Sally has just woken up. It’s time for school. Sally’s mummy comes to help Sally

get dressed. Sally’s sister is in the bathroom. She has washed her hands and face with soap

and water and dried herself with a towel.

Sally’s sister: I'm going to brush my teeth and brush my hair and get nice and clean, clean,

HELLO SALLY!

clean ready for the day!

Mummy: I’m going to help Sally get dressed.

Narrator: Sally's got her shoes and socks on. Sally’s mummy helps her put on her dress.

Mummy: Where does your dress go Sally?

Sally: Over my tummy.

Mummy: There's your hat. Where does it go Sally?

Sally: On my head.

Narrator: Sally’s brother and daddy are in the kitchen ready to have breakfast. Sally’s brother

is putting a plate, a spoon and a glass for the family on the table.

Sally’s brother: Why do we need a plate and a spoon?

Daddy: To eat with, we don’t use our hands.

Sally’s brother: And a glass?

Daddy: To put our milk in.

Narrator: When Sally is dressed and has been to the bathroom she sits down and has breakfast with her family, using her plate spoon and glass.

NURSERY RHYME

Little Robin Redbreast Little Robin Redbreast Sat upon a peg. Wiggle waggle went his tail, Noddle, naddle went his head. Little Robin Redbreast Sat upon a peg. Wiggle waggle went his tail, Noddle, naddle went his head.

CHANTS Red Red, red my favourite colour is red. Happy I’m happy, happy, happy, happy. When I’m happy, this is what I do. Sad I’m sad, sad, sad, sad. When I’m sad, this is what I do. Angry I’m angry, angry, angry, angry. When I’m angry, this is what I do. Story It’s story time, it’s story time. Ready? Open your ears and open your eyes. Let’s listen, let’s watch! A Square A square, a square. Squares are everywhere. Squares over here. Squares over there. Put your square in the air.

HELLO SALLY!

Number Two Two, two, two, two. Show me number two. Big and Small This is big and this is small.






One and Lots of Show me one finger.

Show me one finger.

Now lots, lots, lots.

NURSERY RHYMES Two Small Eyes Two small eyes that open and close. Two small ears, and one little nose. One little mouth, and two small hands. Two small legs to jump up and down. My Hands My hands upon my head I place, On my shoulders, on my face, On my hips, I place them so, Now bend down to touch my toes, Reach up high! Make my fingers fly! Now I clap them 1, 2, 3 And fold them silently.

EXTRAS

SONG Here We Go Looby Loo Here we go Looby loo, here we go Looby light. Here we go Looby loo, all on a Saturday night! Put your right foot in. Put your right foot out. Shake it a little, a little And turn yourself about. Here we go Looby loo, here we go Looby light. Here we go Looby loo, all on a Saturday night! Put your left foot in. Put your left foot out. Shake it a little, a little And turn yourself about. Here we go Looby loo, here we go Looby light. Here we go Looby loo, all on a Saturday night! Put your right hand in. Put your right hand out. Shake it a little, a little And turn yourself about.

HELLO SALLY!

Here we go Looby loo, here we go Looby light. Here we go Looby loo, all on a Saturday night! Put your left hand in. Put your left hand out. Shake it a little, a little And turn yourself about. Here we go Looby loo, here we go Looby light. Here we go Looby loo, all on a Saturday night! Put your whole self in. Put your whole self out. Shake it a little, a little And turn yourself about. Here we go Looby loo, here we go Looby light. Here we go Looby loo, all on a Saturday night! SONG Let Us All Let us all, wash our face, wash our face, wash our face. Let us all, wash our face, so early in the morning. Let us all comb our hair, comb our hair, comb our hair. Let us all comb our hair, so early in the morning. Let us all brush our teeth, brush our teeth, brush our teeth. Let us all brush our teeth, so early in the morning. Let us all put on our clothes, put on our clothes, put on our clothes. Let us all put on our clothes, so early in the morning.

HELLO SALLY!

MATERIALS

Vocabulary flashcards Concept flashcards Story-Poster Seasons and Weather poster Classroom CD Sally mascot Student’s book Flashcards from unit 3 Balls Dressing up box containing items of winter clothing Plastic children’s dolls Dolls clothes Bars of soap Small hand towels Hairbrushes Toothbrushes Red crepe paper/card/tissue paper/transparent paper or different types of red paper and card A square box A collection of square objects Plastic kitchen equipment Soft play physical education mat* Soft play physical education steps* (Red) plastic box Red objects Hoops (red and yellow) Red and yellow ball/construction blocks Construction blocks Construction paper Logic shapes box Red square stickers Red finger paint Painting sponges Image of a robin Photocopies of robins Clothes pegs Clothesline Transparent plastic containers*** Crayons

*Soft play physical education mat or a big bed sheet or blanket folded in half as an alternative.

** Soft play physical education steps or go up and down the first three steps of a set of stairs within the workplace.

***Plastic transparent recycled food containers found at home, possibly ask each child to bring one from home or between the teachers. You could use small plastic transparent food bags.

WORKSHEETS Red finger paint Painting sponges Red crayons

HELLO SALLY!

1. WARM UP TIME

- Sing the song <<Good Morning song>.>CD Track

Language

Good morning children!


- Sing the song <<Hello Can You? >>. CD Track

Language

Let’s sing hello can you?

- Practise hello, good morning and how are you? With Sally.

Language

Hello children.





How are you?

Sally says how are you? What did Sally say?

How are you?

- Practise how are you feeling?

- Recite the chant << Happy>>. CD track

- Recite the chant << Sad>>. CD track

- Recite the chant <<Angry>>. CD track

Language





- Recite the <<Morning Prayer >>.CD Track

- Practise Happy New Year. Language

Sally says Happy New Year, everybody!

It’s a new year.

Is it a happy new year? Yes, it is/No, it isn’t. It’s a HAPPY NEW YEAR.

-Recite the chant<<Number Jumping Song>>.

-Recite the chant<< Ten Little Fingers>>.

Language

Let’s count to ten everybody.

Now, let’s sing.

- Play the game: I’m two.

Language

How old are you?

Are you two? Yes, I am/No, I’m not. You’re TWO.

HELLO SALLY!

The children sit down in a big circle and the Teacher rolls the ball to each child and asks them

the question: How old are you? Are you two? The child may respond by saying yes or no or

gesturing by holding two fingers up.

- Play the game: Where’s your?

- Recite the rhyme <<My Hands>>. CD track

Language

Where’s your nose?

Is it here? Yes, it is/No, it isn’t. Your NOSE is here.

Repeat with ear/eye/mouth/finger/hand/leg/foot/arm/head.

Where are your ears/eyes? Are they here? Yes, they are/No, they aren’t. Your ears/eyes are

here.

Encourage the children to stand up and point to the parts of their body with you.

Let’s say the rhyme <<My Hands>>.

- Play the game: Shake hands.

Each child in turn will come out to the teacher when he/she is called and shake hands and start

to understand or even respond to the question.

Language

How are you?

I’m fine thank you.

- Play the game: How many?...Two.

Language

Look! Two fingers.

Are these two fingers? Yes, they are/No, they’re not. These are TWO fingers.

How many? Two.

Look! Two eyes.

Are these two eyes? Yes, they are/No, they’re not. These are TWO eyes.

How many? Two.

Look! Two ears.

Are these two ears? Yes, they are/No, they’re not. These are TWO ears.

How many? Two.

Look! Two arms.

Are these two arms? Yes, they are/No, they’re not. These are TWO arms.

How many? Two.

Look! Two hands.

Are these two hands? Yes, they are/No, they’re not. These are TWO hands How many? Two.

Look! Two legs.

Are these two legs? Yes, they are/No, they’re not. These are TWO legs.

How many? Two.

Look! Two feet.

Are these two feet? Yes, they are/No, they’re not. These are TWO feet.

How many? Two.

- Recite the chant<<Number Two>>. CD track

Language

Stand up everyone.

Show me two fingers.

Show me two eyes.

Show me two ears.

Show me two arms.

HELLO SALLY!

Show me two legs.

Show me two hands.

Show me two feet.

2. CIRCLE TIME

A. The weather

- Teacher is standing by the Seasons and Weather poster. Language What’s the weather like today? Let’s look out of the window. Is it sunny? Yes, it is/No, it isn’t. It’s SUNNY/It’s not SUNNY. Make a circling motion with both arms. Is it raining? Yes, it is/No, it isn’t. It’s RAINING/It’s not RAINING. Move fingers as if it is raining. Is it windy? Yes, it is/No, it isn’t. It’s WINDY/It’s not WINDY. Move arms from side to side. Is it cloudy? Yes, it is/No, it isn’t. It’s CLOUDY/It’s not CLOUDY. Using both hands make a cloud shape with fingers. Is it snowy? Yes, it is/No, it isn’t. It’s SNOWY/It’s not SNOWY. Using both hands make a snowflake shape with fingers and move them up and down.




C. The season

- Teacher is standing by the Seasons and Weather poster. Language What season is it? Is it autumn/winter/spring/summer? Yes, it is /No, it isn’t. It’s WINTER. In winter it’s cold. Is it cold in winter? Yes, it is /No, it isn’t. It’s COLD.

HELLO SALLY!

D. Routines

What’s your name? Is your name….? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… Are you a boy/girl? Yes, I am/No, I’m not. You’re a BOY/GIRL. How are you? How are you feeling? Are you happy? Yes, I am/ No, I’m not. You’re HAPPY. Are you feeling sad? Yes, I am/ No, I’m not. You’re SAD. Are you angry? Yes, I am/ No, I’m not. You’re ANGRY. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. Is it morning/afternoon? Yes, it is/No, it isn’t. It’s MORNING/AFTERNOON. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it winter? Yes, it is/No, it isn’t. It is WINTER. Is it cold? Yes, it is/No, it isn’t. It’s COLD. Let’s pray. Everybody sit down/stand up. Happy New Year! Let’s count to ten. Let’s sing.

E. Let’s talk

- The teacher revises the topic by asking questions. Language Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t She is SALLY. Sally is a girl. Is she a girl? Yes, she is/No, she isn’t She is a GIRL. Is her hat red? Yes, it is /No, it isn’t. Her hat is RED. When it’s winter we put on hats, scarves, gloves, coats and boots. (Show flashcards unit 3.) Is this a hat/scarf/coat/? Yes, it is/ No, it isn’t. This is a HAT/SCARF/ /COAT. Are these gloves/boots? Yes, they are/ No, they aren’t. These are BOOTS/GLOVES. Look! Two fingers. Are there two fingers? Yes, there are/No, there aren’t. There are TWO fingers. Sally’s got two eyes/two ears/two hands/two feet/two arms/two legs. Has she got two eyes/two ears/two hands/two feet/two arms/two legs? Yes she has/No she hasn’t. She’s got TWO eyes/TWO ears/TWO hands/TWO feet/TWO arms/TWO legs. Here is her nose/face/eyes/mouth. Is this her nose/face/eyes/mouth? Yes, it is/No, it isn’t. This is her NOSE/FACE/EYES/MOUTH. Where’s your? My socks and shoes go on my feet. Do socks and shoes go on my feet? Yes, they do/No, they don’t. They go on my FEET. This is how I wash my hands and face. We use soap. Do we wash with soap? Yes, we do/No, we don’t. We WASH WITH SOAP. We use a towel to dry our hands and face. Do we dry with a towel? Yes, we do/No, we don’t. We DRY WITH A TOWEL. I’m brushing my teeth. Am I brushing my teeth? Yes, I am/No, I’m not. I’m BRUSHING MY TEETH.

HELLO SALLY!

I’m brushing my hair. Am I brushing my hair? Yes, I am/No, I’m not. I’m BRUSHING MY HAIR. Can we find anything in the classroom the colour red? Can we find anything with the shape of a square? How old are you? Are you two? Yes, I am/No, I’m not. You’re TWO. Let’s look on the wall. I can see a small circle/square /big circle/square /number one/number two/the colour yellow/the colour red. How are you? Are you fine? Yes, I am/No, I’m not. I’M FINE. Can you say please? Yes, I can/No, I can’t. You can say PLEASE. Can you say thank- you? Yes, I can/No, I can’t. You can say THANK YOU. 3. LET’S LEARN

A. Concepts

1. Square 2. Big and small 3. Number two 4. Red 5. One and lots of

- The teacher introduces the concept flashcards, showing them one by one, or as you may now have the concept flashcards on the wall in your designated English area, you can ask the children questions instead of telling them what you can see. As a constant reference for the children leave the main flashcards on the wall from one term to the next: the numbers, shapes, colours… a) A big red square

- The teacher traces a big square shape with his/her finger. - Recite the chant <<Big and Small>>. CD track

- Recite the chant<<A Square >>. CD track

Language Is it a big red square? Yes, it is/ No, it isn’t. It’s a BIG RED SQUARE. Let’s chant << Big and Small>>. Let’s chant <<A Square>>. b). A small red square

- The teacher traces a small square shape with his/her finger. - Recite the chant <<Big and Small>.> CD track


Language Is it a small red square? Yes, it is/ No, it isn’t. It’s a SMALL RED SQUARE. Let’s chant << Big and Small>>. Let’s chant <<A Square>>. c) Number two

- The teacher holds up two fingers. Gesturing to the children to do the same. - Recite the chant<<Number Two>>. CD track

Language Is this number two? Yes, it is/ No, it isn’t. It is number TWO. Let’s chant <<Number Two>>.

HELLO SALLY!

d) The colour red

- The teacher shows the flashcard. - Recite the chant <<Red>>. CD track

Language Is this red? Yes, it is/ No, it isn’t. It is RED. Recite the chant <<Red>>. e) One and lots The teacher shows the flashcard with one finger, holding up one finger to show one. The teacher shows the flashcard with lots of fingers. Recite the chant <<One and Lots of>> .CD track Language Look one finger. Is this one finger? Yes, it is /No, it isn’t. It’s ONE finger. Look lots of fingers. Are there lots of fingers? Yes, there are/No, there aren’t. There are lots of fingers. Let’s chant <<One and Lots of>>.

A. Play the game Find me. -This is another method of practising the concepts using the flashcards that are in your designated English area. Whilst the children are sat in the circle ask a child to go and find one of the concept cards you have on the wall. Language Find me a big yellow circle. Find me a small yellow circle. Find me a big red square. Find me a small red square. Find me the colour yellow. Find me the colour red. Find me number one. Find me number two. Find me one finger. Find me lots of fingers. B. Vocabulary flashcards Mouth Arm Head Finger Hand Nose Eye Ear Foot Leg - The teacher shows the flashcards: After showing the flashcards, when you have reached the end of week one, you can start to ask: Is this a mouth? Yes, it is/No, it isn’t. It’s a mouth.

C. Flashcard activities/games and extra vocabulary activities/games

HELLO SALLY!

- Play the game: On my head, over my tummy. From the previous games you should have a collection of clothing items for the children to dress up in. Using those items of clothing you can play this game. Show the children (a hat) and ask them what it is and where it goes. Show them and tell them: (on your head). You can use all the clothing emhasisng the part of the body the clothing will cover. And let them dress up by themselves, they will be more aware of where they are putting the clothing.

- Play the game: Point, point. Lay the flashcards on the floor and explain to the children that you are going to point to a part of your (face)body and the children have to find the flashcard that corresponds, from the floor. Give them a physical example first. Or the teacher shows a flashcard and the children all have to point to that part of their (face)body.

- Play the game Find the flashcard. Stick the flashcards around the classroom, on the walls at child height, with blu -tack. Then ask a child in turn to get you, for example: (the nose). When they give you the flashcard they must repeat the word.

- Play the game: Dolls. The material for this activity should be something once again found within the classroom, you will need quite a few plastic dolls and clothes that fit them, if there aren’t enough for each child to have one each you could do the activity in two groups. You can point out the different parts of the body of the doll and then ask where certain pieces of clothing go. Then, once again, let the children play freely dressing the dolls.

- Play the game: Body ball. You will need a box of balls for this activity. Give each child a ball and touch different parts of your body with the ball, verbalising the parts, the children will copy you. After doing this activity a couple of times you can say to the children “touch your leg” for example and see if they remember. In the second week of this unit you can start to introduce the extra vocabulary through play, the children would have heard this vocabulary in the story or on the Story-Poster so it will not be new to them, however this will help for them to put that vocabulary more into context.

- Play the game: Wash, wash, wash. This is a box, prepared previously to the activity with bars of soap, towels, hairbrushes and toothbrushes (all new). The idea is for you to explain the use of each item and the importance of water when we are using these items. Then let the children play freely letting them smell and touch the items and basically discover by themselves you could put out small bowls of water to let them wash their hands and face. Language

We are going to play a game called Wash, wash, wash.

Look in this box!

There is soap and there are towels, hairbrushes and toothbrushes.

We need soap to wash our hands with water, like this.

Is this soap? Yes, it is/No, it isn’t. It is SOAP.

We need a towel to dry our hands, like this.

Is this a towel? Yes, it is/No, it isn’t. It is a TOWEL.

We use a toothbrush to brush our teeth, like this.

Is this a toothbrush? Yes, it is/No, it isn’t. It is a TOOTHBRUSH.

And we use a hairbrush to brush our hair, like this.

Is this a hairbrush? Yes, it is/No, it isn’t. It is a HAIRBRUSH.

Let’s all have a look at the objects!

Let’s play, touch and smell!

Here are some bowls of water.

One at a time let’s wash our hands with soap and dry our hands with the towel.

It’s important that your hands are clean.

HELLO SALLY!

We need water to do that.

- Play the game: Let’s pretend.

For this activity the objects are usually found in the classroom, plastic kitchen equipment: plates, spoons and cups. Explain to the children what they are and what we use them for and let them play freely. D. Story-Poster (Optional everyday activity) - Teacher stands by the unit Story-Poster. Let’s have a look at the Story-Poster. What can we see? - The teacher tells the children what he/she can see on the Story-Poster. Language This is a house. This is the bedroom. There are two bedrooms. This is the bathroom. This is the kitchen. This is the living room. This is Sally’s sister. This is a mirror. These are her teeth/eyes/ears. This is her face/nose/mouth. She is going to brush her teeth. This is toothpaste/toothbrush. This is hairbrush/soap/towel/washbasin. Sally is in the bedroom with her mummy. This is a coat. These are trousers/shoes. Sally is wearing shoes and socks. This is a dress/hat. The baby is sleeping. This is Daddy/brother. This is a plate/spoon/glass. This is milk. - After week one into the unit, instead of telling the children what you can see, you can ask them: Language Is this a house? Yes, it is/No, it isn’t. It is a HOUSE. Is this the bedroom? Yes, it is/No, it isn’t. It is the BEDROOM. Are there two bedrooms? Yes, there are/No, there aren’t. There are TWO BEDROOMS. Is this the bathroom? Yes, it is/No, it isn’t. It is the BATHROOM. Is this the kitchen? Yes, it is/No, it isn’t. It is the KITCHEN. Is this the living room? Yes, it is/No, it isn’t. It is the LIVING ROOM. Is she Sally’s sister? Yes, she is/No, she isn’t. She is Sally’s SISTER. Is this a mirror? Yes, it is/No, it isn’t. It is a MIRROR. Are these her teeth/eyes/ears? Yes, they are/No, they aren’t. These are her TEETH/EYES/EARS. Is this her face/nose/mouth? Yes, it is/No, it isn’t. It is her FACE/EYES/NOSE/MOUTH. Is she going to brush her teeth? Yes, she is/No, she isn’t. She is going to BRUSH HER TEETH. Is this the toothpaste/toothbrush? Yes, it is/No, it isn’t. It is the TOOTHPASTE/TOOTHBRUSH. Is this the hairbrush/soap/towel? Yes, it is/No, it isn’t. It is the HAIRBRUSH/SOAP/TOWEL.

HELLO SALLY!

Is Sally in the bedroom with her mummy? Yes, she is/No, she isn’t. She is in the BEDROOM with her mummy. Is this a coat? Yes, it is/No, it isn’t. It is a COAT. Are these trousers/shoes? Yes, they are/No, they aren’t. They are TROUSERS/SHOES. Is Sally wearing shoes and socks? Yes, she is/No, she isn’t. She is wearing SHOES/SOCKS. Is this a dress/hat? Yes, it is/No, it isn’t. It is a DRESS/HAT. Is the baby sleeping? Yes he is/No, he isn’t. He is SLEEPING. Is he Daddy/brother? Yes he is/No, he isn’t. He is DADDY/BROTHER Is this a plate/spoon/glass? Yes, it is/No, it isn’t. It is a PLATE/SPOON/GLASS. Is this milk? Yes, it is/No, it isn’t. It is MILK. - The teacher can focus on the extra vocabulary and the TPR actions. Language House Bedroom Bathroom Kitchen Living room Two Feet teeth Brother Mummy Daddy Sister Mirror Brush your teeth Soap Towel Hairbrush Dress Hat Sleeping Coat Trousers Shoes Plate Spoon Glass Milk Toothpaste Toothbrush 4. LET’S SING

A. Songs

- Sing the nursery rhyme<<Little Robin Redbreast>>. CD track Previous to singing the rhyme, show a picture of a Robin and a box of clothes pegs. Explain that we use the clothes pegs to hang clothes on the clothesline. Explain that a robin is a bird often found in the garden and that sometimes they sit on the pegs. Then attach a piece of clothesline or thick string from one point to another in the classroom at the children’s height give each child a photocopy of a Robin and let the children peg the robins to the clothes line, then sing the rhyme. Language and activities Before we sing <<Little Robin Redbreast>>. I want you to look at this picture, it’s a robin. The robin has got a head and eyes and feet like you. Robins often sit on clotheslines or pegs in the garden. These are pegs and this is a clothesline, where we hang our clothes. Let’s see if we can peg the robins on the clothesline. Now, let’s sing. - Sing the song << Looby Loo >>.CD track Before listening to the song you can play <<Where’s your? >> And practise the actions from the song. Language and activities Before we sing <<Looby Loo>> let’s play the game <<Where’s your? >>. Now, everybody stand up. Can you shake your head, your hands and your feet? Now turn around and around. Don’t get dizzy. Now, let’s sit down and rest before we sing the song. Stand up everybody. Hold hands in a circle. Let’s sing. - Sing the song << Let Us All >>. CD track Previous to listening to the song, play with the <<Wash, wash, wash>> box. Language and activities

HELLO SALLY!

Before we sing the song << Let Us All >>. Let’s play with the<<Wash, wash, wash>> box. Everybody pretend to wash your face. Like this. Is this a towel? Yes, it is/No, it isn’t. It’s a TOWEL. Dry your face like this. Shall we go and wash our hands in the bathroom. We need soap and water. Do we need soap? Yes, we do/No, we don’t. We need SOAP. Do we need water? Yes, we do/No, we don’t. We need WATER. Let’s take the soap. Let’s wash our hands with soap and water. Then we can dry them with a towel. Well done. Let’s go and sit down again. Now our hands are clean, clean, clean. Is this a toothbrush? Yes, it is/No, it isn’t. It’s a TOOTHBRUSH. What do we use a toothbrush for? To brush our teeth. Like this. Is this a hairbrush? Yes, it is/No, it isn’t. It’s a HAIRBRUSH. What do we use a brush for? To brush our hair. Like this. Now we are all clean, clean, clean Let’s sing.

B. Rhymes

- Recite the rhyme <<Two Small Eyes >>. CD track

- Recite the rhyme << My Hands >>. CD track

5. LET’S PLAY

A. Movement: Jumping

Language and activities - Play the game: Jump like a…. Make sure that you have a big empty space to practice jumping with the children and show them how to jump like a kangaroo or a rabbit or a frog or all three. Language Ready everybody let’s all jump like frogs. Now let’s be rabbits or kangaroos. Jump everyone feet together. - Let’s sing: <<Number Jumping Song>>. Put on the jumping song and sing and count. Language Ready everybody? We are going to jump and count. Let’s put the number jumping song on. And jump. - Play the game: Jump the mat. You will need a P.E mat that’s not too wide and quite a big space. In pairs and holding hands get the children to jump over the width of the mat with their partner. Language Today we are going to jump over this mat.

HELLO SALLY!

Watch I’ll show you. Feet together and jump. Now two at a time and holding hands. Ready, stand close to the mat and jump, feet together. Well done!


1. Red 2. Number two 3. Square 4. One and lots of

a) Red

- Recite the chant <<Red>>. CD track

- Recite the chant <<A Square>>. CD track

- Play the game: The magic red box.

Previous to this activity, you would need to inform parents that this term you will be working on

the colour red and that if each child could participate, by bringing in an object that is the colour

red, to put in The magic red box. You could start the box off by finding objects in the classroom

a red crayon, a plastic apple or tomato etc…When you have enough objects you can look at the

red objects with the children looking at what they are and their colour and then letting them play

freely.

Language

Look at this box.

It’s red.

Is it red? Yes, it is/No, it isn’t. It’s RED.

This is the magic red box.

Inside this box everything is the colour red.

These objects you have brought from home.

Who brought this?

Let’s have a look.

A tomato….

Is the tomato red? Yes, it is/No, it isn’t. The tomato is RED.

Let’s sing the chant <<Red>>.

Now let’s play with the objects.

- Play the game: Is it yellow, is it red?

For this game you will need, a red and yellow hoop and a box of red and yellow balls or

construction blocks. The idea is for the children to differentiate between the colour red and

yellow and classify each colour in its’ correct hoop.

Language

We are going to play the game: Is it yellow, is it red?

Look at these hoops.

Is this yellow? Yes, it is/No, it isn’t. It’s YELLOW.

Is this red? Yes, it is/No, it isn’t. It’s RED.

Now I’m going to put each one on the floor.

Look at these balls.

HELLO SALLY!

Is this ball yellow? Yes, it is/No, it isn’t. It’s a YELLOW ball.

Go and put this one in the yellow hoop.

Is this ball red? Yes, it is/No, it isn’t. It’s a RED ball.

Go and put this one in the red hoop.

Let’s all have a go!

I’m going to put the balls on the floor.

Let’s see if you can put each ball in the right coloured hoop.

- Do the activity: My red hands.

On construction paper draw a big red square and stick the paper on the wall, one by one the

children can stamp a red hand print inside the square you being the first.

Language

We are going to the activity: my red hands

Are these hands? Yes, they are/No, they’re not. These are HANDS.

Is this a square? Yes, it is/No, it isn’t. It’s a SQUARE.

Let’s sing the chant <<A Square>>.

This is red paint.

Is this red? Yes, it is/No, it isn’t. It’s RED.

Let’s sing the chant<<Red>>.

Watch, I’m going to paint my hand red and stamp inside the square.

Afterwards I have to go and wash my hands with soap and water.

Follow me everybody to the bathroom.

Now who wants a go?

b) Number two

- Recite the rhyme <<Two Small Eyes>>. CD track

- Recite the chant <<Number Two>>. CD track

- Play the game: I’ve got…

Using Sally the mascot, show the children that she has got two eyes, ears, arms, hands, legs

and feet and that you also have two eyes, ears, arms, hands legs and feet. Ask questions about

Sally, yourself and the children focusing at all times on the number two. You can also recite the

rhyme <<Two Small Eyes>>.

Language

Hello children.


Sally says that today we are going to play with the number two.

How many fingers am I holding up?

Are there two fingers? Yes, there are/No, there aren’t. There are TWO fingers.

Who knows where number two is? Can you find it on the wall?

Let’s sing <<Number Two>>.

Look at Sally.

Has Sally got two eyes/ears/arms/hands/legs/feet? Yes, she has/No, she hasn’t. She has got

TWO EYES/EARS/ARMS/HANDS/LEGS/FEET.

What about me?

Have I got two eyes? Yes, you have/No, you haven’t. I’ve got TWO EYES.

What about you?

Have you got two ears? Yes, I have/No, I haven’t. You’ve got TWO EARS.

Wave two hands everybody.

Stamp two feet everybody.

Let’s sing <<Two Small Eyes>>.

HELLO SALLY!

- Play the game: Take two.

Put in the middle of the floor lots of construction blocks and get each child one by one, to come

and take two blocks and then let them build their small tower with the blocks.

Language

Look at me everyone.

Are there two fingers? Yes, there are/No, there aren’t. There are TWO fingers.

Let’s chant << Number Two>>.

Look at all these blocks.

I am going to take two.

How many have I got?

Have I got two? Yes, you have/No, you haven’t. I’ve got TWO.


Take two.

How many blocks have you got? Two.

- Play the game: Follow the pair.

Put the children into pairs, holding hands and then do different activities with them, whilst they

are in their pair. For example: Jump, walk, crouch down, stand up, sit down, fly etc….

Language

Let’s play follow the pair! Now we all need to stand in two’s like this. And hold hands with your partner like this. Are we in two’s? Yes, we are/No, we aren’t. You are in TWO’S. Let’s sing the chant <<Number Two>>. Now everybody follow me in your pair. Let’s jump, sit down. Remember don’t let go of your partners hand. Let’s walk, let’s run, let’s crouch down, let’s stand up, let’s fly, etc…..

b) Square

- Recite the chant <<A Square>>. CD track

- Play the game: It’s a square.

In a square box collect a few square objects: a serviette, a construction block a square piece of

paper and a square from the box of logic shapes. Introduce a square and the objects that are

square shaped to the children and sing<<A square>>.

Language Let’s play: It’s a square.

Look at my square box.

In the box there are different shaped square objects.

Are they square? Yes, they are/No, they’re not. They are SQUARE.

Let’s recite the chant<<A Square>>.

Let’s have a look there is a serviette/a construction block etc…

Are they square? Yes, they are/No, they’re not. They are SQUARE.

Everybody come and take something square.

Stand up.

Now let’s sing << A Square>>.

- Do the activity: Square collage.

Previous to this activity you will need to have cut out red square shapes from different types of

HELLO SALLY!

paper and card. Then on construction paper draw a square paste on some glue and let the

children stick the paper freely inside the squares.

Language Today we are going to make a square collage. Let’s look at all these different types of square paper. Are they square? Yes they are/No they’re not. They are SQUARE.

Let’s sing << A Lovely Square>>. Are they red? Yes, they are/No, they’re not. They are RED.

Let’s touch them some of the paper. Some feels rough and some feels smooth. Look this is transparent, this isn’t. Let’s put the pieces of paper back in the box. Look over here. This is a square. Is it a square? Yes, it is/No, it isn’t. It is a SQUARE. I’m going to put some glue inside the squares. And let’s stick the paper squares on. Like this.

- Play the game Circle or square.

In a bag place circles and squares from the logic box. Get each child in the class to come and

take a shape and see if they know whether it is a circle or a square, they get to keep their

shape.

Language Let’s play circle or square.

Inside this bag there are circles.

Is this a circle? Yes, it is/No, it isn’t. It’s a CIRCLE.

And squares.


Look I’m going to take a shape out of the bag.

My eyes are closed.

What shape is it?


Who wants to have a go?

d) One and lots.

- Recite the chant <<One and Lots of>>. CD track - Say the rhyme <<My Hands>>. CD track

- Play the game: Shake it!

You will need various plastic transparent containers and lots of crayons. In a plastic container put one crayon and in the other lots of crayons. Show the children ask them how many crayons are in each container, then shake each container and compare how each sounds with one crayon or lots. Then do the same with the rest of the containers and let the children shake the containers, verbalising one and lots. Language

This is a plastic container it’s transparent, look I can see through it.

These are crayons.

Now I’m going to put one crayon in this plastic container.

Is this one crayon? Yes, it is/No, it isn’t. It is ONE crayon.

And I’m going to put lots of crayons in this container.

Are these lots of crayons? Yes, they are/No, they aren’t. They are LOTS of crayons.

Let’s shake the containers.

Listen to the sound each one makes.

HELLO SALLY!

One makes lots of sound, the other doesn’t.

Do you want to play? Yes!

Let’s shake.

- Play the game: Finger, fingers. This game is simple you just need your fingers. Hold up one finger and then lots let the children do it with you with you, shaking your fingers, or hiding them behind your back, repeating one and lots and then chant <<One and Lots of>>. Language Look one finger. Is this one finger? Yes, it is/No, it isn’t. It’s ONE finger. Look lots of fingers. Are there lots of fingers? Yes, there are/No, there aren’t. There are LOTS of fingers. Now it’s your turn. Put your hands behind your back and show me one, One. Now put your hands behind your back and show me lots, Lots. Let’s wiggle are fingers. Now let’s chant <<One and Lots of>>.

- Do the activity: Children and teacher’s hands! For this activity you will need a big sheet of construction paper and red finger paint. Draw a line down the middle of the paper and stick it to the wall. Sing the rhyme <<My hands>>. Then paint your hand and print it on one side and then the children print their hands on the other side, when you have finished you can explain there is one hand print and lots of hand prints. Language Where are your hands? Are these your hands? Yes, they are/No, they aren’t. These are your HANDS Let’s sing the rhyme <<My Hands>>. Now, I’ve got paint. Is it red? Yes, it is/No, it isn’t. It’s RED. I’m going to paint my hand red and make a hand print on this paper. Watch. Is there one hand print? Yes, there is/No, there isn’t. There is ONE hand print. Now you’re going to make lots of hand prints. Let’s paint our hands red. Look at all these hand prints. There are lots. Are there lots? Yes, there are/No, there aren’t. There are LOTS. 6. TABLE TIME Worksheet 1 Objective To identify the parts of Sally’s face. Activities Listen to the nursery rhyme «Two Small Eyes». Stamp a finger print on Sally’s nose. Materials Student’s book. Red finger paint. Sally the mascot. The rhyme <<Two Small Eyes>>. CD track The game << Where’s your? >>. (From warm up activities).

HELLO SALLY!

Red finger paint. Language and activities Play with Sally the class mascot and identify the parts of her face. Chant the rhyme <<Two Small Eyes>>. Play the game <<Where’s your? >>.

Language Today’s worksheet is a picture of Sally’s face. Can you see? Her hair, her head, her ears, her eyes, her nose and mouth. Where is Sally? Let’s all say together Sally where are you? Here she is. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Sally says hello. What did Sally say? HELLO. Who can show me where Sally’s hair, head, ears, eyes, nose, mouth are? Well done! Let’s say the rhyme <<Two Small Eyes>>. Now we are going to play the game <<Where’s your? >>. Now it’s time to do the worksheet. We are going to put a red finger print on Sally’s nose. Is this Sally’s nose? Yes, it is/No, it isn’t. It’s Sally’s NOSE. Where’s your nose? Good! Point to Sally’s nose. Now let’s put our finger in the paint and stamp a finger print on her nose. Worksheet 2 Objectives To identify the colour red. To work on the nursery rhyme «Little Robin Redbreast».

Activities Listen to the nursery rhyme «Little Robin Redbreast». Colour the Robin Red using a red crayon. Materials Student’s book The nursery rhyme <<Little Robin Redbreast>>. CD track Red crayons. The chant <<Red >>. CD track Language and activities Observe the worksheet and comment. Sing the rhyme <<Little Robin Redbreast>>. Do the activities from the rhyme << Little Robin Redbreast >>. Show the children a red crayon and talk about the colour. Recite the chant <<Red>>. Language Let’s have a look at today’s worksheet. This is a clothesline and these are clothes pegs. I can see a robin sat on a clothes peg. Let’s sing the rhyme <<Little Robin Redbreast>>. Now we are going to the activities with the robin. Well done! Look at this crayon it is red.

HELLO SALLY!

Is this crayon red? Yes, it is/No, it isn’t. It’s RED. Little robin redbreasts are red. Lets’ sing the chant <<Red>>. Now we are going to colour the robin with the red crayons. Worksheet 3 Objective To identify the items we use for personal cleanliness. Activities Listen to the song «Let Us All». Stamp a paint sponge on the items we use for personal cleanliness in the mornings. Materials Student’s book. Paint sponges. Paint. The game <<Wash, wash, wash>>. (From flashcard games and activities). The song <<Let Us All>>. CD track Language and activities Observe the worksheet. Play the game <<Wash, wash, wash>>. Sing the song<< Let Us All>>. Language Look at today’s worksheet everyone. What objects do we use in the morning? Is this soap/ a toothbrush/ a hairbrush? Yes, it is/No, it isn’t. This is SOAP/A TOOTHBRUSH/A HAIRBRUSH. We use soap to wash our hands and face. (Use gestures.) A toothbrush to brush our teeth. (Use gestures.) A hairbrush to brush our hair. (Use gestures.) Let’s look at the worksheet again. There is a plate and spoon. We don’t use these objects to get clean. Let’s play <<Wash, wash, wash>>. Now let’s sing <<Let Us All>>. Look at these sponges, we are going to put red paint on them and stamp the sponge on the soap, toothbrush and hairbrush. Well done! 7. STORY TIME

The story can be read or listened to. Recite the chant <<Story>>. Sally gets dressed. CD track It is important to take into consideration when you are teaching small children English that when you ask a question, quite often they will respond in their mother tongue. However, by responding to the question, this shows they have understood and you will be able to work on teaching them the correct way to respond in English. Questions related to the story:

HELLO SALLY!

Is Sally in the bedroom? Yes, she is/No, she isn’t. She is in the BEDROOM. Is Sally’s sister in the bathroom? Yes, she is/No, she isn’t. She is in the BATHROOM. Has Sally’s sister washed her face? Yes, she has/No, she hasn’t. She has washed her FACE. Did she use soap and water? Yes, she did/No, she didn’t. She used SOAP and WATER. Did she use a towel to dry with? Yes, she did/No, she didn’t. She used a TOWEL Has she got a toothbrush and toothpaste in her hand? Yes, she has/No, she hasn’t. She has got a TOOTHBRUSH and TOOTHPASTE in her HAND. Is she going to brush her teeth? Yes, she is/No, she isn’t. She is going to BRUSH her TEETH. Has Sally got her shoes on her feet? Yes, she has/No, she hasn’t. She has got her SHOES one her FEET. Does her dress go over her tummy? Yes, it does/No, it doesn’t. The DRESS goes over her TUMMY Does her hat go on her head? Yes, it does/No, it doesn’t. Her HAT goes on her HEAD. Are brother and Daddy setting the table? Yes, they are/No, they aren’t. They are SETTING the TABLE. Are they going to have breakfast? Yes, they are/No, they aren’t. They are going to have BREAKFAST. 8. LET’S SAY GOODBYE



HELLO SALLY!


1.Warm up -Sing the song <<Good Morning Song>.>CD Track Language Let’s sing good morning. -Sing the song <<Hello Can you? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning. and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/no, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track

1.Warm up -Sing the song <<Good Morning Song>.>CD Track Language Let’s sing good morning. -Sing the song <<Hello Can you? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/no, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track

1.Warm up -Sing the song <<Good Morning Song>.>CD Track Language Let’s sing good morning. -Sing the song <<Hello Can you? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/no, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>.

1.Warm up -Sing the song <<Good Morning Song>.>CD Track Language Let’s sing good morning. -Sing the song <<Hello Can you? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/no, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>.

1.Warm up -Sing the song <<Good Morning Song>.>CD Track Language Let’s sing good morning. -Sing the song <<Hello Can you? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/no, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track

HELLO SALLY!

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Practise Happy new year Language Sally says happy new year, everybody! It’s a new year. Is it a happy new year? Yes, it is/No, it isn’t. It’s a HAPPY NEW YEAR. -Sing the song <<Number Jumping Song>>. <<Ten Little Fingers>>. Language Let’s count to ten everybody. Now let’s sing. -I’m two. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk.

Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Practise Happy new year Language Sally says happy new year, everybody! It’s a new year. Is it a happy new year? Yes, it is/No, it isn’t. It’s a HAPPY NEW YEAR. -Sing the song <<Number Jumping Song>>. <<Ten Little Fingers>>. Language Let’s count to ten everybody. Now let’s sing. -Where’s your?

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Practise Happy new year Language Sally says happy new year, everybody! It’s a new year. Is it a happy new year? Yes, it is/No, it isn’t. It’s a HAPPY NEW YEAR. -Sing the song <<Number Jumping Song>>. <<Ten Little Fingers>>. Language Let’s count to ten everybody. Now let’s sing. -Where’s your? 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Practise Happy new year Language Sally says happy new year, everybody! It’s a new year. Is it a happy new year? Yes, it is/No, it isn’t. It’s a HAPPY NEW YEAR. -Sing the song <<Number Jumping Song>>. <<Ten Little Fingers>>. Language Let’s count to ten everybody. Now let’s sing. -I’m two 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season.

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Practise Happy new year Language Sally says happy new year, everybody! It’s a new year. Is it a happy new year? Yes, it is/No, it isn’t. It’s a HAPPY NEW YEAR. -Sing the song <<Number Jumping Song>>. <<Ten Little Fingers>>. Language Let’s count to ten everybody. Now let’s sing. -How many…? 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk.

HELLO SALLY!

3.Let’s learn -Concept flashcards. . Chant<<A Square >> Chant<<Number Two>> -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing -Activities related to songs rhymes: << Let Us All>> << Here We Go Looby Loo >>. Rhyme <<Two Small Eyes>>. 5.Let’s play -Movement: Jump like a... -Two: I’ve got....

-Square: It’s a square. 7.Story time Chant<<Story>>. -Unit story: Sally gets dressed. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<One and Lots >>. Chant<<Number Two>>. -Game: Find me -Vocabulary flashcards. -Number flashcards. -Story-Poster 4. Let’s sing Activities related to songs and rhymes: <<Here we go Looby loo>>. <<Little Robin Redbreast >>. Rhyme<<Two Small Eyes>>. 5.Let’s play -Movement: Jump like a…

-One and lots: Fingers, fingers. -Red: The magic red box.

-Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<Number Two>>. Chant<<Red>>. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Body ball. 4. Let’s sing Activities related to songs and rhymes: <<Here We Go Looby Loo>>. <<Little Robin Redbreast>>. Rhyme <<My Hands>>. 6.Table time -Worksheet 1. 7.Story time Chant<<Story>.> -Unit story: Sally gets dressed. -Questions. 8.Let’s say goodbye <<Goodbye Song>>

-Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. Chant<<One and Lots>>. Chant <<Number Two>>. Game: Find me.

-Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Over my head, over my tummy. 4. Let’s sing Activities related to songs and songs: << Here We Go Looby Loo >>. <<Let Us all>>. Rhyme<<Two Small Eyes>>. 5.Let’s play -Movement: Jump like a…. -Two: Take two. -One and lots: Shake it. 7.Story time Chant<<Story>>.

-Unit story: Sally gets dressed. -Questions.

3.Let’s learn -Concept flashcards. . Chant<<A Square>>. Chant<<Red>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Body ball. 4. Let’s sing Activities related to songs and songs: <<Little Robin Redbreast>>. <<Let Us All>>. Rhyme <<My hands>>. 5.Let’s play -Movement: <<Number Jumping Song>>. -Two: Follow the pair.

-Square: Square collage. 7.Story time Chant<<Story>>. -Story: Little red riding hood. 8.Let’s say goodbye <<Goodbye Song>>

HELLO SALLY!

7.Story time Chant<<Story>>. -Unit story: Sally gets dressed. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

8. Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

WEEK 2

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can you? >>.CD Track Language Let’s sing hello can you?> CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/no, she didn’t. She said HELLO. Good morning children Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling?

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can you? >>.CD Track Language Let’s sing hello can you?> CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/no, she didn’t. She said HELLO. Good morning children Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track



1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can you? >>.CD Track Language Let’s sing hello can you?> CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/no, she didn’t. She said HELLO. Good morning children Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>.

HELLO SALLY!

-Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Practise Happy new year. Language Sally says happy new year, everybody! It’s a new year. Is it a happy new year? Yes, it is/No, it isn’t. It’s a HAPPY NEW YEAR. -Sing the song <<Number Jumping Song>>. <<Ten Little Fingers>>. Language Let’s count to ten everybody. Now let’s sing. - How many? Two. 2.Circle time

Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Practise Happy new year. Language Sally says happy new year, everybody! It’s a new year. Is it a happy new year? Yes, it is/No, it isn’t. It’s a HAPPY NEW YEAR. -Sing the song <<Number Jumping Song>>. <<Ten Little Fingers>>. Language Let’s count to ten everybody. Now let’s sing. I’m two. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>.

Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Practise Happy new year. Language Sally says happy new year, everybody! It’s a new year. Is it a happy new year? Yes, it is/No, it isn’t. It’s a HAPPY NEW YEAR. -Sing the song <<Number Jumping Song>>. <<Ten Little Fingers>>. Language Let’s count to ten everybody. Now let’s sing. -How many? 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>.

Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Practise Happy new year. Language Sally says happy new year, everybody! It’s a new year. Is it a happy new year? Yes, it is/No, it isn’t. It’s a HAPPY NEW YEAR. -Sing the song <<Number Jumping Song>>. <<Ten Little Fingers>>. Language Let’s count to ten everybody. Now let’s sing. - I’m two. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Practise Happy new year. Language Sally says happy new year, everybody! It’s a new year. Is it a happy new year? Yes, it is/No, it isn’t. It’s a HAPPY NEW YEAR. -Sing the song <<Number Jumping Song>>. <<Ten Little Fingers>>. Language Let’s count to ten everybody. Now let’s sing. - I’m two. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. - Routines. -Let’s talk.

HELLO SALLY!

-The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. - Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<A Square>>. -Chant<<Number Two>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Flashcard game: Point, point. 4. Let’s sing Activities related to songs and rhymes: << Here We Go Looby Loo>>. <<Little Robin Redbreast>>. Rhyme <<My Hands>>. 5.Let’s play -Movement: Jump the mat. -Red: The magic red box. -Square: Circle or square. 7.Story time

-The season. - Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<One and Lots>>. -Chant <<Red>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Point, point. 4. Let’s sing Activities related to songs and rhymes: << Let Us All >>. <<Little Robin Redbreast>> Rhyme <<My Hands>>. 5.Let’s play -Movement: Jump the mat. -Red: Is it yellow? Is it red? :One and lots: Finger, fingers. 7.Story time -Chant<<Story>>. -Unit story: Sally gets dressed. -Questions.

-The season. - Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Big and Small>.> -Chant<<Red>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Flashcard game: Find the flashcard.

4. Let’s sing Activities related to songs and Rhymes: << Here we go Looby Loo>>. <<Let Us All>>. Rhyme<<Two Small Eyes>>. 5.Let’s play -Red: The magic red box. 6.Table time -Worksheet 2. 7. Story time Chant<<Story>>. -Story: Little red riding hood.


-The season. - Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Number Two>>. Chant<<A Square >>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Body ball. 4. Let’s sing Activities related to songs and Rhymes: <<Little Robin Redbreast>> <<Let Us All >>. Rhyme<< Two Small Eyes>>. 5.Let’s play -Movement: <<Number Jumping Song>>. -Two: I’ve got two. -Square: It’s a square.

7.Story time -Chant<<Story>>. -Unit story: Sally gets dressed. -Questions.

3.Let’s learn -Concept flashcards. . - Chant <<One and Lots>>. -Chant<<Red>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Let’s pretend. 4. Let’s sing Activities related to songs and rhymes: <<Let Us All >>. <<Here we go Looby Loo>>. Rhyme<<My Hands>>. 5.Let’s play -Movement: Jump the mat. -Red: My red hands. -One and lots: Finger, fingers.

7.Story time Chant<<Story>>. -Story: Little red riding hood.

8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

-Chant<<Story>>. -Story: Little red riding hood.

HELLO SALLY!

WEEK 3

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can you? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can you? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>.



1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can you? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track

HELLO SALLY!

Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning prayer >>.CD Track -Sing the song <<Number Jumping Song>>. <<Ten Little Fingers>>. Language Let’s count to ten everybody Now let’s sing. - Shake hands 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning prayer >>.CD Track -Sing the song <<Number Jumping Song>>. <<Ten Little Fingers>>. Language Let’s count to ten everybody Now let’s sing. -Shake hands 2.Circle time The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Big and Small>>. -Chant<<One and Lots>>.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning prayer >>.CD Track -Sing the song <<Number Jumping Song>>. <<Ten Little Fingers>>. Language Let’s count to ten everybody Now let’s sing. -I’m two 2. Circle time The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. - Chant <<A Square>>. -Chant<<Number Two >>.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning prayer >>.CD Track -Sing the song <<Number Jumping Song>>. <<Ten Little Fingers>>. Language Let’s count to ten everybody Now let’s sing. -How many? 2.Circle time The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Big and Small>>. -Chant<<Red >>. -Game: Find me.

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning prayer >>.CD Track -Sing the song <<Number Jumping Song>>. <<Ten Little Fingers>>. Language Let’s count to ten everybody Now let’s sing. -Shake hands 2.Circle time The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<A Square >>. -Chant<<One and Lots >>. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Body ball.

HELLO SALLY!

-Concept flashcards. . - Chant <<Number Two >>. -Chant<<Red>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Wash, wash, wash. 4. Let’s sing Activities related to songs and rhymes: <<Let Us All >>. <<Little Robin Redbreast >>. Rhyme <My Hands >>. 5.Let’s play -Movement: Jump like a... -Square: It’s a square.

-Red: My red hands. 7.Story time Chant<<Story>>. -Unit story: Sally gets dressed. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Dolls. 4. Let’s sing Activities related to songs and Rhymes: <<Let Us All >>. <<Here We Go Looby Loo >>. Rhyme<<Two Small Eyes>>. 5.Let’s play -Movement: Jump the mat. -Square: Circle or square. -Two: I’ve got… 7.Story time Chant<<Story>>. -Unit story: Sally gets dressed. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

-Vocabulary flashcards. -Number flashcards. -Story-Poster. -Flashcard game: Find the flashcard. 4. Let’s sing Activities related to songs: <<Here We Go Looby Loo>>. <<Little Robin Redbreast >>. Rhyme<<Two Small Eyes>>. 6. Table time. -Worksheet 3. 7.Story time Chant<<Story>>. -Unit story: Sally gets dressed. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

-Vocabulary flashcards. -Number flashcards. -Story-Poster. -Flashcard game: Point, point. 4. Let’s sing Activities related to songs and songs: <<Let Us all>>. <<Here We Go Looby Loo>>. Rhyme<<My Hands>>. 5.Let’s play -Movement: <<Number Jumping Song>>. -Square: Circle or square. -Red: Magic red box. 7.Story time Chant<<Story>>. -Story: Little red riding hood. 8. Let’s say goodbye <<Goodbye Song>>.

4. Let’s sing Activities related to songs and songs: <<Little Robin Redbreast>>. <<Let Us All >>. Rhyme<<Two Small Eyes >>. 5.Let’s play -Movement: Jump like a.... -Two: Follow the pair. One and lots: Children’s and teachers hands. 7.Story time Chant<<Story>>. -Unit story: Sally gets dressed. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

UNIT 5 SALLY VISITS THE FARM

THEME In this unit Sally and her school friends take us to the farm. There we will learn the names of the animals and what sounds they make. We’ll learn about the animals that live at the zoo and Sally will also show us the importance of taking care of a pet. Along the way we will be looking at how we express our emotions (sad, happy) and feelings.

OBJECTIVES

To understand and follow simple instruction and classroom language.

To identify farm animals, their sounds and the vocabulary related to the topic.

To learn about household pets and how we should look after them.

Identify certain emotions and expressions.

To repeat words and short phrases.

To participate in stories, songs, rhymes and chants.

To introduce the basic concepts: Red, square, number two, one and lots, up and down

To start answering short basic questions with one word answers.

To acquire progressively coordination and control of his/her body by running at different speeds.




Recognise the unit vocabulary. To be aware of the concepts of the unit. Respond to basic questions related to

the unit in English with one word answers.

VOCABULARY

FLASHCARDS

Unit 5 Horse Pig Rabbit Hen Sheep Cow Elephant Giraffe Lion Monkey Colours Red Shapes Square Numbers/quantity Two

CONCEPTS Red Square Two One and lots Up and down

HELLO SALLY!

ADDITIONAL WORDS Farm Banana Beak Neigh Cock-a-doodle doo Bird Farmer Eggs Feathers Moo Clip clop Stable Milk Tail Baa Baboon Bunk Cockerel Cluck Duck Enclosure Animal Carrots Quack Oink Trunk Comb Hair Laugh Cry Lake Kennel Woof Cat Sneeze Dog Fish Pet Trough Sneeze Sacks of feed Rake Hay Spade Hosepipe Atchoo Black sheep Meow Dungarees Straw Hat Boots Toes Feet Hands tomato Strawberry Apple Wool

TPR ACTIONS Say Sing Repeat Look Paint Count Sit down Listen Stamp your feet Run Stick Go fast Guess Clap your hands Walk Hand Print Go slowly Follow Comb your hair Colour Tear Find me Stand up Nod your head Sneeze Laugh Cry ROUTINES Hello I said hello. What did I say? Hello. What’s your name? Is your name….? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… Are you a boy/girl? Yes, I am/No, I’m not. You’re a BOY/GIRL. How are you? Are you fine? Yes, I am/No, I’m not. I’m FINE. How are you feeling? Are you happy? Yes, I am/ No, I’m not You’re HAPPY. Are you sad? Yes, I am/ No, I’m not You’re SAD. Are you angry? Yes, I am/ No, I’m not You’re ANGRY. I’m smiling. Am I smiling? Yes, I am/No, I’m not. I’m SMILING. I’m laughing. Am I laughing? Yes, I am/No, I’m not. I’m LAUGHING. I’m sad. Am I sad? Yes, I am/No, I’m not. I’m SAD. I’m crying. Am I crying? Yes, I am/No, I’m not. I’m CRYING. Let’s be… dogs / cats / horses / cows / chickens /ducks / pigs. How old are you? Are you two? Yes, I am/No, I’m not. You’re TWO. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. Is it morning/afternoon? Yes, it is/No, it isn’t. It’s MORNING/AFTERNOON. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it winter? Yes, it is/No, it isn’t. It is WINTER. Let’s pray. Everybody sit down/stand up. Let’s count to ten. Let’s sing!

HELLO SALLY!

LET’S TALK

Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t She is SALLY. Sally is a girl. Is she a girl? Yes, she is/No, she isn’t She is a GIRL. Is her hat red? Yes, it is /No, it isn’t. Her hat is RED. Look two fingers. Are there two fingers? Yes, there are/No, there aren’t. There are TWO fingers. Can you smile? Yes, I can/No, I can’t. You can SMILE. Can you laugh? Yes, I can/No, I can’t. You can LAUGH. Can you cry? Yes, I can/No, I can’t. You can CRY. When it’s winter we put on hats, scarves, gloves, coats and boots. (Show actual items of clothing.) Is this a hat/scarf/gloves/coat/boots? Yes, it is/ No, it isn’t. This is a HAT/SCARF/GLOVES/COAT/BOOTS. Everybody stand up/sit down. Show animals, pictures or toy animals. Do horses/pigs/rabbits/sheep/cows live on a farm? Yes, they do/No, they don’t. HORSES/PIGS/RABBITS/SHEEP/COWS live on a FARM. What animals live at the zoo? Do elephants/giraffes/monkeys/lions live at the zoo? Yes, they do/No, they don’t. ELEPHANTS/GIRAFFES/MONKEYS/LIONS live at the ZOO. (Show flashcards.) What sound does a ….make? An elephant has got a long trunk. Has an elephant got a long trunk? Yes, it has/No, it hasn’t. An elephant has got a LONG trunk. Have you got a pet? Yes, I have/No, I haven’t. You have got a PET. Have you got a dog/cat/bird/fish? Yes, I have/No, I haven’t. You’ve got a DOG/CAT/BIRD/FISH. Can we find anything in the classroom the colour red? Can we find anything with the shape of a square? Let’s look in the English corner. I can see a small circle /square/ big circle/square /number one/number two/the colour yellow/the colour red. Can you move your finger up and down, like this? Am I holding up one finger? Yes, I am/No, I’m not. I’m holding up ONE finger. Am I holding up lots of fingers? Yes, I am/No, I’m not. I’m holding up LOTS OF fingers. Can you say please? Yes, I can/No, I can’t. You can say PLEASE. Can you say thank- you? Yes, I can/No, I can’t. You can say THANK YOU.

The last word of the language is in capital so that the teacher can use intonation to emphasise the word so eventually the children will repeat it as well.

RESOURCES

BASICS

ROUTINE RESOURCES Good Morning Song Good morning, good morning And how are you this morning? Good morning, good morning And how are you today? I’m fine thanks, I’m fine thanks, I’m fine thanks today! Good morning, good morning And how are you this morning? Good morning, good morning

HELLO SALLY!

And how are you today? I’m fine thanks, I’m fine thanks, I’m fine thanks today! Hello, Can You? 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, hello can you stamp your feet? Can you stretch up high? Can you touch your toes? Can you turn around? Can you say hello? Hello, hello can you clap your hands? Hello, hello can you stamp your feet? Goodbye Song Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye. Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye. Morning Prayer Before I start the day I must pray. Thank you Mary, Thank you Joseph, Thank you Jesus For this special day! The Days of the Week Sunday, Monday, Tuesday too, Wednesday, Thursday just for you. Friday, Saturday that’s the end. Now, let’s say those days again! Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. The Weather Song What's the weather? What's the weather? What's the weather like today? Is it rainy? Is it windy? Is it sunny? Are there clouds? What's the weather? What's the weather? What's the weather like today? It is raining, there is rain, rain falling, falling down. What's the weather? What's the weather? What's the weather like today? It is windy, there is wind blowing, blowing, round and round. What's the weather? What's the weather? What's the weather like today? It is cloudy, there are clouds white and fluffy in the sky. What's the weather? What's the weather? What's the weather like today? It is sunny, there’s the sun, sunny, sunny round and bright. Number Jumping One, two, three, four, five, jump! Six, seven, eight, nine, ten, jump! One, two, three, four, five, jump!

HELLO SALLY!

Six, seven, eight, nine, ten. One, two, three, four, five, jump! Six, seven, eight, nine, ten, jump! One, two, three, four, five, jump! Six, seven, eight, nine, ten. Ten Little Fingers One little, two little, three little fingers.




STORY Sally Visits the Farm Narrator: Sally is visiting the farm. At the farm, they meet the farmer. Farmer: Hello children, my name is Bonnie. I work on the farm and look after the animals. What animals can you see around you? Sally: I can see cows, a sheep and there’s a dog. Teacher: What’s that noise? Oink, oink, oink. What animal could that be? Sally: I know, I know, a pig! Farmer: That’s right Sally, a pig. Here are the hens and cockerels. They make a noise like this…Cock-a-doodle doo. Cock-a-doodle doo. Sally: And there’s a horse, he’s in his house. Farmer: It’s called a stable, Sally. It’s where he goes to sleep. What I really want to show you are these rabbits. Sally: What’s that in your hand? Farmer: A carrot Sally, rabbits like carrots. Sally: Can I give the rabbit the carrot, Bonnie? Farmer: Yes, Sally! Narrator: Sally gives the rabbit the carrot, and then the children all go back to school. They really enjoyed meeting all the animals.

SONG CD 1 track Baa, Baa, Black Sheep Baa, baa, black sheep, have you any wool? Yes sir, yes sir, three bags full. One for the master, and one for the dame And one for the little boy who lives down the lane.

Baa, baa, black sheep, have you any wool? Yes sir, yes sir, three bags full. One for the master, and one for the dame And one for the little boy who lives down the lane.

CHANTS Red Red, red my favourite colour is red. The Colour Red The colour red, red, red Where are you? The colour red, red, red How do you do? Happy I’m happy, happy, happy, happy.

HELLO SALLY!

When I’m happy, this is what I do. Sad I’m sad, sad, sad, sad. When I’m sad, this is what I do. Angry I’m angry, angry, angry, angry. When I’m angry, this is what I do. Story It’s story time, it’s story time. Ready? Open your ears and open your eyes. Let’s listen, let’s watch! Number Two Two, two, two, two. Show me number two. Two, Two number two Two, two number two. Two pigs go oink, oink. Two, two number two. Two hens go cluck, cluck. Two, two number two. Two dogs go woof, woof. Two, two number two. Two cats go meow, meow. Two, two number two. Two cows go moo, moo. A Square A square, a square. Squares are everywhere. Squares over here. Squares over there. Put your square in the air. Big and Small This is big and this is small.






Up, Down Up and down, up and down. Up and down and up. Up and down, up and down. Up and down and up. Sit Down, Stand Up! Sit down, Stand up. Touch the ground, Look up, up, up.

HELLO SALLY!

One and Lots of Show me one finger.

Show me one finger.

Now lots, lots, lots.

RHYMES Horse, Horse Horse, horse don’t you stop. Just let your feet go clippety clop. Your tail goes swish, Your head goes up. Giddyup, giddy up, clippety clop. An Elephant An elephant walks, like this, like that. He’s terribly tall and terribly fat. He has no fingers, he has no toes. But goodness me, what a nose!

EXTRAS

SONG CD 1 track NURSERY RHYME

Higgledy Piggledy My Red Hen Higgledy Piggledy My red hen. She lays eggs For gentlemen Sometimes one, Sometimes two. Higgledy Piggledy My red hen. SONG The Animal Fair We went to the animal fair. The birds and the beasts were there. The big baboon by the light of the moon Was combing his golden hair. The monkey fell out of his bunk And slid down the elephant's trunk. The elephant sneezed -Achoo! And fell on her knees And what became of the monkey, Monkey, monkey, monkey, monkey. We went to the animal fair. The birds and the beasts were there. The big baboon by the light of the moon Was combing his golden hair. The monkey fell out of his bunk And slid down the elephant's trunk. The elephant sneezed -Achoo! And fell on her knees And what became of the monkey, Monkey, monkey, monkey, monkey. Animal Sounds

Cow, duck, pig, cat, chicken, horse, sheep, dog.

HELLO SALLY!

MATERIALS

Vocabulary flashcards Concept flashcards Story-Poster Seasons and Weather poster Classroom CD Sally mascot Student’s book Photocopy of 5 flashcards Balls Soft toy pets or pictures Plastic food/plates/bowls Images: stable/kennel/lake/milk/two eggs/Beak/feathers/carrots/ /red hen/black sheep/baboon/bee A jumper made from wool Plastic assorted farm animals (horse cow, hen, bird, rabbit) or pictures Classical music (example Tchaikovsky Nutcracker) Big storage boxes Red and yellow circle stickers Red/yellow finger paint 1 red and yellow plastic hoop Apples/tomatoes/strawberries (red food) Construction paper Red crayons Red and yellow construction blocks 10 pieces of A2 or A3 red card or 10 pieces of construction paper painted red Chalk Red card/tissue paper/crepe paper/transparent paper or red paper to tear into small pieces Sellotape Box of logic shapes Plastic toy cars Coloured tape or chalk Laminated circles from Unit 2 Laminated squares* Transparent containers Biscuits This strips of card a metre long Balloons * It’s possible to use plastic book covering (aironfix) as an alternative to laminating the squares;

the idea is the squares are transparent.

WORKSHEETS Circle red stickers Crayons Red finger paint Finger paint Images of a duck, dog, horse, stable, kennel and lake

HELLO SALLY!

1. WARM UP TIME

Sing the song <<Good Morning Song>>.CD Track

Language



Sing the song <<Hello Can You? >>.CD Track

Language



Language

Hello children.





How are you?

Sally says: how are you? What did Sally say?

How are you?

Practise how are you feeling?




Language






Recite the chant<<Number Jumping Song>>. CD track

Recite the chant<<Ten Little Fingers>>. CD track

Language


Now let’s sing.

Play the game: Can you?

The children sit down and the teacher asks the question: Can you? The children can then

practice facial expressions. This activity also could be done using the class mascot Sally.

Language

I can smile.

Can you smile? Yes, I can/No, I can’t. You can SMILE.

I can laugh.

Can you laugh? Yes, I can/No, I can’t. You can LAUGH.

I can be sad.

Can you be sad? Yes, I can/No, I can’t. You can be SAD.

HELLO SALLY!

I can cry.

Can you cry? Yes, I can/No, I can’t. You can CRY.

Play the game: Let’s be?

The teacher says: Let’s be and the children imitate the animals using actions

Say the rhyme <<Horse, Horse>>. CD track

Language

Let’s be dogs.

Let’s be cats.

Let’s be cows.

Let’s be hens.

Let’s be ducks.

Let’s be pigs.

Let’s be horses.

Let’s say the rhyme <<Horse, Horse>>.

Play the game Ball game.


What’s your name?

Language

What’s my name?

Is my name? Yes, it is/No, it isn’t. My name is….

What’s your name?


Play the game: I’m two.

The children sit down in a big circle and the teacher rolls the ball to each child and asks them

the question: How old are you? Are you two? The child may respond by saying yes or no or

gesturing by holding two fingers up.

Language

How old are you?

Are you two? Yes, I am/No, I’m not. You’re TWO.

2. CIRCLE TIME

A. The weather

- Teacher is standing by the Seasons and Weather poster. Language What’s the weather like today? Let’s look out of the window. Is it sunny? Yes, it is/No, it isn’t. It’s SUNNY/It’s not SUNNY. Make a circling motion with both arms. Is it raining? Yes, it is/No, it isn’t. It’s RAINING/It’s not RAINING. Move fingers up and down. Is it windy? Yes, it is/No, it isn’t. It’s WINDY/It’s not WINDY. Move arms from side to side. Is it cloudy? Yes, it is/No, it isn’t. It’s CLOUDY/It’s not CLOUDY. Using both hands make a cloud shape with fingers.

HELLO SALLY!

Is it snowy? Yes, it is/No, it isn’t. It’s SNOWY/It’s not SNOWY.

Using both hands make a snowflake shape with fingers and move them up and down.

Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. Let’s put Sally on the sunny, rainy, cloudy, windy, snowy picture on the Story-Poster. Teacher chooses a child to come and put Sally on the picture.



C. The season

- Teacher is standing by the Seasons and Weather poster. Language What season is it? Is it autumn/winter/spring/summer? Yes, it is /No, it isn’t. It’s WINTER. In winter it’s cold. Is it cold in winter? Yes, it is /No, it isn’t. It’s COLD. D. Routines

Language Hello. I said hello. What did I say? Hello. What’s your name? Is your name….? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… Are you a boy/girl? Yes, I am/No, I’m not. You’re a BOY/GIRL. How are you? Are you fine? Yes, I am/No, I’m not. I’m FIN. How are you feeling? Are you happy? Yes, I am/ No, I’m not. You’re HAPPY. Are you sad? Yes, I am/ No, I’m not. You’re SAD. Are you angry? Yes, I am/ No, I’m not. You’re ANGRY. I’m smiling. Am I smiling? Yes, I am/No, I’m not. I’m SMILING. I’m laughing. Am I laughing? Yes, I am/No, I’m not. I’m LAUGHING. I’m sad. Am I sad? Yes, I am/No, I’m not. I’m SAD. I’m crying. Am I crying? Yes, I am/No, I’m not. I’m CRYING. Let’s be… dogs / cats / horses / cows / chickens /ducks / pigs How old are you? Are you two? Yes, I am/No, I’m not. You’re TWO. What day is it today?

HELLO SALLY!

Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. Is it morning/afternoon? Yes, it is/No, it isn’t. It’s MORNING/AFTERNOON. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it winter? Yes, it is/No, it isn’t. It is WINTER. Let’s pray. Everybody sit down/stand up. Let’s count to ten. Let’s sing!

E. Let’s talk

- The teacher revises the topic by asking questions. Language Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t She is SALLY. Sally is a girl. Is she a girl? Yes, she is/No, she isn’t She is a GIRL. Is her hat red? Yes, it is /No, it isn’t. Her hat is RED. Look two fingers. Are there two fingers? Yes, there are/No, there aren’t. There are TWO fingers. Can you smile? Yes, I can/No, I can’t. You can SMILE. Can you laugh? Yes, I can/No, I can’t. You can LAUGH. Can you cry? Yes, I can/No, I can’t. You can CRY. When it’s winter we put on hats, scarves, gloves, coats and boots. (Show actual items of clothing.) Is this a hat/scarf/gloves/coat/boots? Yes, it is/ No, it isn’t. This is a HAT/SCARF/GLOVES/COAT/BOOTS. Everybody stand up/sit down. Show animals, pictures or toy animals. Do horses/pigs/rabbits/sheep/cows live on a farm? Yes, they do/No, they don’t. HORSES/PIGS/RABBITS/SHEEP/COWS live on a FARM. What animals live at the zoo? Do elephants/giraffes/monkeys/lions live at the zoo? Yes, they do/No, they don’t. ELEPHANTS/GIRAFFES/MONKEYS/LIONS live at the ZOO. (Show flashcards.) What sound does a ….make? An elephant has got a long trunk. Has an elephant got a long trunk? Yes, it has/No, it hasn’t. An elephant has got a LONG trunk. Have you got a pet? Yes, I have/No, I haven’t. You have got a PET. Have you got a dog/cat/bird/fish? Yes, I have/No, I haven’t. You’ve got a DOG/CAT/BIRD/FISH. Can we find anything in the classroom the colour red? Can we find anything with the shape of a square? Let’s look in the English corner. I can see a small circle /square/ big circle/square /number one/number two/the colour yellow/the colour red. Can you move your finger up and down, like this? Am I holding up one finger? Yes, I am/No, I’m not. I’m holding up ONE finger. Am I holding up lots of fingers? Yes, I am/No, I’m not. I’m holding up LOTS OF fingers. Can you say please? Yes, I can/No, I can’t. You can say PLEASE. Can you say thank- you? Yes, I can/No, I can’t. You can say THANK YOU.


3. LET’S LEARN

HELLO SALLY!

A. Concepts

1. Square 2. Big and small 3. Number two 4. Red 5. One and lots of 6. Up and down

- The teacher introduces the concept flashcards, showing them one by one, or as you may now have the concept flashcards on the wall in your designated English area, you can ask the children questions instead of telling them what you can see. As a constant reference for the children leave the main flashcards on the wall from one term to the next: the numbers shapes… a) A big red square



Language Is it a big red square? Yes, it is/ No, it isn’t. It’s a BIG RED SQUARE. Recite the chant <<Big and Small>>. Recite the chant <<A Square>>. b) A small red square

- The teacher traces a small square shape with his/her finger. - Recite the chant <<Big and Small>>. CD track


Language Is it a small red square? Yes, it is/ No, it isn’t. It’s a SMALL RED SQUARE. Recite the chant <<Big and Small>>. Recite the chant <<A Square>>.

c). Number two - The teacher holds up two fingers. Gesturing to the children to do the same. - Recite the chant<<Number Two>>. CD track

Language Is this number two? Yes, it is/ No, it isn’t. It is number TWO. Let’s chant << Number Two>>. d) The colour red

- The teacher shows the flashcard. - Recite the chant <<The Colour Red>>. CD track

Language Is this red? Yes, it is/ No, it isn’t. It is RED. Let’s chant <<The Colour Red>>. e) One and lots of The teacher holds up one finger to show one. The teacher holds up lots of fingers to show lots of. Recite the chant <<One and Lots of>>. CD track Language Look one finger. Is this one finger? Yes, it is /No, it isn’t. It’s ONE finger. Look lots of fingers. Are there lots of fingers? Yes, there are/No, there aren’t. There are lots of fingers. Let’s chant.

HELLO SALLY!

f) Up and down The teacher draws a big arrow, using one finger put it at the top of the arrow saying up and tracing your finger down to the bottom saying down. Ask the children to come out and have a go, using their finger tracing the line from up to down. Recite the chant <<Up, Down>>. CD track Language Look at my finger. It is up. Now it is going down. Let’s chant

- Play the game Find me. This is another method of practicing the concepts using the flashcards that are in your designated English area. Whilst the children are sat in the circle say to a child to go and find one of the concept cards you have on the wall. Language Find me a big yellow circle/ a big red square. Find me a small yellow circle/ a small red square. Find me the colour yellow/red. Find me number one/ number two. B. Vocabulary flashcards Horse Pig Rabbit Hen Sheep Cow Elephant Giraffe Lion Monkey - The teacher shows the flashcards: After showing the flashcards, when you have reached the end of week one, you can start to ask: What’s this? Is it a cow? Yes, it is/No, it isn’t. It’s a COW.


Play the game Guess the animal. CD track Put on the animal sounds CD and let the children listen to the different animal sounds and see if they can guess and say which animal it is. Play the game: My pet. For this activity you will need a collection of soft toy pets or pictures, plastic plates and bowls and plastic toy food. Introduce the soft toy animals as pets, emphasise the names, talk about the pets the children have at home. Then show them that you are going to look after the pet animal by giving him food and water, using the plastic kitchen utensils and food. Then let the children play freely. Play the game Flashcards on the floor. Put the flashcards face up on the floor, ask a child to find for example, the sheep. When they give you the card they repeat the word.

HELLO SALLY!

Play the game: Cut in half. Photocopy five of the flashcards and then cut them in half so the two halves can be easily matched together again, put them in the middle of the circle and after demonstrating to the children what to do let each of them have a turn at finding the two halves that go together. (This activity is to be done nearly at the end of the unit when the children then know the vocabulary.) In the second week of this unit you can start to introduce the extra vocabulary through play, the children would have heard this vocabulary in the story or on the Story-Poster so it will not be new to them, however this will help for them to put that vocabulary more into context. Play the game: Which one? For this activity you will need to have previously printed out images of a: stable, milk, eggs, a beak, feathers, carrots and a banana. Put a group of plastic animals on the floor: a horse, a cow, a hen, a bird and a rabbit. Show the children the images and ask the questions relevant to the image: What animal lives in? Where do milk/eggs come from? What animal has a beak /feathers? What animal eats carrots? What animal eats bananas? Let the children when you show the image come and find the animal from the floor.

D. Story-Poster (Optional everyday activity) - Teacher stands by the unit Story-Poster. Let’s have a look at the Story-Poster. What can we see? - The teacher tells the children what he/she can see on the Story-Poster. Language This is a farm. This is farmer Bonnie. The cows are drinking and eating from the trough. Milk comes from cows. There are sheep. Sheep go baa, baa. There is a dog. Dogs go woof. There are hens and cockerels. Hens have got beaks and feathers. Eggs come from hens. There are pigs. Pigs go oink, oink. There is a horse in the stable. Horses have got tails. Horses go neigh. There are rabbits. Farmer Bonnie is wearing a straw hat/dungarees/boots. Farmer Bonnie has got a carrot in her hand Sally is giving the rabbit a carrot. There are sacks of feed. There is a rake to collect hay. There is a big spade. There is a hosepipe. - After week one into the unit, instead of telling the children what you can see, you can ask them: Language

HELLO SALLY!

Is this a farm? Yes, it is/No, it isn’t. It’s a FARM. Is she Farmer Bonnie? Yes, she is/No, she isn’t. She is FARMER BONNIE. Are the cows drinking /eating from the trough? Yes, they are/No, they aren’t. The cows are eating /drinking from the TROUGH. Does milk come from cows? Yes, it does/No, it doesn’t. MILK comes from COWS. Are these sheep? Yes, they are/No, they aren’t. They are SHEEP. Do sheep go baa, baa? Yes, they do / No, they don’t. Sheep go BAA, BAA. Is this a dog? Yes, it is/No, it isn’t. It’s a DOG. Do dogs go woof? Yes, they do / No, they don’t. DOGS go WOOF. Is this a hen/cockerel? Yes, it is/No, it isn’t. It is a HEN/COCKEREL. Have hens got beaks/feathers? Yes, they have/No, they haven’t. Hens have got. BEAKS/FEATHERS. Do eggs come from hens? Yes, they do / No, they don’t. EGGS come from HENS Is this a pig? Yes, it is/No, it isn’t It is a PIG Do pigs go oink, oink? Yes, they do/No, they don’t. PIGS go OINK, OINK. Is this a horse? Yes, it is/No, it isn’t. It is a HORSE. Is this horse in the stable? Yes, it is/No, it isn’t. The HORSE is in the STABLE. Has the horse got a tail? Yes, it has/No, it hasn’t. The HORSE has got a TAIL. Do horses go neigh? Yes, they do/No, they don’t. HORSES go NEIGH. Is this a rabbit? Yes, it is/No, it isn’t. It is a RABBIT. Is Farmer Bonnie wearing a straw hat/dungarees/boots? Yes, she is/No, she isn’t. She is wearing a STRAW HAT/DUNGAREES/BOOTS. Is this a carrot? Yes, it is/No, it isn’t. It is a CARROT. Is this a sack of feed? Yes, it is/No, it isn’t. It is a SACK OF FEED. Is this a rake? Yes, it is/No, it isn’t. It is a RAKE. Is this a spade? Yes, it is/No, it isn’t. It is a SPADE. Is this a hosepipe? Yes, it is/No, it isn’t. It is a HOSEPIPE. - The teacher can focus on the extra vocabulary. Language Farm farmer drinking eating trough milk baa, baa dog…..woof cockerel beak feathers eggs oink, oink stable straw hat dungarees boots carrot rabbit sacks of feed rake hay spade hosepipe 4. LET’S SING

A. Songs

-Sing the song<< Baa, Baa Black Sheep>>.CD track You will need an image of a black sheep and if possible take in a jumper made from wool, to explain that wool comes from sheep. Play the game <<Guess the animal>> to see if the children can recognise the sheep. Language and activities Today’s song is <<Baa, Baa Black Sheep>>. Have a look at this image. It is a black sheep. Is it a sheep? Yes, it is/No, it isn’t. It is a SHEEP. Look the sheep has what we call wool, that’s why it is all fluffy it keeps the sheep warm like a coat. Wool comes from sheep. It is made into clothes like this jumper. Let’s touch the jumper, it is soft this wool comes from sheep. Let’s play <<Guess the animal>>. Listen out for the sheep everyone. Sheep go baa, baa. Now we are ready to sing today’s rhyme.

HELLO SALLY!

-Sing the nursery rhyme<< Higgledy Piggledy My Red Hen>>.CD track You will need images of a red hen and two eggs. Play the game <<Guess the animal>> and see if the children can recognise the hen and then play the game <<Which one? >> Play the game using only the examples of the cows and hens, explain that milk comes from cows and eggs come from hens. Language and activities Before we sing today’s nursery rhyme, which is all about a hen. Look at this picture of a hen. Is it a hen? Yes, it is/ No, it isn’t. It is a HEN. Is it red? Yes, it is/ No, it isn’t. It is RED. Hens go cluck cluck. Let’s be hens. Hens lay eggs. Look at this picture of two eggs. Are there two? Yes there’re /No, there aren’t. There are TWO. Are they eggs? Yes, they are/No, they aren’t. They are EGGS. Now we’re going to listen to the animal sounds and name each one, let’s listen out for the hen. Let’s play <<Which one? >>. Now we are ready to sing our nursery rhyme << Higgledy Piggledy My Red Hen>>. -Sing the song << Animal Fair>>.CD track Show images of an elephant, monkey, bee and a baboon, then play the game <<Let’s be?>> with monkeys, elephants, bees and baboons, practice combing your hair and sneezing with the children. Language and activities Before we sing the song <<Animal Fair>>. Look at these pictures. This is a monkey. Is this a monkey? Yes, it is/No, it isn’t. It’s a MONKEY. Monkeys go like this. (Move arms as if a monkey.) This is a bee. Is this a bee? Yes, it is/No, it isn’t. It’s a BEE. Bees go like this. (Move around the class buzzing.) This is a baboon. Is it a baboon? Yes, it is/No, it isn’t. It’s a BABOON. Baboons go like this. (Clench your fists over your chest and move them in front of you quickly.) The baboon combs his hair like this. Let’s comb our hair. This is an elephant. Is this an elephant? Yes, it is/No, it isn’t. It’s an ELEPHANT. Look at his trunk. Elephants go like this. (Move around the class moving with big steps and one arm out in front by your nose for the trunk.) The elephant sneezes like this. Can you sneeze like this? Atchoo, atchoo. Ready? Atchoo, atchoo. Let’s play <<Let’s be>>. Now we’re ready to sing <<Animal Fair>>.

B. Rhymes

- Recite the rhyme << Horse, Horse >>. CD track

Recite the rhyme << An Elephant >>. CD track

5. LET’S PLAY

A. Movement: running at different speeds

HELLO SALLY!

Language and activities -Play the game: Ready, steady, go. Line the children up at one side of the classroom and let them race from side to the other, making sure there are no obstacles in the way. This activity could also be done by pushing plastic boxes.You could use different areas of the class as points to run to: the door, the window, the cupboard etc. Language Let’s play ready, steady, go. Everybody line up over here. Now we’re going to run to the wall over there. Ready, steady and go... Now let’s run to the window/door/cupboard. Now we are going to use boxes. Just a few children at a time. We are going to push the boxes as fast as we can. Ready, steady, go...

-Do the activity: In time. Previous to this activity, you will need to find a piece of classical music where the rhythm is fast and slow during the piece ((example Tchaikovsky Nutcracker). Run around fast, slowing down to the music but not completely stopping let the children follow you. Language Today we are going to listen to a piece of music. As we listen we are going to move to the rhythm of the music. Watch as the music gets faster so do I. Now as the music gets slower so do I. Now, let’s all try. -Play the game: Run, run, running. Practise running at different speeds with the children. Language Today we are going to run, run running. Watch what I do. With small steps. I’m going to walk fast like this. Now I’m going to run fast like this. And again. I’m going to walk fast like this. And now run like this. Now, it’s your turn.


1. Red 2. Number two 3. Square 4. One and lots of 5. Up and down

a) Red

Recite the chant <<Red>>. CD track

Recite the chant <<The Colour Red >>. CD track

- Play the game: Where is red?

HELLO SALLY!

For this activity you will need red stickers. Stick a red sticker on each of the child’s hands and

recite the chant <<The Colour Red>>.

Language

Look at these stickers everybody.

The stickers are red.

Are the stickers red? Yes, they are/No, they aren’t. The stickers are RED.

Now I’m going to a stick a sticker on each of your hands.

How many stickers have you got?

Have you got two stickers? Yes, I have/No, I haven’t. You have got TWO stickers.

Now let’s sing <<The Colour Red>>.

-Play the game: Red things.

On big construction paper you will need to draw various red items: a tomato an apple. Also

bring to the classroom some red apples, tomatoes or strawberries for the children to see and

touch and identify with their colour. Recite the chant <<Red>>Show the items and let the

children paint or colour the objects on the construction paper.

Language

Does anybody know what these are? Apples, tomatoes and strawberries.

Is this an apple/tomato/strawberry? Yes, it is/No, it isn’t. This is an

APPLE/TOMATO/STRAWBERRY.

They are the colour red.

Is an apple/tomato/strawberry red? Yes, it is/No, it isn’t. An apple/tomato/strawberry is RED.

Let’s have a look at them and touch them.

Do they feel soft or hard?

Are they rough or smooth?

Let’s sing the chant <<Red>>.

Now look at this big piece of paper.

Is this an apple/tomato/strawberry? Yes, it is/No, it isn’t. It’s an

APPLE/TOMATO/STRAWBERRY.

We are going to colour them red.

I’ve got some red crayons.

Let’s get started.

-Do the activity: Red blocks, yellow blocks.

For this activity you will need red and yellow construction blocks and a red and yellow hoop. Put

the hoops on the floor and then get a child to come and take a yellow bock and then a red one

and put them in the correct coloured hoop. Just do this once or twice as an example. Then

making sure there is enough space between the two hoops empty all the red and yellow blocks

in the middle of the floor and let the children classify the blocks by themselves. When they have

finished divide the class into two groups letting each group play freely with the coloured blocks.

Language

Look everybody! I’ve got two hoops.

Is this hoop yellow? Yes, it is/No, it isn’t. This hoop is YELLOW.

Is this hoop red? Yes, it is/No, it isn’t. This hoop is RED.

Now look in this box.

Is this a yellow block? Yes, it is/No, it isn’t. This is a YELLOW block.

Is this a red block? Yes, it is/No, it isn’t. This is a RED block.

Now we are going to put a yellow block in the yellow hoop.

And the red block in the red hoop.

Who’s going to help me?


I’m going to put all the blocks on the floor like this.

HELLO SALLY!

Now let’s go.

Remember yellow blocks in the yellow hoop.

Red blocks in the red hoop.

We’ve finished.

Are these blocks yellow? Yes, they are/No, they aren’t. The blocks are YELLOW.

Are these blocks red? Yes, they are/No, they aren’t. The blocks are RED.

Now let’s play.

-Play the game: Stand on red.

You, will need, ten A2 (or A3) pieces of red card or construction paper coloured in or painted

red. Place them on the floor or sellotape them, so there is a space between each one, where

the children can go from one to the other without treading on the floor and chant <<The Colour

Red>>.

Language

Look at the floor.

There are red pieces of card.

Is the card red? Yes, it is/No, it isn’t. The card is RED.

Watch how I walk.

Only on the colour red.


Let’s walk and sing.

Recite the chant <<The Colour Red>>.

b) Number two

- Recite the chant <<Two, Two, Number Two>>. CD track


-Play the game: Look, look.

Look at the unit Story-Poster and see how many animals you can see and sing the chant

<<Two, Two, Number Two>>.

Language

Today we are playing with number two.

Let’s sing.

Recite the chant <<Two, Two, Number Two>>. CD track

Let’s look at the Story-Poster of the farm.

How many cows, sheep and hens can you see?

Are there two cows/sheep/hens? Yes, there are/No, there aren’t. There are TWO

COWS/SHEEP/HENS.

Repeat this with all or some of the animals emphasising number two and letting the children

answer the question how many…?

Play the game: Walk on two. Draw a big number two on the floor with chalk; let the children walk on the number two chanting <<Number Two>>. Language Am I holding up two fingers? Yes you are/No you’re not. I’m holding up TWO fingers. Look there’s a big number two on the floor. Watch as I walk on the number two. Now it’s your turn. Let’s chant <<Number Two>>. The activity can be repeated various times.

HELLO SALLY!

-Play the game: Two by two.

You will need a box of animals or pictures preferably two of each kind of animal. You can take

out two of each animal and ask the children how many you have or the children could come to

the front one by one and take two animals and put them on the floor, then sing the chant

<<Two, Two, Number Two>>.

Language

Ready?

Let’s play two by two.

Look at these animals.

Is this a cow? Yes, it is/No, it isn’t. It’s a COW

Repeat with all the animals.

Are there two cows? Yes, there are/No, there aren’t. There are TWO cows.

Let’s put them on the floor.


Come and take two pigs/hens/sheep/horses etc.

Have you got two? Yes, I have/No, I haven’t. You’ve got TWO cows.

Recite the chant <<Two, Two, Number Two>>.

-Play the game: Tear and stick collage.

Previous to this activity you will need to have drawn one or two big number two’s on

construction paper, leaving big spaces between the lines for the children to create the paper

collage, and then show the children how to tear the paper. This activity could be done with all

the children sat down on the circle. Give them various pieces of paper and show them how and

then they can put what they have done in a box ready to be stuck on with glue. I would use

different types of red paper card/tissue paper/crepe paper/transparent paper. Once you have

finished tearing put glue onto the number two’s and let the children stick their paper on creating

a collage.

Language

Today we are going to be doing a collage.

Is this number two? Yes, it is/No, it isn’t. It’s number TWO.

Now we are going to stick small pieces of paper on the number two.

Here’s the paper.

Is the paper red? Yes, it is/No, it isn’t. The paper is RED.

The paper is big at the moment.

Let’s make it small by tearing.

Watch how I tear it from top to bottom.

And again.

Let’s all try.

Now let’s put all the paper in the box.

Here’s the number two.

I’m going to put glue on like this.

And then stick the pieces of paper on like this.

Ready.

c) Square

Recite the chant <<A Square>>.

-Play the game: Where’s the square?

Using squares from the logic box hide a square behind your back and recite the chant <<A

Square >>.

Language Let’s play, where’s the square?

HELLO SALLY!


Put the square behind your back.

Now sing with me <<A Square>>.

Show the children the square from behind your back.


Put the square behind your back.

Let’s sing.

-Do the activity: Run to a square.

On one wall of the classroom stick a big cut out red square and on another wall a big cut out

yellow circle. Stand in the middle of the classroom with the children and tell them to run to the

circle or the square.

Language Let’s play run to a square. Is this a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. Is this a square? Yes, it is/No, it isn’t. It’s a SQUARE. Now when I say run to the circle, run like this When I say run to the square, run like this. Are you ready? -Play the game Follow the square.

You will need to make different shaped squares on the floor of the classroom using coloured

tape or chalk and a box of plastic toy cars. Show the children how to follow the lines of the

squares with their cars and recite the chant << A Square>>.

Language

Today we are going to play follow the square.

Look at the floor.

Can you see squares? Yes, I can/No, I can’t. You can see SQUARES.

Watch how I go over the lines of the square with a car.

I’m following the square.


Let’s sing <<A Square>>.

-Play the game Square patterns

Previous to this activity you will need to have cut out lots of coloured circle and square shapes

on paper or card and laminated them, size and quantity will depend on the number of children in

the class. You can give an example by showing the children how the shapes go together on the

floor and how you can make patterns. When the children have finished, encourage them to pick

up a square and chant <<A Square>>.

Language

Let’s play square patterns.

Look at all these shapes.

Is this a circle? Yes, it is/No, it isn’t. It’s a CIRCLE.


Now watch as I make patterns on the floor.

Can you see?

Let’s play.

Now let’s all take a square and sing <<A Square>>.

d) One and lots

Recite the chant <<One and Lots of>>.

HELLO SALLY!

-Play the game Hoops and balls.

You will need a box of balls and two hoops. Put one ball in a hoop and explain that in the hoop

there is one ball, then tell each child to come and take a ball and put it in the other hoop until

each has had a turn, and the hoop has lots of balls. Then explain that in the hoop there are lots

of balls. Recite the chant <<One and lots of>>.

Language

Let’s play hoops and balls.

Look at this hoop there is one ball.

Is there one ball? Yes, there is/No, there isn’t. There is ONE ball.

Let’s each put a ball in the other hoop.

Come and take a ball.

Put it in the hoop.

Each child puts a ball in the hoop.

Now there are lots of balls in the hoop.

Are there lots of balls? Yes, there are/No, there aren’t. There are LOTS of balls.

One and lots.

Let’s chant <<One and Lots of>>.

Play the game Biscuits.

With two transparent containers and a packet of biscuits, you can show the children in one

container that there is one biscuit and in the other lots of biscuits. After explaining to the children

you can give each of them a biscuit and practise please and thank you.

Language

Let’s play biscuits.

Look what I’ve got.

These are biscuits.

In this container there is one biscuit.

Is there one biscuit? Yes, there is/No, there isn’t. There is ONE biscuit.

Now look in this container.

There are lots of biscuits.

Are there lots of biscuits? Yes, there are/No, there aren’t. There are LOTS of biscuits.

One and lots.

Do you want a biscuit?

We say: Yes, please.

Can you say yes please? Yes please.

As you are giving out the biscuits encourage the children to say thank you.

Now what do we say? Thank you.

Can you say: Thank you?

Play the game Moving lots.

This is a game for the children to follow the instructions of the teacher. Firstly clap your hands

once and then lots, verbalising one and lots at all times, encouraging the children to do the

same. Then repeat this activity stamping your feet, nodding your head and jumping.

Language

Let’s play moving lots.

Stand up everyone.

Everybody clap your hands.

Let’s clap our hands once.

Now let’s clap our hands lots.

Let’s do it again.

It’s possible to repeat the same action or change but using the same process.

HELLO SALLY!

Do the activity Circles, circles.

Previous to the activity draw two big circles on construction paper, cut them out and stick them

on the wall. Then stick a yellow circle sticker in one of the circles and leave the other one for the

children to stick yellow circle stickers in, emphasising that there is one circle sticker and lots of

circle stickers.Recite the chant <<One and Lots of>>.

Language

Let’s do the activity circles, circles.

There are two circles.

Look at this circle.

Inside there is one small circle sticker.

Is there one sticker? Yes, there is/No, there isn’t. There is ONE sticker.

Look at the other circle.

Let’s stick lots of yellow circle stickers in this circle.

Are we going to stick lots? Yes, we are/No, we aren’t. We are going to stick LOTS.

Give each child a strip of yellow circle stickers.

Stick the stickers in the circle.

We have finished.

In this circle there is one sticker.

Is there one sticker inside? Yes, there is/No, there isn’t. There is ONE sticker inside.

In this circle there are lots of stickers.

Are there lots of stickers? Yes, there are/No, there aren’t. There are LOTS of stickers inside.

Let’s chant <<One and Lots of>>.

e) Up and down

- Recite the chant << Up, Down >>. CD track

- Recite the chant << Sit Down, Stand Up! >>. CD track

Play the game: Up, up, up, down, down, down. Using various chants practice the prepositions up and down with the children. Language Everybody stand in a circle. Watch, do what I do and let’s chant: Recite the chant << Up, Down >>. -Recite the chant<< Sit Down, Stand Up! >>. Sit down. Stand up. Touch the ground. Look up, up, up. Repeat. -Now, recite this chant << Arms Up, Arms Down>>. Arms up, arms down, Circle them around. Arms up, arms down, Circle them around. Language Lift your arms up.

Put your arms down.

Make them circle.

Round and round.

Repeat.

HELLO SALLY!

-Play the game: Follow my finger. Using your finger stand on tip toes and reach up as high as you can then bring your finger down an imaginary line to the floor. Emphasise to the children as you are doing this up and down. Having prepared earlier thin strips of card about a metre long or less, you can stick these around the classroom on the walls, so the children can then trace their fingers up and down. It could be useful to put a circle sticker at the top and bottom of the card to give the children reference points. Recite the chant <<Up, Down>> Language

We are going to play follow my finger.

Everybody put your finger up to the sky.

Now bring it down to the ground.


Up to the sky,

Down to the ground.

Now look over here at these strips of card.

Follow my finger.

It’s up and now down.

Who wants to play?

Finger up, up, up.

Finger down, down, down.

Let’s say the chant <<Up, Down>>.

Play the game: Up and down balls.

Using balloons show the children how to throw a ball up or hit a balloon up and to watch how it

comes down.

Language

Look what I’ve got, balloons.

Watch as I hit the balloon up.

Look it’s up.

Is it up? Yes, it is/No, it isn’t. It’s UP. Now watch as it comes down.

Is it down? Yes, it is/No, it isn’t. It’s DOWN. Let’s sing <<Up, Down >>.

-Do the activity: Looking up. If possible for this activity, take the children outside to a grassy area or if not the playground and if neither option is possible it can be done inside the classroom. The children can be stood up, sat down or laid down, quietly tell them to look up tell them what you can see or ask them what they can see and then have them look down. For example you can see the birds, the clouds, the blue sky, maybe an aeroplane, the grass, leaves, flowers etc…Recite the chant <<Sit Down Stand Up! >>. Language Today we are going outside. We are going to look up at the sky and down at the ground. Everybody stand close. Look up. Are we looking up? Yes, we are/No, we’re not. We are looking UP. What can you see? Can you see the blue sky, the white clouds, the birds an aeroplane? Yes, I can/No, I can’t. You can see the BLUE SKY, the WHITE CLOUDS, the BIRDS, an AEROPLANE… Now let’s look down. Are we looking down? Yes, we are/No, we’re not. We are looking DOWN. What can you see? Can you see the green grass and the brown leaves? Yes, I can/No, I can’t. I can see the

HELLO SALLY!

GREEN GRASS and the BOWN LEAVES, Let’s say the chant <<Sit Down Stand Up! >>. 6. TABLE TIME Worksheet 1 Objective To identify with the facial expression and emotion happy. Activity Put a sticker on Sally. Her expression is happy. Materials Student’s book. Circle red stickers. The chant <<Happy>>. CD track The chant <<Sad>>. CD track The game <<Can You? >>. Language and activities Ask the question “Are you feeling happy?” Talk about crying when your sad, laughing when your happy. Play with the facial expressions with the children. Recite the chant <<Happy>>. Recite the chant <<Sad>>. Play the game <<Can you? >>. Language Hello everybody. How are we feeling today? Are you feeling happy? Yes, I am/No, I’m not. You are feeling HAPPY. Are you feeling sad? Yes, I am/No, I’m not. You are feeling SAD. What do we do when we’re sad? We cry like this. Sing the chant <<Sad>>. What do we do when we’re happy? We laugh or smile like this. Let me see your happy faces. And laughing. Let me see your sad faces. And crying. Now let’s sing <<Happy>>. Let’s lay the game << Can You? >>. Let’s look at today’s worksheet. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Is she happy? Yes, she is/No, she isn’t. She is HAPPY. He is Sally’s brother, he is sad. Let’s stick a red circle on Sally’s happy face. Like this. Worksheet 2 Objective To identify the animals that we see on a farm. Activity Colour the hen and the pig.

HELLO SALLY!

Materials Student’s book. Crayons. The Story-Poster. The game <<Guess the animal>>. The rhyme <<An Elephant>>. CD track Language and activities Look at the Story-Poster with the children and identify the farm animals. Play the game <<Guess the animal>>. Say the rhyme <<An Elephant>>. Language Today’s worksheet is all about farm animals. So let’s look at the Story-Poster. I can see a cow/sheep/horse/dog/hen/pig. Let’s play the game<<Guess the animal>>. Everybody listen and see if we can identify the animals. Now look at the worksheet. What animals can we see? Is this a hen/pig/elephant/lion Yes, it is/No, it isn’t. It is a HEN/PIG/ELEPHANT/LION. Elephants and lions don’t live on a farm. Let’s say the rhyme <<An Elephant>>. Do hens and pigs live on a farm? Yes, they do/No, they don’t. HENS and PIGS live on a FARM. Let’s colour the hen and pig with a crayon, like this. Worksheet 3 Objective To differentiate between «one» and «lots of». Activities Listen to the song «Baa, Baa Black Sheep». Put a hand print on the enclosure with «one» sheep. Materials Student’s book. Finger paint. Unit Story-Poster The song <<Baa, Baa Black Sheep>>. The game <<Guess the animal>>. The game <<Balls and hoops>>. The chant << One and Lots of>> .CD track Language and activities Look at the unit Story-Poster and identify the sheep Sing the song <<Baa, Baa Black Sheep>>. Play the game <<Guess the animal>>. Play the game <<Balls and hoops>> Recite the chant << One and Lots of>>.

Language Today’s worksheet is all about one and lots. But first let’s take a look at the Story-Poster. Who can find the sheep? Let’s sing <<Baa, Baa Black Sheep>>.

HELLO SALLY!

Let’s play the game <<Guess the animal>>. Listen out for the sheep. Now let’s play <<Balls and hoops>>. Recite the chant<<One and Lots of>>. Let’s look at the worksheet. These are sheep. Here in this enclosure there is one sheep that is black. And in this enclosure there are lots of sheep. We’re going to put a hand print on the enclosure with one sheep, like this. Worksheet 4 Objectives To identify where the animals live. To trace vertical lines. Activity Trace the vertical lines that match each animal with its home using finger paint. Materials Student’s book. Red finger paint. Images of a stable, a lake, a kennel, a horse, a duck and a dog. The game <<Let’s be>>. The rhyme <<Horse, Horse>>. Language and activities Observe the worksheet and discuss where each animal lives. Show pictures of a stable, a lake, a kennel, a horse, a duck and a dog. Match the animals with their home using the images. Play the game <<Let’s be>>. Sing the rhyme <<Horse, Horse>>.

Language Look at today’s worksheet. I can see a duck, a horse and a dog. Look these are the animals’ homes. A kennel, a lake and a stable. Let’s see if we can learn where each animal lives. Look at these picture cards. I’m going to put the homes on the floor. Let’s see who can match the animal with its home. Now let’s play <<Let’s be>>. Let’s sing the rhyme <<Horse, Horse>>. Now with finger paint we’re going to trace the lines. 7. STORY TIME The story can be read or listened to. Recite the chant <<Story>>. Sally visits the farm CD track It is important to take into consideration when you are teaching small children English that when you ask a question, quite often they will respond in their mother tongue. However, by responding to the question, this shows they have understood and you will be able to work on teaching them the correct way to respond in English.

HELLO SALLY!

Questions related to the story: Is Sally at the farm? Yes, she is/No, she isn’t. She is at the FARM. Is the farmer’s name Bonnie? Yes, it is/No, it isn’t. The FARMER’S name is BONNIE. Does Bonnie look after the animals? Yes, she does/No, she doesn’t. She looks after the ANIMALS. Can Sally see a dog/cows/sheep? Yes, she can/No, she can’t. She can see A DOG/COWS/SHEEP. Do cows go moo? Yes, they do/No, they don’t. COWS go MOO. Do sheep go baa? Yes, they do/No, they don’t. SHEEP go BAA. Do dogs go woof? Yes, they do/No, they don’t. DOGS go WOOF. Is there a pig? Yes, there is/No, there isn’t. There is a PIG. Do pigs go oink? Yes, they do/No, they don’t. PIGS go OINK. Are there hens/cockerels? Yes, there are/No, there aren’t. There are HENS/COCKERELS. Do cockerels go cock-a doodle-doo? Yes, they do/No, they don’t. COCKERELS go COCK-A DOODLE- DOO. Is the horse in the stable? Yes, it is/No, it isn’t. The HORSE is in the STABLE. Has Bonnie got a carrot in her hand? Yes she has/No she hasn’t. She has got a CARROT in her hand. Is the carrot for the rabbits? Yes, it is/No, it isn’t. The CARROT is for the RABBITS. Does Sally give the rabbit a carrot? Yes, she does/No, she doesn’t. She gives the RABBIT a CARROT. 8. LET’S SAY GOODBYE



HELLO SALLY!


1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>.

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track

HELLO SALLY!

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. - Can you? 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<Two, Two Number Two >>. Chant<<The Colour Red>>.

Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. -Can you? 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines.

Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. - Ball game. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<Up, Down>>.

Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. - I’m two. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. -Game: Let’s be. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<A Square>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards.

HELLO SALLY!

-Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing -Activities related to songs and rhymes: <<Higgledy Piggledy My Red Hen>>. <<The Animal Fair>>. Rhyme <<Horse, Horse>>. 5.Let’s play -Movement: Ready steady go. -Two: Two by two. -Up and down: Follow my finger. 7.Story time Chant<<Story>>. -Unit story: Sally visits the farm. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Let’s talk. 3.Let’s learn -Concept flashcards. Chant<<A Square>>. Chant<<Two, Two Number Two>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: << Baa, Baa Black Sheep>>. <<The Animal Fair>>. Rhyme<<Horse, Horse>>. 5.Let’s play -Movement: Ready steady go. -Red: Where is red? -One and lots: Moving lots. 7.Story time Chant<<Story>>. -Unit story: Sally visits the farm. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

Chant<<Big and Small>>. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Flashcards on the floor. 4. Let’s sing Activities related to songs and rhymes. . <<Higgledy Piggledy My Red Hen>>. <<Baa, Baa Black Sheep>>. Rhyme <<Horse, Horse>>. 6.Table time -Worksheet 1. 7.Story time Chant<<Story>>. -Unit story: Sally visits the farm. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

Chant<<Red>>. Chant <<Number Two>>. Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Flashcards on the floor. 4. Let’s sing Activities related to songs and rhymes: <<Baa, Baa Black Sheep>>. <<The Animal Fair>>. Rhyme <<Horse, Horse>>. 5.Let’s play -Movement: Run, run, running. -Red: Red blocks and yellow blocks.

-Two: Walk on two. 7.Story time Chant<<Story>>. -Unit story: Sally visits the farm. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

-Story-Poster. -Vocabulary activity: Guess the animal. 4. Let’s sing Activities related to songs and rhymes: <<Higgledy Piggledy My Red Hen>>. <<Baa, Baa Black Sheep>>. Rhyme <<Horse, Horse>>. 5.Let’s play -Movement: In time. -Up and down: Up and down balls. -Two: Tear and stick collage. 7.Story time Chant<<Story>>. -Story: The three little pigs. 8. Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

WEEK 2

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling?

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track Recite the chant << Sad>>.

HELLO SALLY!

-Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. - Let’s be. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines.

CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. - Can you? 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. .

CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. - Let’s be. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn

CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. -Can you? 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn

Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. - Ball game. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Number Two>>. -Chant<<Up, Down>> -Game: Find me.

HELLO SALLY!

-Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Two, Two Number Two>>. -Chant<<Red>> -Vocabulary flashcards. -Number flashcards. .Story-Poster. -Flashcard game: Flashcards on the floor. 4. Let’s sing Activities related to songs and rhymes: << Higgledy Piggledy My Red Hen>>. <<The animal Fair>>. Rhyme <<An Elephant>>. 5.Let’s play -Movement: Run, run, running. -Two: Look, look. -Up and down: Up, up, up, down, down, down. 7.Story time -Chant<<Story>>.

-Story: The three little pigs.

- Chant <<One and Lots of>> -Chant <<Sit Down, Stand Up! >>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Guess the animal. 4. Let’s sing Activities related to songs and Rhymes: <<The animal Fair>>. <<Baa, Baa Black Sheep>>. Rhyme <<An Elephant>>. 5.Let’s play -Movement: Ready, steady, go. -Square: Follow the square.

-On and lots: Hoops and balls. 7.Story time -Chant<<Story>>. -Unit story: Sally visits the farm. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

-Concept flashcards. . - Chant <<A Square>>. -Chant<<Big and Small>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Flashcard game: Cut in half.

4. Let’s sing Activities related to songs and rhymes: << Higgledy Piggledy My Red Hen>>. <<Baa, Baa Black Sheep>>. <<The animal Fair>>. 5.Let’s play -Movement: In time. 6.Table time -Worksheet 2. 7..Story time Chant<<Story>>. -Unit story: Sally visits the farm. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

-Concept flashcards. . Chant<<The Colour Red>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Guess the animal. 4. Let’s sing Activities related to songs and rhymes: <<The animal Fair>>. <<Baa, Baa Black Sheep>>. Rhyme<<Horse, Horse>>. 5.Let’s play -Movement: Ready, steady go. -Square: Run to a square. Square patterns.

-Up and down: Looking up. 7.Story time -Chant<<Story>>. -Unit story: Sally visits the farm -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

-Vocabulary flashcards. -Number flashcards. -Story-Poster. -Flashcard game: Cut in half. 4. Let’s sing Activities related to songs and rhymes: <<Baa, Baa Black Sheep>>. << Higgledy Piggledy My Red Hen>>. Rhyme <<An Elephant>>. 5.Let’s play -Movement: In time. -Square: Where’s the square? -Red: Red things.

7.Story time Chant<<Story>>. -Story: The three little pigs. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!


HELLO SALLY!

WEEK 3

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<



1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant << Sad>>. CD track

HELLO SALLY!

Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. - I’m two. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk.

Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. - Ball game. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<A Square >>.

Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. -Let’s be. 2. Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. - Chant <<Sit Down ¡Stand

Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. -Can you? 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. .

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. -Let’s be. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant<<Two, Two Number Two >>. - Chant<<A Square >>. -Vocabulary flashcards.

HELLO SALLY!

3.Let’s learn -Concept flashcards. . - Chant <<Two, Two Number Two >>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Flashcard game: Cut in half. 4. Let’s sing Activities related to songs and rhymes: <<The Animal Fair>>. <<Baa, Baa Black Sheep>>. Rhyme <<Horse, Horse >>. 5.Let’s play -Movement: Run, run, running. -Red: Stand on red. -One and lots: Biscuits. 7.Story time Chant<<Story>>. -Unit story: Sally visits the farm. -Questions. 8.Let’s say goodbye <<Goodbye Song>>

-Chant<<The Colour Red>>. Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Guess the animal. 4. Let’s sing Activities related to songs and rhymes: <<Baa, Baa Black Sheep>>. <<Higgledy Piggledy My Red Hen>>. Rhyme<<An Elephant>>. 5.Let’s play -Movement: Ready, steady go. -One and lots: Moving lots. Red: Red blocks, yellow blocks. 7.Story time Chant<<Story>>. -Story: The three little pigs. 8.Let’s say goodbye <<Goodbye Song>>.

Up! >>. -Chant<<Big and Small >>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Flashcard game: Flashcards on the floor. 4. Let’s sing Activities related to songs: and rhymes: <<Higgledy Piggledy My Red Hen>>. <<The Animal Fair>>. Rhyme<<An Elephant>>. 5.Let’s play -Movement: Run, run, running. 6. Table time. -Worksheet 3. 7.Story time Chant<<Story>>. -Unit story: Sally visits the farm. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Chant<<One and Lots of>>. -Chant<<Up, Down>.> -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Flashcard game: Cut in half. 4. Let’s sing Activities related to songs and rhymes: <<Baa, Baa Black Sheep>>. <<The Animal Fair>>. Rhyme <<Horse, Horse >>. 5.Let’s play -Movement: In time. -UP and down: Up and down balls.

One and lots: Hoops and balls. 7.Story time Chant<<Story>>. -Story: The three little pigs. 8.Let’s say goodbye <<Goodbye Song>>.

-Number flashcards. -Story-Poster. -Vocabulary activity: Guess the animal. 4. Let’s sing Activities related to songs and rhymes: <<Higgledy Piggledy My Red Hen>>. <<The Animal Fair>>. Rhyme Rhyme<<An Elephant>>. 5.Let’s play -Movement: Ready steady go. Two: Two by two. Red: Red things. 7.Story time Chant<<Story>>. -Unit story: Sally visits the farm. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

WEEK 4

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling?

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing hello can you? CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant << Sad>>.

HELLO SALLY!

-Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. - I’m two. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines.

CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. - Ball game. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. .

CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. -Let’s be. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn

Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. - Can you? 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Red>>. -Chant<<One and Lots of >>. -Vocabulary flashcards.

CD track Recite the chant << Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Sing the song<<Number Jumping Song>>. CD track -Sing the song <<Ten Little Fingers>>. CD track Language Let’s count to ten everybody. Now let’s sing. - Let’s be- 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn

HELLO SALLY!

-Let’s talk. 3.Let’s learn -Concept flashcards. . -Chant<<The Colour Red>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Which one? 4. Let’s sing Activities related to songs and rhymes: <<The Animal Fair>>. <<Higgledy Piggledy My Red Hen>>. Rhyme<<Horse, Horse>>. 5.Let’s play Movement: Run, run, running. -Red: Red blocks, yellow blocks. Two: Look, look. 7.Story time Chant<<Story>>. -Unit story: Sally visits the farm. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Chant<<Number Two>>. -Chant<<Up, Down>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Which one? 4. Let’s sing Activities related to songs and rhymes: <<Baa, Baa Black Sheep>>. <<The Animal Fair>>. Rhyme<<An Elephant>>. 5.Let’s play -Movement: Ready steady go. -Square: Run to a square. One and lots: Moving lots. 7.Story time Chant<<Story>>. The three little pigs. 8.Let’s say goodbye <<Goodbye Song>>.

-Concept flashcards. . - Chant <<A Square>>. -Chant<<Two, Two Number Two>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: My pet.

4. Let’s sing Activities related to songs and rhymes: <<Higgledy Piggledy My Red Hen>>. <<Baa, Baa Black Sheep>>. Rhyme<<An Elephant>>. 6.Table time -Worksheet 4. 7.Story time Chant<<Story>>. Unit story: -Sally visits the farm. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Number flashcards. -Vocabulary activity: Which one? 4. Let’s sing Activities related to songs and rhymes: <<The Animal Fair>>. <<Higgledy Piggledy My Red Hen>> Rhyme<<An Elephant>>. 5.Let’s play -Movement: Run, run, running. -Square: Square patterns. Red: Stand on red. 7.Story time Chant<<Story>>. The three little pigs. 8.Let’s say goodbye <<Goodbye Song>>.

-Concept flashcards. . - Chant <<Two, Two Number Two>>. -Chant<<Big and Small>>. -Game: find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Which one? 4. Let’s sing Activities related to songs and rhymes: <<Baa, Baa Black Sheep>>. <<The Animal Fair>>. Rhyme<<Horse, Horse>>. 5.Let’s play -Movement: In time.

-Up and down: Follow my finger. -One and lots: Circles, circles. 7.Story time Chant<<Story>>. Unit story: -Sally visits the farm. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

HELLO SALLY!

UNIT 6 SALLY’S TRAIN JOURNEY

THEME In this unit Sally takes us on a train journey and introduces us to different and exciting forms of transport. She shows us the importance of road safety when we cross the road go in a car, or on a bicycle.

OBJECTIVES


To identify and learn about the different forms of transport and the vocabulary related to the topic.

To be introduced and exposed to the different rules of road safety.




Blue, square, number two, long, short, up and down.


To acquire progressively the coordination and control of his/her body by running and stopping.

EVALUATION CRITERIA





unit. Respond to basic questions related

to the unit in English with one word answers.

VOCABULARY

FLASHCARDS

Unit 6 Bus Aeroplane Ship Bicycle Lorry Car Helicopter Motorbike Train Sailing boat Colours Blue Shapes Square Numbers/quantity Two

CONCEPTS Blue Square Two

HELLO SALLY!

Long and short Up and down The extra vocabulary is not necessarily for the children to be able to say or repeat it is for them to be exposed to and to identify through images the vocabulary related to the topic. ADDITIONAL WORDS Traffic lights Green Slow Ladder Sailor Big Cousin city Choo,choo Brmmm Vroom, vroom Fingers arms eyes ears legs hands feet Drive Stop Yellow Blue Bicycle helmet Bicycle lane Train tracks Neee,nooor Fireman Road Amber Hands Fly Wait Train station Pavement Car seat Seat belt Horse Thumbs chin Sky Go Cross Road safety Sail Red Zebra crossing Transport Police car Sea Car park Fast Fire engine Ambulance Van Green

TPR ACTIONS Say Sing Repeat Look Count Hold hands Walk Stand up Make a train Run Colour Cross the road Jump up jump down Thumbs up Thumbs down Eyes up chin down Squash Make snakes Stop Stick Go Pick up Find me Paint Wait Take Rub it out Jump over ROUTINES Hello I said hello. What did I say? Hello. What’s your name? Is your name….? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… Are you a boy/girl? Yes, I am/No, I’m not. You’re a BOY/GIRL. How are you? Are you fine? Yes, I am/No, I’m not. I’m FINE. How are you feeling? Are you happy? Yes, I am/ No, I’m not. You’re HAPPY. Are you sad? Yes, I am/ No, I’m not. You’re SAD. Are you angry? Yes, I am/ No, I’m not. You’re ANGRY. I’m smiling. Am I smiling? Yes, I am/No, I’m not. I’m SMILING. I’m laughing. Am I laughing? Yes, I am/No, I’m not. I’m LAUGHING. I’m sad. Am I sad? Yes, I am/No, I’m not. I’m SAD. I’m crying. Am I crying? Yes, I am/No, I’m not. I’m CRYING. How old are you? Are you two? Yes, I am/No, I’m not. You’re TWO. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. Is it morning/afternoon? Yes, it is/No, it isn’t. It’s MORNING/AFTERNOON. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it spring? Yes, it is/No, it isn’t. It is SPRING.

HELLO SALLY!

Let’s pray. Everybody sit down/stand up. Let’s count to ten. Let’s sing <<Number Jumping >>. Let’s sing <<Ten Little Fingers>>. LET’S TALK Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Sally is a girl. Is she a girl? Yes, she is/No, she isn’t. She is a GIRL. Look two fingers. Are there two fingers? Yes, there are/No, there aren’t. There are TWO fingers. When it’s winter we put on hats, scarves, gloves, coats and boots. (Show actual items of clothing.) Is this a hat/scarf/gloves/coat/boots? Yes, it is/ No, it isn’t. This is a HAT/SCARF/GLOVES/COAT/BOOTS. Everybody stand up/sit down. Do you come to school by bus/car/walking? Yes, I do/No, I don’t. I come to school BY BUS/CAR/WALKING. Do cars drive on the road? Yes, they do/No, they don’t. CARS DRIVE ON THE ROAD. Do planes fly in the sky? Yes, they do/No, they don’t. PLANES FLY IN THE SKY. Do boats sail on the sea? Yes, they do/No, they don’t. BOATS SAIL ON THE SEA. Do you walk on the pavement? Yes, I do/No, I don’t. YOU WALK ON THE PAVEMENT. Do you cross at the zebra crossing? Yes, I do/No, I don’t. YOU CROSS AT THE ZEBRA CROSSING. Do you hold mummy’s hand? Yes, I do/No, I don’t. You hold MUMMY’S HAND. Do you stop when the light is red? Yes, I do/No, I don’t. You STOP when the light is RED. Do you go when the light is green? Yes, I do/No, I don’t. You GO when the light is GREEN. Look at this traffic light. Is this red? Yes, it is/No, it isn’t. It is RED. Is this amber? Yes, it is/No, it isn’t. It is AMBER. Is this green? Yes, it is/No, it isn’t. It is GREEN. Do cars stop when it’s red? Yes, they do/No, they don’t. Cars STOP when it’s RED. Do cars wait when it’s amber? Yes, they do/No, they don’t. Cars WAIT when it’s AMBER. Do cars go when it’s green? Yes, they do/No, they don’t. Cars GO when it’s GREEN. Look at this bicycle helmet. Is this a bicycle helmet? Yes, it is/No, it isn’t. It’s a BICYCLE HELMET. We wear a bicycle helmet when we ride a bike. Is this a car seat? Yes, it is/No, it isn’t. It’s a CAR SEAT. We sit in a car seat in the car. Is this a seatbelt? Yes, it is/No, it isn’t. It’s a SEATBELT. We put a seatbelt on in the car. Can we find anything in the classroom the colour blue? Is this blue? Yes, it is/No, it isn’t. It’s BLUE. Can we find anything the colour yellow/red? Is this yellow/red? Yes, it is/No, it isn’t. It’s YELLOW/RED. Can we find anything with the shape of a square? Is this a square? Yes, it is/No, it isn’t. It’s a SQUARE. Let’s look in the English corner. I can see a small square/big square/number one/number two/the colour yellow/the colour red. How are you feeling? Can you say please? Yes, I can/No, I can’t. You can say PLEASE. Can you say thank- you? Yes, I can/No, I can’t. You can say THANK YOU.


RESOURCES

HELLO SALLY!

BASICS

ROUTINE RESOURCES Good Morning Song Good morning, good morning And how are you this morning? Good morning, good morning And how are you today? I’m fine thanks, I’m fine thanks, I’m fine thanks today! Good morning, good morning And how are you this morning? Good morning, good morning And how are you today? I’m fine thanks, I’m fine thanks, I’m fine thanks today! Hello, Can You? 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, hello can you stamp your feet? Can you stretch up high? Can you touch your toes? Can you turn around? Can you say hello? Hello, hello can you clap your hands? Hello, hello can you stamp your feet? Goodbye Song Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye. Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye. Morning Prayer Before I start the day I must pray. Thank you Mary, Thank- you Joseph, Thank you Jesus For this special day! The Days of the Week Sunday, Monday, Tuesday too, Wednesday, Thursday just for you. Friday, Saturday that’s the end. Now, let’s say those days again! Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. The Weather Song What's the weather? What's the weather? What's the weather like today? Is it rainy? Is it windy? Is it sunny? Are there clouds?

HELLO SALLY!

What's the weather? What's the weather? What's the weather like today? It is raining, there is rain, rain falling, falling down. What's the weather? What's the weather? What's the weather like today? It is windy, there is wind blowing, blowing, round and round. What's the weather? What's the weather? What's the weather like today? It is cloudy; there are clouds white and fluffy in the sky. What's the weather? What's the weather? What's the weather like today? It is sunny, there’s the sun, sunny, sunny round and bright. Number Jumping One, two, three, four, five, jump! Six, seven, eight, nine, ten, jump! One, two, three, four, five, jump! Six, seven, eight, nine, ten. One, two, three, four, five, jump! Six, seven, eight, nine, ten, jump! One, two, three, four, five, jump! Six, seven, eight, nine, ten. Ten Little Fingers One little, two little, three little fingers.




STORY Sally’s Train Journey Narrator: Sally’s daddy parks the car in the car park. Sally is walking to the train station. They are going to visit her cousin in the city. They are walking on the pavement. Daddy: Sally we have to cross the road, hold my hand. Sally: This is the zebra crossing daddy. Daddy: The light is red, we have to wait. Sally: Look, there’s a motorbike and a lorry. Daddy: A car and a bicycle too. They have stopped so we can cross the road safely. Sally: It’s green daddy, let’s go! Daddy: Look at the sea, Sally! Sally: I can see a ship and a sailing boat. Daddy: Look in the sky Sally! Sally: There’s a helicopter. Sally: The train is arriving! Come on! I like travelling by train! Daddy: Me too Sally!

SONG CD 1 track A Sailor Went to Sea

A sailor went to sea, sea, sea

To see what he could see, see, see

But all that he could see, see, see

Was the bottom of the deep blue sea, sea, sea.

A sailor went to sea, sea, sea

To see what he could see, see, see

But all that he could see, see, see

Was the bottom of the deep blue sea, sea, sea.

CHANTS Blue Blue, blue my favourite colour is blue.

HELLO SALLY!

We Love Blue We love blue, we love blue. Yes, we do. Yes, we do. We love the sea. We love the sky. We love blue. Yes, we do. Happy I’m happy, happy, happy, happy. When I’m happy, this is what I do. Sad I’m sad, sad, sad, sad. When I’m sad, this is what I do. Angry I’m angry, angry, angry, angry. When I’m angry, this is what I do. Story It’s story time, it’s story time. Ready? Open your ears and open your eyes. Let’s listen, let’s watch! Number Two Two, two, two, two. Show me number two. A Square A square, a square. Squares are everywhere. Squares over here. Squares over there. Put your square in the air. Big and Small This is big and this is small.






Up, Down Up and down, up and down. Up and down and up. Up and down, up and down. Up and down and up. Sit Down, Stand Up! Sit down, Stand up. Touch the ground, Look up, up, up. Long and Short Train

Long train, short train.

HELLO SALLY!

Long, long, long.

Short, short, short.

RHYMES Row, Row, Row Your Boat Row, row, row, your boat, Gently down the stream. Merrily, merrily, merrily, merrily, Life is but a dream. Row, row, row your boat, Gently down the stream. Merrily, merrily, merrily, merrily, Life is but a dream. Row, row, row your boat, Gently down the stream. If you see a crocodile, Don’t forget to scream! Stop Red says stop. Stop, stop, stop. Amber says wait. Wait, wait, wait. Green says go. Go, go, go.

EXTRAS

SONG CD 1 track Down at the Station Down at the station, early in the morning, See the little puffer trains, all in a row. Man at the engine turns a little handle, Puff! Puff! Peep! Peep! Off we go! Puff! Puff! Peep! Peep! Off we go! Down at the station, early in the morning, See the little puffer trains, all in a row. Man at the engine turns a little handle, Puff! Puff! Peep! Peep! Off we go! Puff! Puff! Peep! Peep! Off we go!

Down at the station, early in the morning, See the little puffer trains, all in a row. Man at the engine turns a little handle, Puff! Puff! Peep! Peep! Off we go! Puff! Puff! Peep! Peep! Off we go!

SONG

Fire Engine Song Dig, ding it’s a fire engine. Ding, ding it’s a fire engine. Ding, ding it’s a fire engine. Fire, fire, fire, fire, fire.

Ding, ding it’s big and red. Ding, ding it’s big and red. Ding, ding it’s big and red.

HELLO SALLY!

Red, red, red, red, red. Ding, ding, up the ladder. Ding, ding, up the ladder. Ding, ding, up the ladder. Up, up, up, up, up. Ding, ding, down the ladder. Ding, ding, down the ladder. Ding, ding, down the ladder. Down, down, down, down, down. Transport Sounds

1. Bicycle. 2. Aeroplane. 3. Ambulance. 4. Ship. 5. Motorbike. 6. Police car. 7. Bus. 8. Train. 9. Van. 10. Fire engine. 11. Helicopter. 12. Car. 13. Lorry. 14. Horse.

HELLO SALLY!

MATERIALS

Vocabulary flashcards Concept flashcards Story-Poster Seasons and Weather poster Classroom CD Sally mascot Student’s book Plastic bag Blu tack Round coloured car: red, green and yellow/orange A4 white paper Red, green and orange (amber) pieces of card An empty box A box with blue classroom objects or toys Hoops Blue plasticine Outlined laminated pictures of transport Construction/building blocks Assorted textured blue paper Real images of a sailor, the sea and a ship Real images of a fire engine, a fireman and a ladder or see Worksheet 2 of the Student’s book Glue A felt tipped pen Chalk Plastic toy cars and transport A4 photocopies of the number two Colour and non coloured chalk Construction paper Square stickers Long and short physical education ropes Long thin card Blue, red, yellow finger paint Physical education steps and ramps (optional) Big sized construction blocks (if possible) A4 paper WORKSHEETS Blue crayons Red stickers Stickers of Sally Stickers

HELLO SALLY!

1. WARM UP TIME - Sing the song <<Good Morning Song>>.CD Track

Language


- Sing the song <<Hello Can You? >>. CD Track

Language

Let’s sing Hello Can You?


Language

Hello children.





How are you?

Sally says how are you? What did Sally say?

How are you?





Language





- Recite the <<Morning Prayer >>.CD Track

- Recite the chant<<Number Jumping>>. CD track

- Recite the chant<<Ten Little Fingers>>. CD track

Language


Now let’s sing.

- Play the game: I’m a….

To play this game you need to imitate different types of transport, to be a train move your arms

in a circling motion down by your sides, to be an aeroplane put your arms out to the side and

swoop around the classroom, to be a car put your arms out in front of you as if holding on to a

steering wheel and walk around the class, to be motorbike make fists with your hands and then

move your wrists up and down as if on a motorbike, to be a bicycle lay down on the floor on

your back and make cycling movements with each leg in the air as if pedaling and lastly, to be a

helicopter spin around in circles with your arms out to the side.

Language

Look I’m a train: Choo, choo, choo, choo.

Look I’m an aeroplane.

Look I’m a car: Brmm, brmm.

HELLO SALLY!

Look I’m a motorbike: Vroom, vroom, zoom, zoom.

Look I’m a bicycle.

Look I’m a helicopter. (Spin round.)

The children can imitate the different forms of transport.

- Play the game: Shake hands.

Each child in turn will come out to the teacher when there name is called shake hands and start

to understand or even respond to the question

Language

How are you?

I’m fine thank you.

- Play the game: Who’s this?


Who’s this?

Language

Who’s this?


- Play the game: How many?...Two.

To play this game, firstly show two fingers to the children, then point to each eye and ear

demonstrating that you have two, for your arms, legs, hands and feet lift each part of the body

up.

Language

Look two fingers.

Are these two fingers? Yes, they are/No, they’re not. These are TWO fingers.

How many? Two.

Look two eyes.

Are these two eyes? Yes, they are/No, they’re not. These are TWO eyes.

How many? Two.

Look two ears.

Are these two ears? Yes, they are/No, they’re not. These are TWO ears.

How many? Two.

Look two arms.

Are these two arms? Yes, they are/No, they’re not. These are TWO arms.

How many? Two.

Look two hands.

Are these two hands? Yes, they are/No, they’re not. These are TWO hands.

How many? Two.

Look two legs.

Are these two legs? Yes, they are/No, they’re not. These are TWO legs.

How many? Two.

Look two feet.

Are these two feet? Yes, they are/No, they’re not. These are TWO feet.

How many? Two.

- Recite the chant<<Number Two>>. CD track

Stand up everyone.

Show me two fingers.

Show me two eyes.

HELLO SALLY!

Show me two ears.

Show me two arms.

Show me two legs.

Show me two hands.

Show me two feet.

Now, we are going to recite the <<Number Two>> chant.

2. CIRCLE TIME

A. The weather

- Teacher is standing by the Seasons and Weather poster. Language What’s the weather like today? Let’s look out of the window. Is it sunny? Yes, it is/No, it isn’t. It’s SUNNY/It’s not SUNNY. Make a circling motion with both arms. Is it raining? Yes, it is/No, it isn’t. It’s RAINING/It’s not RAINING. Move fingers up and down. Is it windy? Yes, it is/No, it isn’t. It’s WINDY/It’s not WINDY. Move arms from side to side. Is it cloudy? Yes, it is/No, it isn’t. It’s CLOUDY/It’s not CLOUDY. Using both hands make a cloud shape with fingers. Is it snowy? Yes, it is/No, it isn’t. It’s SNOWY/It’s not SNOWY. Using both hands make a snowflake shape with fingers and move them up and down.

Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. Let’s put Sally on the sunny, rainy, cloudy, windy picture on the Seasons and Weather poster. Teacher chooses a child to come and put Sally on the picture.

- Sing the song << The Weather Song>>. CD track


C. The season

- Teacher is standing by the Seasons and Weather poster. Language What season is it? Is it autumn/winter/spring/summer? Yes, it is /No, it isn’t. It’s SPRING.

HELLO SALLY!

In spring it’s warm. Is it warm in spring? Yes, it is /No, it isn’t. It’s WARM.

D. Routines

Language Hello I said hello. What did I say? Hello. What’s your name? Is your name….? Yes, it is /No, it isn’t. You’re name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… Are you a boy/girl? Yes, I am/No, I’m not. You’re a BOY/GIRL. How are you? Are you fine? Yes, I am/No, I’m not. I’m FINE. How are you feeling? Are you happy? Yes, I am/ No, I’m not. You’re HAPPY. Are you sad? Yes, I am/ No, I’m not. You’re SAD. Are you angry? Yes, I am/ No, I’m not. You’re ANGRY. I’m smiling. Am I smiling? Yes, I am/No, I’m not. I’m SMILING. I’m laughing. Am I laughing? Yes, I am/No, I’m not. I’m LAUGHING. I’m sad. Am I sad? Yes, I am/No, I’m not. I’m SAD. I’m crying. Am I crying? Yes, I am/No, I’m not. I’m CRYING. How old are you? Are you two? Yes, I am/No, I’m not. You’re TWO. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. Is it morning/afternoon? Yes, it is/No, it isn’t. It’s MORNING/AFTERNOON. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it spring? Yes, it is/No, it isn’t. It is SPRING. Let’s pray. Everybody sit down/stand up Let’s count to ten. Let’s sing <<Number Jumping >>. Let’s sing <<Ten Little fingers>>.

E. Let’s talk

The teacher revises the topic by asking questions. Language Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Sally is a girl. Is she a girl? Yes, she is/No, she isn’t. She is a GIRL. Look two fingers. Are there two fingers? Yes, there are/No, there aren’t. There are TWO fingers. When it’s winter we put on hats, scarves, gloves, coats and boots. (Show actual items of clothing.) Is this a hat/scarf/gloves/coat/boots? Yes, it is/ No, it isn’t. This is a HAT/SCARF/GLOVES/COAT/BOOTS. Everybody stand up/sit down.

HELLO SALLY!

Do you come to school by bus/car/walking? Yes, I do/No, I don’t. I come to school BY BUS/CAR/WALKING. Do cars drive on the road? Yes, they do/No, they don’t. CARS DRIVE ON THE ROAD. Do planes fly in the sky? Yes, they do/No, they don’t. PLANES FLY IN THE SKY. Do boats sail on the sea? Yes, they do/No, they don’t. BOATS SAIL ON THE SEA. Do you walk on the pavement? Yes, I do/No, I don’t. YOU WALK ON THE PAVEMENT. Do you cross at the zebra crossing? Yes, I do/No, I don’t. YOU CROSS AT THE ZEBRA CROSSING. Do you hold mummy’s hand? Yes, I do/No, I don’t. You hold MUMMY’S HAND. Do you stop when the light is red? Yes, I do/No, I don’t. You STOP when the light is RED. Do you go when the light is green? Yes, I do/No, I don’t. You GO when the light is GREEN. Look at this traffic light. Is this red? Yes, it is/No, it isn’t. It is RED. Is this amber? Yes, it is/No, it isn’t. It is AMBER. Is this green? Yes, it is/No, it isn’t. It is GREEN. Do cars stop when it’s red? Yes, they do/No, they don’t. Cars STOP when it’s RED. Do cars wait when it’s amber? Yes, they do/No, they don’t. Cars WAIT when it’s AMBER. Do cars go when it’s green? Yes, they do/No, they don’t. Cars GO when it’s GREEN. Look at this bicycle helmet. Is this a bicycle helmet? Yes, it is/No, it isn’t. It’s a BICYCLE HELMET. We wear a bicycle helmet when we ride a bike. Is this a car seat? Yes, it is/No, it isn’t. It’s a CAR SEAT. We sit in a car seat in the car. Is this a seatbelt? Yes, it is/No, it isn’t. It’s a SEATBELT. We put a seatbelt on in the car. Can we find anything in the classroom the colour blue? Is this blue? Yes, it is/No, it isn’t. It’s BLUE. Can we find anything the colour yellow/red? Is this yellow/red? Yes, it is/No, it isn’t. It’s YELLOW/RED. Can we find anything with the shape of a square? Is this a square? Yes, it is/No, it isn’t. It’s a SQUARE. Let’s look in the English corner. I can see a small square/big square/number one/number two/the colour yellow/the colour red. How are you feeling? Can you say please? Yes, I can/No, I can’t. You can say PLEASE. Can you say thank- you? Yes, I can/No, I can’t. You can say THANK YOU. 3. LET’S LEARN

A. Concepts

1. Square 2. Big and small 3. Number two 4. Blue 5. Up an down 6. Long and short

- The teacher introduces the concept flashcards, showing them one by one, or as you may now have the concept flashcards on the wall in your designated English area, you can ask the children questions instead of telling them what you can see. As a constant reference for the children leave the main flashcards on the wall from one term to the next: the numbers, shapes, colours and even some of the preposition flashcards. a) A big blue square



HELLO SALLY!

Language Is it a big blue square? Yes, it is/ No, it isn’t It’s a BIG BLUE SQUARE. Recite the chant <<Big and Small>>. Recite the chant <<A Square>>. b) A small blue square

- The teacher traces a small square shape with his/her finger. - Recite the chant <<Big and Small>>. CD track


Language Is it a small blue square? Yes, it is/ No, it isn’t It’s a SMALL BLUE SQUARE. Recite the chant <<Big and Small>>. Recite the chant <<A Square>>. c) Number two

- The teacher holds up two fingers. Gesturing to the children to do the same. - Recite the chant<<Number Two>>. CD track

Language Is this number two? Yes, it is/ No, it isn’t. It is number TWO Let’s chant << Number Two>>. d) The colour blue

- The teacher shows the flashcard. - Recite the chant <<We Love Blue >>. CD track

Language Is this blue? Yes, it is/ No, it isn’t. It is BLUE. Let’s chant <<We Love Blue>>. e) Long and short -The teacher shows a flashcard with a long train and another with a short train emphasise long and short also using your arms. -Recite the chant << Long and Short Train>>. Language Look at this train. It is long. Is the train long? Yes, it is/No, it isn’t. The train is LONG. Look at this train. It is short. Is the train short? Yes, it is/No, it isn’t. The train is SHORT. Let’s practice with our arms long (stretch arms out wide) and short (Bring arms in closer together). Let’s chant <<Long and Short Train>>.

f) Up and down -The teacher shows the flashcard. Using one finger put it at the top of the arrow saying up and tracing your finger down to the bottom saying down. Ask the children to come out and have a go, using their finger tracing the line from up to down. - Recite the chant <<Up, Down>>. Language Look at my finger. It is up. Now it is going down. Let’s chant <<Up, Down>>. A. Play the game Find me. -This is another method of practicing the concepts using the flashcards that are in your designated English area. Whilst the children are sat in the circle say to a child to go and find one of the concept cards you have on the wall.

HELLO SALLY!

Language Find me a big yellow circle/ a big red square. Find me a small yellow circle/ a small red square. Find me the colour yellow/red/blue. Find me number one/ number two. Find me the mascot in the box. Find me the mascot out of the box. Find me the picture of one finger. Find me the picture of lots of fingers. Trace your finger from up to down. Find me the long train. Find me the short train. B. Vocabulary flashcards Bus Aeroplane Ship Bicycle Lorry Car Helicopter Motorbike Train Sailing boat - The teacher shows the flashcards: After showing the flashcards, when you have reached the end of week one, you can start to ask: What’s this? Is it a car? Yes, it is/No, it isn’t. It’s a CAR. - Encourage the children to answer the question: What’s this?


Play the game: Guess the transport. Put on the transport sounds CD and let the children listen to the different transport sounds and see if they can guess and say which form of transport it is. Play the game: Find the flashcard. Stick the flashcards around the classroom, on the walls at child height, with blu -tack. Then ask a child in turn to get you, for example: the car .When they give you the flashcard they must repeat the word. Play the game: Flashcards in the bag. Put the flashcards inside a plastic bag. Ask each child in turn to take one out and tell you what it is. Or they could pick one up from the floor after you have called out the word, and put it in the bag repeating the word. Play the game: Guess what. Put the flashcards behind your back. Say to the children can you guess what, the children then shout out. It’s an aeroplane. You then show them the flashcard to see if they were right. In the second week of this unit you can start to introduce the extra vocabulary through play, the children would have heard this vocabulary in the story or on the Story-Poster so

HELLO SALLY!

it will not be new to them, however this will help for them to put that vocabulary more into context. Play the game: Let’s cross. Make a zebra crossing by sticking blank sheets of white A4 paper together in lines about five or six, lay them on the floor it should look something like a zebra crossing. Prepare two round pieces of card, one red the other green. Then get the children to hold hands in pairs, they can cross the zebra crossing depending on the red or green light you hold up. You can help them by saying stop or go.

D. Story-Poster (Optional everyday activity) - Teacher stands by the unit Story-Poster. Let’s have a look at the Story-Poster. What can we see?

- The teacher tells the children what she can see on the Story-Poster. Language She is Sally. He is Daddy. This is a car park. This is a road. This is a zebra crossing. This is a traffic light. The traffic light is red for the cars. The cars stopped. Sally is crossing the road. She is holding her Daddy’s hand. This is a motorbike/a lorry/a car/a bus. This is a bicycle/a bicycle lane. This is a train/a train station. These are train tracks. This is the sea/a sailing boat/a ship. This is the sky/a helicopter/an aeroplane. - After week one into the unit, instead of telling the children what you can see, you can ask them: Language Is she Sally? Yes, she is/No, she isn’t. She is SALLY Is he Daddy? Yes, he is/No, he isn’t. He is DADDY. Is this a car park? Yes, it is/No, it isn’t. It is A CAR PARK. Is this a road? Yes, it is/No, it isn’t. It is ROAD. Is this a zebra crossing? Yes, it is/No, it isn’t. It is ZEBRA CROSSING/PEDESTRIAN CROSSING. Is this a traffic light? Yes, it is/No, it isn’t. It is TRAFFIC LIGHT. Is the traffic light red for the car? Yes, it is/No, it isn’t. It is RED for the CAR. Have the cars stopped? Yes, they have/No, they haven’t. The CARS have STOPPED. Is Sally crossing the road? Yes, she is/No, she isn’t. She is CROSSING the ROAD. Is she holding her Daddy’s hand? Yes, she is/No, she isn’t. She is HOLDING her DADDY’S HAND. Is this a motorbike/a lorry/a car/a bus? Yes, it is/No, it isn’t. This is A MOTORBIKE/A LORRY/ A CAR/A BUS. Is this a bicycle/a bicycle lane? Yes, it is/No, it isn’t. This is A BICYCLE/BICYCLE LANE. Is this a train/a train station? Yes, it is/No, it isn’t. This is A TRAIN/A TRAIN STANTION. Are these train tracks? Yes, they are/No they aren’t. These are TRAIN TRACKS.

HELLO SALLY!

Is this the sea/a sailing boat/a ship? Yes, it is/No, it isn’t. This is THE SEA/ A SAILING BOAT/ A SHIP. Is this the sky/a helicopter/an aeroplane? Yes, it is/No, it isn’t. This is THE SKY/A HELICOPTER/AN AEROPLANE. - The teacher can focus on the extra vocabulary. Language Car park Road Zebra crossing Traffic light Red Green Stop Crossing Holding hands Bicycle lane Train station Train tracks Sky 4. LET’S SING -Sing the song << Fire Engine Song>>. CD track Show the children an image of a red fire engine that has a long ladder and a fireman (Worksheet 2). Pretend to be a fireman driving a fire engine by putting your hands out in front of you, encourage the children to do the same, practice driving and climbing up and down a ladder, and then recite the chant <<Up, Down>>. Language and activities This is a fire engine (show image). Is it a fire engine? Yes, it is/No, it isn’t. It’s a FIRE ENGINE. Is the fire engine red? Yes, it is/No, it isn’t. The fire engine is RED. Look at the ladder. Does the fire engine go Neeee, noooor, neeee noooor? Yes, it does/No, it doesn’t. The fire engine goes NEEEE, NOOOR, NEEEE, and NOOOOR. This is a fireman. He puts the fire out with water. Let’s pretend to be firemen. Everybody drive your fire engine. Let’s go up the ladder, like this. Now down the ladder, like this. Now squirt the water. Let’s listen to the transport sounds. Listen for the fire engine. It’s time to sing the fire engine song. -Sing the song << Down at the Station>>. CD track Look at the unit Story-Poster and identify the train and the train station Play the game<< I’m a…>> and make a long train ready to sing the song. Language and activities Let’s look at the Story-Poster. What transport can we see? I can see a train. Is this a train? Yes, it is/No, it isn’t. This is a TRAIN. Is this the train station? Yes, it is/No, it isn’t. This is the TRAIN STATION. Let’s play <<I’m a…>>. Now everybody let’s make a train and sing. -Sing the song << A Sailor Went to Sea>>.CD track Show images of a sailor, a ship and the sea. Listen to the transport sounds and identify the ship. Language and activities Look at this picture. This is a ship. Is this a ship? Yes, it is/No, it isn’t. It’s a SHIP. This is the sea. Is this the sea? Yes, it is/No, it isn’t. It’s the SEA.

HELLO SALLY!

Is the sea blue? Yes, it is/No, it isn’t. The sea is BLUE. This is a sailor. Is this a sailor? Yes, it is/No, it isn’t. It’s a SAILOR. He works on a ship. Let’s listen to the transport sounds. Which one is the ship? It’s time to sing a <<A Sailor Went to Sea>>.

B. Rhymes

- Recite the rhyme <<Row, Row, Row Your Boat >>. CD track

- Recite the rhyme << Stop>>. CD track

5. LET’S PLAY

A. Movement: run and stop

Language and activities -Play the game: Cars. For this activity you will need hoops and three different coloured traffic lights made out of card, one red, amber and green. As you hold up each one the children pretend to be driving cars and stop, wait or go according to the colour. Language Let’s play cars. First look at these traffic lights. This one is red. Red means stop. This one is amber. Amber means wait. This one is green. Green means go. Everybody take a hoop. Let’s play. Recite the rhyme << Stop>> and play the game. -Play the game: Running statues. The children run around the classroom when the music is on, when it stops the children have to stop and stand very still. Language Let’s play. Everybody run to the music. When it stops, you have to be very still. Like this. Ready? -Play the game: 3, 2, 1 Blast off. You will need to be in an open space with no obstructions, count from one to ten and then shout BLAST OFF! And the children can run freely in all directions as if aeroplanes. Language: Let’s play 3, 2, 1 Blast off.

I’m going to show you how.

First I’m going to count to ten.

Then shout BLAST OFF.

Watch how I run around like an aeroplane with my arms open out wide.

HELLO SALLY!

Ready?


1. Blue 2. Number two 3. Square 4. Long and short 5. Up and down

a) Blue

Recite the chant <<Blue>>. CD track

Recite the chant <<We Love Blue>>. CD track

- Play the game: Blue box?

For this activity you will need to have a collection of blue objects in a box, you can use

classroom objects and toys, for example: Blue toy transport/blue crayons/Blue plastic

plates/Blue paper or card/Blue plasticine/blue balloons etc.

When you have enough objects, look at the different objects with the children, recite the chant

<<We love blue>> and then let them play freely.

Language

Look in this box everyone.

Is everything blue? Yes, it is/No, it isn’t. Everything is BLUE.

Let’s have a look.

A blue car/train/balloon etc…

Let’s sing the chant <<We Love Blue>>.

Now let’s play with the blue box.

-Play the activity: Plasticine play.

For this activity you will need blue plasticine and on plastic laminated paper different pictures

of transport, enough so there’s one for each child. Let them mould and squash the plasticine

into the shapes of the transport.

Language

Today we’re going to play with plasticine.

Is this plasticine blue? Yes, it is/No, it isn’t. The plasticine is BLUE.

And look at these pictures of transport.

Is this a car/bus/train/aeroplane/lorry/motorbike? Yes, it is/No, it isn’t. This is a CAR/BUS/TRAIN/AEROPLANE/LORRY/MOTORBIKE. Now watch what I do with the plasticine.

I’m going to squash little pieces over the lines of the car like this.

Or you can make snakes like this and do the same.

Can you see?

Shall we all have a go?

-Play the game: Pick blue.

You will need a box of different coloured construction blocks put them on the floor in the middle

of the circle and let each child come and take a blue one, then recite the chant <<Blue>>.

Language

Let’s play the game pick blue.

Look at all these blocks.

HELLO SALLY!

Is this red/yellow/blue/green? Yes, it is/No, it isn’t. It’s RED/YELLOW/BLUE/GREEN.

I’m going to pick a blue one.

Like this.


Let’s chant <<Blue>>.

-Do the activity: Big blue boat.

Previous to this activity you will need to have prepared with the children different textured blue

paper. Get the children to tear the paper into big squares. Then on a large piece of construction

paper draw a big sailing boat, they can then make the collage by sticking the blue pieces of

paper on the boat.

Language

Today we are going to be making a collage.

Look at all this paper.

Is the paper blue? Yes, it is/No, it isn’t. The paper is BLUE.

First let’s tear the paper into squares.

Like this.

When we have finished put all the squares into this box.

Now look at this picture.

Is it a sailing boat? Yes, it is/No, it isn’t. It’s a SAILING BOAT.

Let’s put some glue on.

Now let’s stick.

Like this.


b) Number two


-Play the game: My number two

This activity is very simple, using a felt tipped pen, write a number two on your hand and then

each of the children’s hands and sing a song letting them show their hands. The teacher can

use a blue felt tipped pen.

Language

Come here everybody.

Look at my hand.

Is this number two? Yes, it is/No, it isn’t. It’s number TWO.

Who wants a number two on their hand?

I’m going to write it just like this.

Hold your hands up everybody.

Let’s sing <<Number Two>>.

Play the game: Two cars. You will need a big box of plastic cars. Encourage each child to get the box and pick up two cars. Language Let’s play two cars.

These are cars.

Is this a car? Yes, it is/No, it isn’t. It’s a CAR.

Look I’m going to take two cars.

Like this.

HELLO SALLY!

Take two cars.

Play the game: Run to two. Stick various A4 copies of the number two around the classroom, at an accessible height for the children to run to and touch when you say run to two. Language Let’s play run to two. Is this number two? Yes, it is/No, it isn’t. It’s number TWO.

Now when I say run to two.

You run like this and I touch the number two.

-Play the game: Stand up two.

In a circle stand up and ask: “How many teachers are there?” Then ask two children to stand up

and ask the class how many children there are? Repeat the activity with all the children and

recite the chant <<Number Two>>.

Language

Let’s play stand up two.

First I’m going to stand up.

I’m the teacher.

Is there one teacher? Yes, there is/No, there isn’t. There is ONE teacher.

Now I want two children to stand up.

Are there two children? Yes, there are/No, there aren’t. There are TWO children.


Let’s chant <<Number Two>>.

c) Square


-Play the game: Walk on the square.

Draw a very big square on the classroom floor using coloured chalk so it’s very visible. Then ask

the children to follow you walking on the lines of the square.

Language Look at the floor.

Is that a square? Yes, it is/No, it isn’t. It’s a SQUARE.

Watch.

I’m going to walk on the square.

Like this.


Follow me.

-Do the activity: A square or a circle.

For this activity you will need to draw on one hand of each child a circle and on the other a

square with a felt tipped pen. Encourage them to identify the shapes by holding up their hand

with a circle and then the square. Then hold up the hand with the square and recite the chant

<<A Square>>. The teacher can use a blue felt tipped pen.

Language Look at my hands. Is this a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. Is this a square? Yes, it is/No, it isn’t. It’s a SQUARE. Let me draw a circle and square on your hands.

HELLO SALLY!

Now everybody hold up the circle. Now everybody hold up the square. Let’s sing <<A Square>>. -Play the game Square, no square!

Draw one or various squares, medium size on the floor using chalk. The children can then rub

out the line of the square with their finger.

Language I’m drawing a square.

Is it a square? Yes, it is/No, it isn’t. It’s a SQUARE.

Now watch how I rub it out with my finger.

Look, now there is no square.


-Do the activity: A square lorry.

Previous to this activity you will need to have drawn a lorry on construction paper, making the

box of the lorry square shaped, give the children square stickers to stick on the lorry, verbalising

the shape a square where possible.

Language

Look at this.

Is it a lorry? Yes, it is/No, it isn’t. It’s a LORRY.

Look at the box of the lorry.

It’s a square shape.

Is it a square? Yes, it is/No, it isn’t. It’s a SQUARE.

Now we are going to stick square stickers on the lorry.

Like this.


d) Long and short Recite the chant <<A Long and Short Train>>>.

Play the game: Rope walking. You will need special physical education ropes for this activity, one long the other shorter. Put them on the floor and explain to the children that one is long and the other is short it could help by motioning with your hands pulling them apart and then bringing them in. Then encourage the children one by one to come and walk on the long or short rope. Language Let’s play rope walking. Look at the floor. This rope is long (motioning with your hands). This rope is short (motioning with your hands). I’m going to walk on the long rope. Like this. Now it’s your turn. Who is going to walk on the short rope? -Play the game: Trains. Explain to the children the concept of long and short by demonstrating with your hands, and then explain that you are going to make a long train. Make a train with the children explain to them that is long, then put them in small trains explaining that the trains are now short, repeat this activity various times so they understand and recite the chant <<Long and Short Train>>. Language Today we are going to practice long and short.

HELLO SALLY!

Look long is like this (motioning with your hands) Short is like this (motioning with your hands). Practice with me everybody, long and short. Now we are all going to make a train. The train is long. Is this train long? Yes, it is/No, it isn’t. The train is LONG. Now we are going to make short trains. Like this. This train is short. Is this train short? Yes, it is/No, it isn’t. The train is SHORT. Let’s do it again. Now let’s chant <<Long and Short Train>>. -Play the game: On the long, on the short. For this activity you will need a box of cars and to draw two lines on the floor, one long and the other short. Start of by practicing the concept long and short by motioning with your hands. To begin the activity, encourage the children to take a car each and line the cars up along the long or short line. Language Let’s play on the long, on the short. First let’s start by practicing long and short with our hands. Like this. Long (motioning with your hands). Short (motioning with your hands). Now look at these two lines. This line is long. Is this line long? Yes, it is/No, it isn’t. The line is LONG. This line is short. Is this line short? Yes, it is/No, it isn’t. The line is SHORT. In this box there are cars. Is this a car? Yes, it is/No, it isn’t. It’s a CAR. Now we are going to line the cars up on the long line. Like this. Now it’s your turn. Take a car. Look at the long line of cars. Is this line long? Yes, it is/No, it isn’t. The line is LONG. -Play the game: Long, short. Stick two pieces of thin card horizontally on the wall, one long the other short. Trace your finger over the line verbalizing long and short. Encourage the children to copy. It would be good to put various sets around the classroom for the children to practice and to recite the chant <<Long and Short Train>>. Language Let’s play long, short. Look at these strips of card. I’m going to trace my finger over this one. It’s long. Is it long? Yes, it is/No, it isn’t. It’s LONG. Now over this one. It’s short. Is it short? Yes, it is/No, it isn’t. It’s SHORT. Now it’s your turn. Let’s chant <<Long and Short Train>>. e) Up and down - Recite the chant <<Sit Down, Stand Up! >>. CD track

HELLO SALLY!

-Recite the chant <<Up, Down>>. CD track

Play the game: Step up, step down. You will need a set of steps, physical education steps designed for small children or normal stairs or steps that you have in the workplace. Practice with the children one at a time, going up only two or three steps and then coming down, verbalizing the motion of going up and coming down. Recite the chant<<Up, Down>>. This activity should only be done with supervision from the teacher. Language Today we are going to practice going up and down. Watch, as I go up the steps, and watch me come down. I went up and came down. Am I going up and down? Yes, you are/No, you’re not. I am going UP and DOWN. Who wants to have a go? One at a time. Let’s go up and down. Sing the chant <<Up, Down>>. Play the game: Towers. You will need big oversized construction blocks if possible. Show the children by putting one block on top of the other you are building the tower up then push the tower over to show how the tower falls down. Recite the chant <<Up, Down>>. Language Let’s play towers everybody. Look at these blocks. They are very big. Watch first how I put one on top of the other and build the tower up. Now it’s finished, let’s watch how it falls down. Let’s all have ago. Let’s chant <<Up, Down>>. Play the game: Thumbs up. First recite this chant << Arms Up, Arms Down>>. Arms up, arms down. Circle them around. Arms up, arms down. Circle them around. And the chant <<Sit Down, Stand Up!>>, then encourage the children to imitate different actions: jumping up and jumping down, (really emphasizing the movement). Using your thumbs put them up and down, again emphasizing each movement and lastly move your eyes up and put your chin down. Repeat this activity various times. Language Let’s play thumbs up everyone. First let’s recite the chant <<Arms Up, Arms Down>>. Arms up, arms down. Circle them around. Arms up, arms down. Circle them around. And <<Sit Down, Stand Up! >>. Let’s see who can jump up and down, like this. Now these are your thumbs. Is this a thumb? Yes, it is/No, it isn’t. It is a THUMB. Put your thumbs up, now put your thumbs down. Try again. Now let’s try with our eyes, move them up. This is your chin. Is this a chin? Yes, it is/No, it isn’t. It is a CHIN. Touch your chin everyone. Now let’s put our chin down. Eyes up chin down.

HELLO SALLY!

Thumbs up, thumbs down. Jump up jump down. Let’s do it again! Play the game: Up and down dots. You will need to draw two short lines on pieces of A4 white paper, enough for each child. Use arrows at the top and at the bottom of each line to indicate which line is going up and which one is coming down. Then using finger paint the children stamp their finger prints firstly on the line going up, moving their finger prints up indicated by the teacher, then on the line coming down, again indicated by the teacher. Recite the chant <<Up, Down>> with the children whilst they are completing the task. This activity can probably only be achieved with a small group of children at a time. Language Today we’re going to be practicing up and down. Let’s recite the chant <<Up, Down>> so we can remember. Now on this piece of paper there is a line with an arrow going up and another line with an arrow coming down. Show me your fingers. We are going to finger print small dots firstly up and then down. Ready? Let’s chant <<Up, Down>>. 6. TABLE TIME Worksheet 1 Objectives To identify the different types of transport: bus, lorry and car. To identify the colour blue. Activity Continue painting the car the colour blue. Materials Student’s book. Blue crayons. The chant <<We Love Blue>>. CD track The movement game <<Cars>>. The game <<Pick blue>>. Language and activities Identify the blue crayons. Sing the chant <<We Love Blue>>. Play the game <<Pick blue>>. Play the <<Cars>>. Language Today we’re playing with the colour blue and different types of transport. Is this crayon blue? Yes, it is/No, it isn’t. The crayon is BLUE. Let’s sing the chant <<We Love Blue>>. Now let’s play the game <<Pick blue>>. Let’s play the game <<Cars>>. Let’s look at today’s worksheet. Is this a red bus? Yes, it is/No, it isn’t. This is a RED BUS. Is this a yellow lorry? Yes, it is/No, it isn’t. This is a YELLOW LORRY. Is this a car? Yes, it is/No, it isn’t. It’s a CAR.

This part of the car is the colour blue.

Let’s colour the car blue.

HELLO SALLY!

Worksheet 2 Objective To identify the concept «up» and «down». Activities Listen to the song «Fire Engine Song»: Put a red sticker on the fireman who is «up» the ladder. Materials Student’s book. Images of a fireman, a fire engine and a ladder. Red stickers. The game <<Guess the transport>>. The song <<Fire Engine Song>>. The game <<Thumbs up>>. The chant <<Up, Down>>. Language and activities Show the images of a fireman a fire engine and a ladder and discuss what firemen do. Play the game<<Guess the transport>>. Listen for the fire engine. Sing the Song <<Fire Engine Song>>. Play the game <<Thumbs up>>. Recite the chant <<Up, Down>>. Language Today’s worksheet is all about up and down. First let’s have a look at these images. This is a fireman, he travels in a fire engine when there is a fire and to put the fire out he has to go up a ladder, when the fire is out he has to go down the ladder. Let’s play <<Guess the transport>>. Listen out for the fire engine. A fire engine goes neee nooor, neee nooor. Let’s sing the <<Fire Engine Song>>. Now we are going to play the game <<Thumbs up>>. Before we do the worksheet let’s chant <<Up, Down>>. Now let’s look at the worksheet there’s a fireman up the ladder, let’s put a red sticker on the fireman who is up the ladder. Good! Worksheet 3 Objective To identify the elements of road safety. Activities Listen to the nursery rhyme «Stop». Put a sticker of Sally with her daddy on the zebra crossing. Materials Student’s book. Sally stickers. Story-Poster. The game <<Cars>>. The rhyme <<Stop>>. The game <<Let’s cross>>.

HELLO SALLY!

Language and activities Look at the unit Story-Poster and discuss. Play the game <<Cars>>. Say the rhyme <<Stop>>. Play the game <<Let’s cross>>. Language Let’s talk about road safety. Look at the Story-Poster. When we cross the road we always hold mummy and daddy’s hand. We must always cross at the zebra crossing. We must only cross when the light is green. Let’s play the game <<Cars>> Say the rhyme <<Stop>>. Let’s play the game <<Let’s cross>>. Now let’s have a look at today’s worksheet. Is this a zebra crossing? Yes, it is/No, it isn’t. It’s a ZEBRA CROSSING. Is he Sally’s Daddy? Yes, she is/No, she isn’t. He is Sally’s DADDY. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Now let’s stick Sally with her DADDY. Worksheet 4 Objective To identify land transport. Activity Put a sticker on the train and the car. Materials Student’s book. Stickers. Story-Poster. The game <<I’m a…>>. The game <<Guess the transport>>. The song <<A Sailor Went to Sea>>. Language and activities Discuss and observe the transport in the unit Story-Poster. Play the game <<I’m a…>>. Play the game <<Guess the transport>> listen out for the transport sounds a train, car and ship. Sing the song <<A Sailor Went to Sea>>. Language Let’s look at the Story-Poster. We know that cars drive on the road. Trains go on the train tracks. This transport is on land. Aeroplanes fly in the sky. Ships sail on the sea. Let’s play the game <<I’m a…>>. Now we are going to listen to the transport sounds. Tell me what you can hear. Can you hear a train, a car and a ship? Now let’s sing the song <<A Sailor Went to Sea>>. Look at today’s worksheet. What can we see? Does a car drive on the road? Yes, it does/No, it doesn’t. A CAR drives on the ROAD. Does a ship sail on the sea? Yes, it does/No, it doesn’t. A SHIP sails on the SEA.

HELLO SALLY!

Does a train go on train tracks? Yes, it does/No, it doesn’t. A TRAIN goes on TRAIN. TRACKS We know that trains and cars are transport, that go on land and ships sail on the sea. Now we’re ready to stick the stickers on the transport that goes on land, the train and the car. 7. STORY TIME

The story can be read or listened to. Recite the chant <<Story>>. Sally’s Train Journey. CD track It is important to take into consideration when you are teaching small children English that when you ask a question, quite often they will respond in their mother tongue. However, by responding to the question, this shows they have understood and you will be able to work on teaching them the correct way to respond in English. Questions related to the story: Is Sally’s daddy parked in the car park? Yes, he is/No, he isn’t. He is PARKED in the CAR PARK. Is Sally walking to the train station? Yes, she is/No, she isn’t. She is WALKING to the TRAIN STATION. Are they walking on the pavement? Yes they are/No they aren’t. They are WALKING on the PAVEMENT. Are they going to the city? Yes, they are/No, they aren’t. They are going to the CITY. Are they going to visit her cousin? Yes, they are/No, they aren’t. They are going to VISIT her COUSIN. Is Sally holding her Daddy’s hand? Yes, she is/No, she isn’t. She is HOLDING her DADDY’S HAND. Do they have to wait at the zebra crossing? Yes, they do/No, they don’t. They have to WAIT at the ZEBRA CROSSING. Is the zebra crossing light green? Yes, it is/No, it isn’t. The ZEBRA CROSSING light is GREEN. Is there a motorbike/lorry/car/bicycle? Yes, there is/No, there isn’t. There is a MOTORBIKE/LORRY/CAR/BICYCLE. Have the motorbike/lorry/car/bicycle stopped? Yes, they have/No, they haven’t. The MOTORBIKE/LORRY/CAR/BICYCLE have STOPPED. Can Sally see the sea? Yes, she can/No, she can’t. She can see the SEA. Can Sally see a helicopter in the sky? Yes, she can/No, she can’t. She can see a HELICOPTER in the SKY Is the train arriving? Yes, it is/No, it isn’t. The TRAIN is ARRIVING. Does Sally like travelling by train? Yes, she does/No, she doesn’t. She likes TRAVELLING by TRAIN. Does Sally’s Daddy like travelling by train? Yes, he does/No, he doesn’t. He likes TRAVELLING by TRAIN. 8. LET’S SAY GOODBYE

HELLO SALLY!

9. WEEKLY PLANNING

WEEK 1

1. Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing Hello, Can You? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing Hello, Can You? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling?

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing Hello, Can You? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track Recite the chant << Sad>>.

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing Hello, Can You? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant << Sad>>.

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello, Can You? >>.CD Track Language Let’s sing Hello, Can You? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track

HELLO SALLY!

Recite the chant << Angry>.> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -Who’s this 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<< We Love Blue>>. Chant<<Number Two>>.

-Recite the chant <<Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant <<Angry>.> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. - How many? 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>.

CD track Recite the chant << Angry>.> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -Shake hands 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. .

CD track Recite the chant << Angry>.> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -I’m a…. 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn

Recite the chant << Angry>.> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -I’m a…. 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<Sit Down, Stand Up! >>. Chant<<Long and Short

HELLO SALLY!

-Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing -Activities related to songs and rhymes: <<A Sailor Went to Sea>> . <<Down at the Station>>. Rhyme <<Row, Your boat>>. 5.Let’s play -Movement: 3, 2, 1 blast off! -Blue: Blue box. -Square: A square or a circle. 7.Story time Chant<<Story>>.

-Unit story. Sally’s train journey. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<< We Love Blue>>. Chant<<A Square>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing -Activities related to songs and rhymes: << Fire Engine Song>>. <<Down at the Station>>. Rhyme<<Row, Your Boat>>. 5.Let’s play -Movement: Running statues. -Blue: Plasticine play. -Square: Walk on the square. 7.Story time Chant<<Story>>. -Unit story: Sally’s train journey. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

Chant<<Number Two>>. Chant<<Up, Down>>. Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Find the flashcard. 4. Let’s sing -Activities related to songs and rhymes: <<Fire Engine Song>>. <A Sailor Went to Sea>>. Rhyme <<Row Your Boat>>. 6.Table time -Worksheet 1. 7.Story time Chant<<Story>>. - Story related to the topic. 8. Let’s say goodbye <<Goodbye Song>>.

-Concept flashcards. Chant <<Big and Small>>. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Guess the transport. 4. Let’s sing -Activities related to songs and rhymes: <<A Sailor Went to Sea>>. <<Down at the Station>>. Rhyme<<Row, Your Boat>>. 5.Let’s play -Movement: 3, 2, 1 blast off! -Blue: Blue box. -Square: Walk on the square. 7.Story time Chant<<Story>>. - Story related to the topic. 8. Let’s say goodbye <<Goodbye Song>>.

Train>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing -Activities related to songs and rhymes: <<A Sailor Went to Sea>>. <<Fire Engine Song>>. Rhyme <<Row, Your Boat>>. 5.Let’s play -Movement: Running statues. -Blue: Big blue boat. -Two: My number two. 7.Story time Chant<<Story>>. -Unit story: Sally’s train journey. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

HELLO SALLY!

WEEK 2

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing hello can you? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing hello can you? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>.>



1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello Can You? >>.CD Track Language Let’s sing hello can you? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant << Happy>>. CD track Recite the chant << Sad>>. CD track Recite the chant << Angry>.> CD track

HELLO SALLY!

Recite the chant << Sad>>. CD track Recite the chant << Angry>.> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -I’m a… 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -Shake hands 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<A Square>.> -Chant <<Sit Down, Stand

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -How many? Two 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Number Two>>.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -Who’s this? 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Long and Short

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. I’m a…. 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<We Love Blue>>. -Chant<<Number Two>>. -Game: find me. -Vocabulary flashcards.

HELLO SALLY!

3.Let’s learn -Concept flashcards. . - Chant <<Number Two>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: << A Sailor Went to Sea>>. <<Fire Engine Song>>. Rhyme <<Stop>>. 5.Let’s play -Movement: Cars. -Up and down: Step up, step down. -Two: Two cars. 7.Story time -Chant<<Story>>. -Unit story: Sally’s train journey. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

Up! >>. -Vocabulary flashcards. -Number flashcards. -Vocabulary game: Flashcards in the bag. 4. Let’s sing Activities related to songs and rhymes: <<Fire Engine Song>>. << A Sailor Went to Sea>>. Rhyme <<Stop>>. 5.Let’s play -Movement: Cars. -Up and down: Towers. -Blue: Pick blue. 7.Story time -Chant<<Story>>. - Story related to the topic. 8. Let’s say goodbye <<Goodbye Song>>.

-Chant<<We Love Blue>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Guess what? 4. Let’s sing Activities related to songs and rhymes: << A Sailor Went to Sea>>. <<Fire Engine Song>>. Rhyme<<Row, Your Boat>>. 6.Table time -Worksheet 2. 7..Story time Chant<<Story>>. -Unit story: Sally’s train journey. -Questions. 8. Let’s say goodbye <<Goodbye Song>.>

Train>>. Chant<<Blue>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary game: Find the flashcard. 4. Let’s sing Activities related to songs and rhymes: <<Fire Engine Song>>. <<Down at the Station>>. Rhyme<<Stop>>. 5.Let’s play -Movement: 3, 2, 1 blast off. -Up and down: Thumbs up. -Long and short: Rope walking. 7.Story time -Chant<<Story>>. - Story related to the topic. 8. Let’s say goodbye <<Goodbye Song>>.

-Number flashcards. -Vocabulary game: Guess what. 4. Let’s sing Activities related to songs and rhymes: <<Fire Engine Song>>. << A Sailor Went to Sea>>. Rhyme<<Stop>>. 5.Let’s play -Movement: Cars. -Up and down: Up and down dots. -Two: Stand up two. 7.Story time Chant<<Story>>.

-Unit story: Sally’s train journey. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

WEEK 3






HELLO SALLY!

Recite the chant << Sad>>. CD track Recite the chant << Angry>.> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -I’m a…. 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -Shake hands. 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Long and Short

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -I’m a… 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. Chant <<We Love Blue>>.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -How many? Two. 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. - Chant <<A Square>>.

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -Who’s this? 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Up, Down>>. - Chant<<Big and Small>>. -Vocabulary flashcards.

HELLO SALLY!

3.Let’s learn -Concept flashcards. . - Chant <<A Square >>. -Chant<<Blue>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Let’s cross. 4. Let’s sing Activities related to songs and rhymes: <<A Sailor Went to Sea>>. <<Fire Engine Song>>. Rhyme <<Row, Your Boat>>. 5.Let’s play -Movement: 3, 2, 1 blast off. -Long and short: Long, short. -Square: Square, no square. 7.Story time Chant<<Story>>. -Unit story: Sally’s train journey. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

Train>>. -Chant<<Sit Down, Stand Up! >>. Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary game: Guess what. 4. Let’s sing Activities related to songs and rhymes: <<Fire Engine Song>>. <<Down at the Station>>. Rhyme<<Stop>>. 5.Let’s play -Movement: Running statues. -Long and short: Rope walking.

-Up and down: Step up, step down. 7.Story time Chant<<Story>>. - Story related to the topic. 8.Let’s say goodbye <<Goodbye Song>>.

-Chant<<Number Two>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Guess the transport. 4. Let’s sing Activities related to songs and rhymes: <<A Sailor Went to Sea>>. <<Fire Engine Song>>. <<Row, Your Boat>>. 5.Let’s play -Movement: 3, 2, 1 blast off. 6. Table time. -Worksheet 3. 7.Story time Chant<<Story>>. -Unit story: Sally’s train journey. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary game: Flashcards in the bag. 4. Let’s sing Activities related to songs and rhymes: <<Down at the Station>>. <<Sailor Went to Sea>>. Rhyme<< Row, Your Boat>>. 5.Let’s play -Movement: Cars. -Long and short: On the long, on the short. -Blue: Blue box. 7.Story time Chant<<Story>>. - Story related to the topic. 8.Let’s say goodbye <<Goodbye Song>>.

-Number flashcards. -Story-Poster. -Vocabulary game: Find the flashcard. 4. Let’s sing Activities related to songs and rhymes: <<A Sailor Went to Sea>>. <<Fire Engine Song>>. Rhyme<<Stop>>. 5.Let’s play -Movement: 3, 2, 1 blast off. -Long and short: Trains. -Square: A square lorry. 7.Story time Chant<<Story>>. - Story related to the topic. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

WEEK 4






HELLO SALLY!

Recite the chant << Sad>>. CD track Recite the chant << Angry>.> CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -I’m a… 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -Shake hands. 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Long and short Train>>.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -I’m a… 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<A Square>>. -Chant<< Big and Small>>.

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -How many? Two. 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . -Chant<<We Love Blue>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary game:

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >.>CD Track -Sing the song <<Number Jumping >.> CD track <<Ten Little Fingers >> Language Let’s count to ten everybody. Now let’s sing. -Who’s this? 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Number Two>>. -Chant<< Sit Down, Stand

HELLO SALLY!

3.Let’s learn -Concept flashcards. . - Chant <<Number Two>.> -Chant<<We Love Blue>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Let’s cross.

4. Let’s sing Activities related to songs: <<Fire Engine Song>>. <<A Sailor Went to Sea>>. Rhyme<<Stop>>. 5.Let’s play -Movement: Cars. -Up and down: Thumbs up

-Two: Run to two. 7.Story time Chant<<Story>>. Unit story: Sally’s train journey. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Chant<<Up, Down>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Guess the transport. 4. Let’s sing Activities related to songs: <<Down at the Station>>. <<Row Your Boat>>. Rhyme<<Stop>>. 5.Let’s play -Movement: 3, 2, 1, blast off. -Up and down: Towers. _Blue: Plasticine play. 7.Story time Chant<<Story>>. Story related to the topic. 8.Let’s say goodbye <<Goodbye Song>>.

-Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary game: Guess what. 4. Let’s sing Activities related to songs: <<Fire Engine Song>>. <<Down at the Station>>. Rhyme<<Row, Your Boat>>. 5.Let’s play -Movement: Running statues. 6.Table time -Worksheet 4. 7.Story time Chant<<Story>>.

-Unit story: Sally’s train journey. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

Find the flashcard. 4. Let’s sing Activities related to songs: <<A Sailor Went to Sea>>. <<Fire engine song>>. Rhyme<<Stop>>. 5.Let’s play --Movement: 3, 2, 1, blast off. -Square: A square or a circle. -Up and down: Step up, step down. 7.Story time Chant<<story>>. Story related to the topic. 8.Let’s say goodbye <<Goodbye Song>>.

.Up>>. -Game: find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Guess the transport. 4. Let’s sing Activities related to songs: <<Fire Engine Song>>. <<A Sailor Went to Sea>>. Rhyme<<Stop>>. 5.Let’s play -Movement: Cars. -Square A square lorry. -Up and down: Thumbs up. 7.Story time Chant<<Story>>. -Unit story: Sally’s train journey. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

UNIT 7

GRANDPA’S SPRING GARDEN

THEME In this unit Sally leads us into her Grandpa’s garden, where we learn about the characteristics of spring. She shows us how to pot plants and flowers and how to take care of them and make them grow.


instructions and classroom language. To identify and learn about the

characteristics of spring and the vocabulary related to the topic.

To learn how to plant seeds, plants and flowers and give them the special care they need.

To understand the concept of “please” and “thank you”.



and chants. To introduce the basic concepts: Blue,

Triangle, Three, Long and Short, Open and Closed.


To acquire progressively the coordination and control of his/her body by positioning themselves faced up, faced down and laying down.





the unit in English with one word answers.

VOCABULARY

FLASHCARDS

Unit 7 Bee Wheelbarrow Flower Grass Hose Butterfly Bird Spade Watering can River Colours Blue Shapes Triangle Numbers/quantity Three

CONCEPTS Blue

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Triangle Three Long and short Open and closed The extra vocabulary is not necessarily for the children to be able to say or repeat it is for them to be exposed to and to identify through images the vocabulary related to the topic. ADDITIONAL WORDS Garden Petal Pond Fingers Bee Tree Plant Plant pot Ladybird Park Wind Rain Black Fish Soil Bird Grandpa Please/Thank you Chalk Tulip Daisy Frog Hands Seeds House Hole Buzz, buzz Rose Leaf Feet Teddy bear Mountain Tweet, tweet Ribbit, ribbit Stem Petal Toes Leaves Ceiling Floor Face Warm Spring Black Snake

TPR ACTIONS Look Count Say Repeat

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Colour Walk Sing Stop Stick Stand up Lay down Find me Paint Sit down Face up/Face down ROUTINES Hello. I said hello. What did I say? Hello. What’s your name? Is your name….? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… Are you a boy/girl? Yes, I am/No, I’m not. You’re a BOY/GIRL. How are you? Are you fine? Yes, I am/No, I’m not. I’m FINE. How are you feeling? Are you happy? Yes, I am/ No, I’m not. You’re HAPPY. Are you sad? Yes, I am/ No, I’m not. You’re SAD. Are you angry? Yes, I am/ No, I’m not. You’re ANGRY. I’m smiling. Am I smiling? Yes, I am/No, I’m not. I’m SMILING. I’m laughing. Am I laughing? Yes, I am/No, I’m not. I’m LAUGHING. I’m sad. Am I sad? Yes, I am/No, I’m not. I’m SAD. I’m crying. Am I crying? Yes, I am/No, I’m not. I’m CRYING. Show me an angry face Show me a sad face. Show me a happy face. How old are you? Are you two/three? Yes, I am/No, I’m not. You’re TWO/THREE. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. Is it morning/afternoon? Yes, it is/No, it isn’t. It’s MORNING/AFTERNOON. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it spring? Yes, it is/No, it isn’t. It is SPRING. Is it warm in spring? Yes, it is/No, it isn’t. It is WARM IN SPRING. Are these your hands/fingers? Yes, they are/No, they’re not. These are your HANDS/FINGERS. Are these your feet/toes? Yes, they are/No, they’re not. These are your FEET/TOES. Let’s pray. Everybody sit down/stand up. Let’s count to ten. Let’s chant <<Count to Ten>>. LET’S TALK Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t She is SALLY. Sally is a girl.

HELLO SALLY!

Is she a girl? Yes, she is/No, she isn’t She is a GIRL. Look three fingers. Are there three fingers? Yes, there are/No, there aren’t. There are THREE fingers. Do flowers grow in the garden? Yes, they do/No, they don’t. Flowers grow in the GARDEN. Is this a daisy/rose/tulip? Yes, it is/No, it isn’t. It’s a DAISY/ROSE/TULIP. (Show images) Is a watering can for watering plants and flowers? Yes, it is/No, it isn’t. A WATERING CAN is for watering PLANTS AND FLOWERS. Do bees go buzz? Yes, they do/No, they don’t. BEES GO BUZZ. Do frogs go ribbit? Yes, they do/No, they don’t. FROGS GO RIBBIT. Do birds go tweet? Yes, they do/No, they don’t. BIRDS GO TWEET. Can we find anything in the classroom the colour blue? Is this blue? Yes, it is/No, it isn’t. It’s BLUE. Can we find anything the colour yellow/red? Is this yellow/red? Yes, it is/No, it isn’t. It’s YELLOW/RED. Can we find anything with the shape of a triangle? Is this a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. Let’s look in the English corner. I can see a small circle/big circle, small square/big square/number one/number two/number three the colour yellow/the colour red/the colour blue. I can see a long train/short train. I can see one eye open/one eye closed. Can you say please? Yes, I can/No, I can’t. You can say PLEASE. Can you say thank you? Yes, I can/No, I can’t. You can say THANK YOU. Everybody lay face down. Everybody lay face up.


RESOURCES

BASICS

ROUTINE RESOURCES Good Morning Song Good morning, good morning And how are you this morning? Good morning, good morning And how are you today? I’m fine thanks, I’m fine thanks, I’m fine thanks today! Good morning, good morning And how are you this morning? Good morning, good morning And how are you today? I’m fine thanks, I’m fine thanks, I’m fine thanks today! Hello, Can You? 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, hello can you stamp your feet? Can you stretch up high? Can you touch your toes? Can you turn around? Can you say hello? Hello, hello can you clap your hands? Hello, hello can you stamp your feet?

HELLO SALLY!

Goodbye Song Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye. Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye. Morning Prayer Before I start the day I must pray. Thank you Mary, Thank you Joseph, Thank you Jesus For this special day! The Days of the Week Sunday, Monday, Tuesday too, Wednesday, Thursday just for you. Friday, Saturday that’s the end. Now, let’s say those days again! Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. The Weather Song What's the weather? What's the weather? What's the weather like today? Is it rainy? Is it windy? Is it sunny? Are there clouds? What's the weather? What's the weather? What's the weather like today? It is raining, there is rain, rain falling, falling down. What's the weather? What's the weather? What's the weather like today? It is windy, there is wind blowing, blowing, round and round. What's the weather? What's the weather? What's the weather like today? It is cloudy; there are clouds white and fluffy in the sky. What's the weather? What's the weather? What's the weather like today? It is sunny, there’s the sun, sunny, sunny round and bright. Count to Ten 1, 2, 3, 4, 5, I can count to five. 6, 7, 8, 9, 10, I can count to ten.

STORY Grandpa’s Spring Garden Narrator: Sally is with her Grandpa in the garden, it’s spring. She has got a watering can to water the plants. She likes watering the plants at Grandpa’s house. Grandpa: This is a plant pot, Sally. Look at the plant! Let’s plant it in the soil. Sally: What’s this? Grandpa: It’s a spade. We use it to make a hole. Sally can you water the plants? Sally: Yes, grandpa! Grandpa, what’s that on the leaf? Grandpa: It’s a ladybird. Narrator: The sun is shining and we can see animals in the pond. Sally: Look grandpa! A frog! Frogs go ribbit, ribbit. What are these flowers called Grandpa? Grandpa: They are roses Sally. Sally: There’s a bee! Bees go buzz, buzz. Look a butterfly on my hand. Grandpa: Now it’s flying away. In spring, Sally, the flowers and plants grow and the birds, butterflies and bees come out to play.

HELLO SALLY!

SONG CD 1 track Round and Round the Garden Round and round the garden like a teddy bear. One step, two step tickle you there. Round and round the forest like a little deer. One step, two step tickle you there. Round and round the garden in the wind and rain. One step, two step tickle you again. Round and round the garden like a teddy bear. One step, two step tickle you there. Round and round the forest like a little deer. One step, two step tickle you there. Round and round the garden in the wind and rain. One step, two step tickle you again.

CHANTS Blue Blue, blue my favourite colour is blue. We Love Blue We love blue, we love blue. Yes, we do. Yes, we do. We love the sea. We love the sky. We love blue. Yes, we do. Happy I’m happy, happy, happy, happy. When I’m happy, this is what I do. Sad I’m sad, sad, sad, sad. When I’m sad, this is what I do. Angry I’m angry, angry, angry, angry. When I’m angry, this is what I do. Story It’s story time, it’s story time. Ready? Open your ears and open your eyes. Let’s listen, let’s watch! Number Three Three, three, three, three Show me number three. Here’s a Triangle Here’s a triangle, Here’s a triangle. Make one with me. Can you count them? Are you ready? One, Two, Three!

HELLO SALLY!

Long and Short Train Long train, short train. Long, long, long. Short, short, short. Long, Short Snake The snake is long. The snake is short. Slither, slither, slither. Long and short! Open and Closed My hands are open. My hands are closed. Open, open, open. Closed, closed, closed.

NURSERY RHYMES Here Is a Beehive Here is the beehive. Where are the bees? Hidden away where nobody sees. Watch and you'll see them, come out of the hive. One, two, three, four, five. Bzzzzzzzz…all fly away! Three Little Flowers Three little flowers, standing in the sun. See their heads nodding one by one. Down, down comes the rain. The three little flowers lift their heads again. One, two, three!

EXTRAS

SONG CD 1 track Baby Bumble Bee I’m bringing home a baby bumble bee, Won’t my mummy be so proud of me, I’m bringing home a baby bumble bee, Buzz, buzz, buzz, buzz! I’m bringing home a baby bumble bee, Won’t my mummy be so proud of me, I’m bringing home a baby bumble bee, Buzz, buzz, buzz, buzz! I’m bringing home a baby bumble bee, Won’t my mummy be so proud of me, I’m bringing home a baby bumble bee, Buzz, buzz, buzz, buzz! I’m bringing home a baby bumble bee, Won’t my mummy be so proud of me, I’m bringing home a baby bumble bee, Buzz, buzz, buzz, buzz! Three Little Speckled Frogs Three little speckled frogs Sat on a speckled log, Eating the most delicious bugs. Yum! Yum! One jumped into the pool,

HELLO SALLY!

Where it was nice and cool, Now there are two green speckled frogs. Two little speckled frogs Sat on a speckled log, Eating the most delicious bugs. Yum! Yum! One jumped into the pool, Where it was nice and cool, Now there is one green speckled frog. One little speckled frog Sat on a speckled log, Eating the most delicious bugs. Yum! Yum! It jumped into the pool, Where it was nice and cool, Now there is no more speckled frogs. Sounds

1. Bee sounds. 2. Bird sounds. 3. Frog sounds.

HELLO SALLY!

MATERIALS Vocabulary flashcards Concept flashcards Story-Poster Seasons and Weather poster Classroom CD Sally mascot Student’s book Images of a long and short train and one eye open and closed (optional) Plastic throw away cups (for planting seeds) Children’s plastic spades Grass seeds Small plastic watering cans A bag of soil A teddy bear and an image of a deer Blue balloons Crepe paper Blue stickers Soft wax crayons or blue paint Different types of paper (newspaper, crepe paper and tissue paper) Construction paper Laminated shapes triangles (circles and squares from previous units)* Recycled round containers from unit 2 Red, yellow and black soft wax crayons Coloured pencils or crayons Red, yellow and blue finger paint Triangle stickers Chalk Stickers Images of a daisy/rose/tulip A box of balls A thick paintbrush *For the game <<Blue shapes>> and <<All mixed up>> It’s possible to use plastic book covering (aironfix) as an alternative to laminating the circles/squares/triangles, the idea is that the shapes are transparent. **For the game <<Open and closed>> the containers can be round screw lid or easy to put on lids brought in from home by the teacher or a small note to the parents for example: hand cream, body cream, hair conditioner, chocolate milk tins. WORKSHEETS Blue stickers Red and yellow crayons Black pieces of tissue paper Blue finger paint

HELLO SALLY!

1. WARM UP TIME - Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Sing the song <<Hello, Can You? >>. CD Track Language Let’s sing Hello, Can You? -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track -Recite the chant <<Sad>>. CD track -Recite the chant <<Angry>>.CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer >>.CD Track -Recite the chant<<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. Play the game: Let’s go. Imitating the sounds of a bee, frog and bird stand up and fly like a bee/bird or jump like a frog Language Let’s go buzz like a bee. Let’s go ribbit like a frog. Let’s go tweet like a bird. Play the game: Three. Demonstrate by showing your fingers and counting one, two and on three clap or turn around or stamp your feet or touch the floor and say three. Encourage the children to stand up and do the same, repeating the activity as many times as you want. Language Watch everyone. One, two, three. (Clap hands). And again. One, two, three. (Stamp feet). Now stand up. It’s your turn. Let’s say. One, two, three. Play the game: Hands and feet.

HELLO SALLY!

The children stand up show their hands or feet, clap or stamp them and then shout out. Language Where are your hands? Show me your hands. Are they your hands? Yes, they are/No they aren’t. They are your HANDS. Clap your hands. Where are your feet? Show me your feet. Are they your feet? Yes, they are/No, they aren’t. They are your FEET. Stamp your feet. Play the game: I’m two. Language How old are you? Are you two? Yes, I am/No, I’m not. You’re TWO. The children sit down in a big circle and the teacher rolls the ball to each child and asks them the question: How old are you? Are you two? The child may respond by saying yes or no or gesturing by holding two fingers up. 2. CIRCLE TIME A. The weather Teacher is standing by the Seasons and Weather poster. Language What’s the weather like today? Let’s look out of the window. Is it sunny? Yes, it is/No, it isn’t. It’s SUNNY/it’s not SUNNY. Make a circling motion with both arms. Is it raining? Yes, it is/No, it isn’t. It’s RAINING/it’s not RAINING. Move fingers up and down. Is it windy? Yes, it is/No, it isn’t. It’s WINDY/it’s not WINDY. Move arms from side to side. Is it cloudy? Yes, it is/No, it isn’t. It’s CLOUDY/it’s not CLOUDY. Using both hands make a cloud shape with fingers. Is it snowy? Yes, it is/No, it isn’t. It’s SNOWY/it’s not SNOWY. Using both hands make a snowflake shape with fingers and move them up and down. Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. Let’s put Sally on the sunny, rainy, cloudy, windy picture on the Seasons and Weather poster. The teacher chooses child to come and put Sally on the picture.

- Sing the song << The Weather Song>>. CD track


C. The season

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- Teacher is standing by the Seasons and Weather poster. Language What season is it? Is it autumn/winter/spring/summer? Yes, it is /No, it isn’t. It’s SPRING. In spring it’s warm. Is it warm in spring? Yes, it is /No, it isn’t. It’s WARM D. Routines Hello. I said hello. What did I say? Hello. What’s your name? Is your name….? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… Are you a boy/girl? Yes, I am/No, I’m not. You’re a BOY/GIRL. How are you? Are you fine? Yes, I am/No, I’m not. I’m FINE. How are you feeling? Are you happy? Yes, I am/ No, I’m not. You’re HAPPY. Are you sad? Yes, I am/ No, I’m not. You’re SAD. Are you angry? Yes, I am/ No, I’m not. You’re ANGRY. I’m smiling. Am I smiling? Yes, I am/No, I’m not. I’m SMILING. I’m laughing. Am I laughing? Yes, I am/No, I’m not. I’m LAUGHING. I’m sad. Am I sad? Yes, I am/No, I’m not. I’m SAD. I’m crying. Am I crying? Yes, I am/No, I’m not. I’m CRYING. Show me an angry face Show me a sad face. Show me a happy face. How old are you? Are you two/three? Yes, I am/No, I’m not. You’re TWO/THREE. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. Is it morning/afternoon? Yes, it is/No, it isn’t. It’s MORNING/AFTERNOON. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it spring? Yes, it is/No, it isn’t. It is SPRING. Is it warm in spring? Yes, it is/No, it isn’t. It is WARM IN SPRING. Are these your hands/fingers? Yes, they are/No, they’re not. These are your HANDS/FINGERS. Are these your feet/toes? Yes, they are/No, they’re not. These are your FEET/TOES. Let’s pray. Everybody sit down/stand up. Let’s count to ten. Let’s chant <<Count to Ten>>. E. Let’s talk Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t She is SALLY. Sally is a girl. Is she a girl? Yes, she is/No, she isn’t She is a GIRL. Look three fingers. Are there three fingers? Yes, there are/No, there aren’t. There are THREE fingers.

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Do flowers grow in the garden? Yes, they do/No, they don’t. Flowers grow in the GARDEN. Is this a daisy/rose/tulip? Yes, it is/No, it isn’t. It’s a DAISY/ROSE/TULIP. (Show images) Is a watering can for watering plants and flowers? Yes, it is/No, it isn’t. A WATERING CAN is for watering PLANTS AND FLOWERS. Do bees go buzz? Yes, they do/No, they don’t. BEES GO BUZZ. Do frogs go ribbit? Yes, they do/No, they don’t. FROGS GO RIBBIT. Do birds go tweet? Yes, they do/No, they don’t. BIRDS GO TWEET. Can we find anything in the classroom the colour blue? Is this blue? Yes, it is/No, it isn’t. It’s BLUE. Can we find anything the colour yellow/red? Is this yellow/red? Yes, it is/No, it isn’t. It’s YELLOW/RED. Can we find anything with the shape of a triangle? Is this a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. Let’s look in the English corner. I can see a small circle/big circle, small square/big square/number one/number two/number three the colour yellow/the colour red/the colour blue. I can see a long train/short train. I can see one eye open/one eye closed. Can you say please? Yes, I can/No, I can’t. You can say PLEASE. Can you say thank you? Yes, I can/No, I can’t. You can say THANK YOU. Everybody lay face down. Everybody lay face up. 3. LET’S LEARN A. Concepts

1. Triangle 2. Number three 3. Blue 4. Long and short 5. Open and closed

- The teacher introduces the concept flashcards, showing them one by one, or as you may now have the concept flashcards on the wall in your designated English area, you can ask the children questions instead of telling them what you can see. As a constant reference for the children leave the main flashcards on the wall from one term to the next: the numbers, shapes, colours and even some of the preposition flashcards. a) A big blue triangle

- The teacher traces a big triangle shape with her finger. - Recite the chant <<Here’s a Triangle>>.

Language Is it a big blue triangle? Yes, it is/ No, it isn’t. It’s a BIG BLUE TRIANGLE. Recite the chant <<Here’s a Triangle>>. b) A small blue triangle

- The teacher traces a small triangle shape with her finger. - Recite the chant <<Here’s a Triangle>>.

Language Is it a small blue triangle? Yes, it is/ No, it isn’t. It’s a SMALL BLUE TRIANGLE. Recite the chant <<Here’s a Triangle>>. c) Number three

- The teacher holds up three fingers. Gesturing to the children to do the same. - Recite the chant<<Number Three>>. CD track

Language Is this number three? Yes, it is/ No, it isn’t. It is number THREE.

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Let’s chant <<Number Three>>. d) The colour blue - The teacher shows the flashcard. - Recite the chant <<Blue >>. CD track Language Is this blue? Yes, it is/ No, it isn’t. It is BLUE. Let’s chant <<Blue>>. e) Long and short -The teacher shows a flashcard with a long train and another with a short train emphasise long and short also using your arms. -Recite the chant <<Long and Short Train>>. Language Look at this train it is long. Is the train long? Yes, it is/No, it isn’t. The train is LONG. Look at this train it is short. Is the train short? Yes, it is/No, it isn’t. The train is SHORT. Let’s practice with our arms long (stretch arms out wide) and short (bring arms in closer together). Let’s chant <<Long and Short Train>>. e) Open and closed -The teacher shows a picture with one eye open and another with the eye closed (optional); use your eyes to practise with the children. -Recite the chant <<Open and Closed>> Language Look at this picture of an eye. It’s open. Is it open? Yes, it is/No, it isn’t. It’s OPEN. Open your eyes like this. Look at this picture of an eye. It’s closed. Is it closed? Yes, it is/No, it isn’t. It’s CLOSED. Now close your eyes up. Like this. Let’s chant <<Open and Closed >>. Play the game Find me. -This is another method of practicing the concepts using the flashcards that are in your designated English area. Whilst the children are sat in the circle say to a child to go and find one of the concept cards you have on the wall. Language Find me a big yellow circle/ a big red square/a big blue triangle. Find me a small yellow circle/ a small red square/a small blue triangle. Find me the colour yellow/red/blue. Find me number one/ number two/number three. Find me the mascot in the box. Find me the mascot out of the box. Find me the picture of one finger. Find me the picture of lots of fingers. Trace your finger from up to down. Find me the long train. Find me the short train. Find me the eye that is open. Find me the eye that is closed. B. Vocabulary flashcards

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Bee Wheelbarrow Flower Grass Hose Butterfly Bird Spade Watering can River - The teacher shows the flashcards: After showing the flashcards, when you have reached the end of week one, you can start to ask: What’s this? Is it a bee? Yes, it is/No, it isn’t. It’s a BEE. - Encourage the children to answer the question: What’s this?


Play the game: Spring sounds. Put on the spring sounds CD and let the children listen to the different spring sounds and see if they can guess and say which spring sound it is. Play the game Flashcards on the floor. Put the flashcards face up on the floor, ask a child to find for example, the bee. When they give you the card they repeat the word. Play the game: Cut in half. Photocopy five of the flashcards and then cut them in half so the two halves can be easily matched together again, put them in the middle of the circle and after demonstrating to the children what to do, let each of them have a turn at finding the two halves that go together (this activity is to be done nearly at the end of the unit when the children then know the vocabulary). Play the game: Pairs game. After a couple of weeks of going through the flashcards and you feel they know the vocabulary fairly well, the flashcards can be photocopied so you have two of each (at the beginning maybe just use five pairs instead of ten).Face up on the floor a child finds a pair from the floor and then repeats the word. In the second week of this unit you can start to introduce the extra vocabulary through play, the children would have heard this vocabulary in the story or on the Story-Poster so it will not be new to them, however this will help for them to put that vocabulary more into context. Do the activity: Plant a seed. For this activity you will have needed to have collected before hand small plant pots for each child, a bag of soil, small children’s spades, grass seeds and small watering cans. As in the story the children can plant the grass seeds and then water them. By doing this activity not only are you working on the extra vocabulary but also the children will have fun and over the month they will be able to see how their grass grows. D. Story-Poster (Optional everyday activity) - Teacher stands by the unit Story-Poster.

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Let’s have a look at the Story-Poster. What can we see? - The teacher tells the children what she can see on the Story-Poster. Language It is spring. This is Grandpa’s house. This is a mountain. This is a tree. This is a river. This is Grandpa’s garden. This is Grandpa. This is Sally. This is a hose. This is a wheelbarrow. This is a plant pot. This is a plant. This is a spade. This is a ladybird. This is a pond This is a frog. This is a fish. This is a flower. This is a rose/daisy/tulip. This is a bee. This is a bird. This is a butterfly. This is grass. - After week one into the unit, instead of telling the children what you can see, you can ask them: Language Is it spring? Yes, it is /No, it isn’t. It is SPRING. Is this Grandpa’s house? Yes, it is /No, it isn’t. This is Grandpa’s HOUSE. Is this a mountain? Yes, it is /No, it isn’t. This is a MOUNTAIN Is this a tree? Yes, it is /No, it isn’t. This is a TREE. Is this a river? Yes, it is /No, it isn’t. This is a RIVER. Is this Grandpa’s garden? Yes, it is /No, it isn’t. This is Grandpa’s GARDEN. Is he Grandpa? Yes, he is/No, he isn’t. He is GRANDPA. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Is this a hose? Yes, it is /No, it isn’t. This is a HOSE. Is this a wheelbarrow? Yes, it is /No, it isn’t. This is a WHEELBARROW. Is this a plant pot? Yes, it is /No, it isn’t. This is a PLANT POT. Is this a spade? Yes, it is /No, it isn’t. This is a SPADE. Is this a ladybird? Yes, it is /No, it isn’t. This is a LADYBIRD. Is this a pond? Yes, it is /No, it isn’t. This is a POND. Is this a frog? Yes, it is /No, it isn’t. This is a FROG. Is this a fish? Yes, it is /No, it isn’t. This is a FISH. Is this a flower? Yes, it is /No, it isn’t. This is a FLOWER. Is this a rose/daisy/tulip? Yes, it is /No, it isn’t. This is a ROSE/DAISY/TULIP Is this a bee? Yes, it is /No, it isn’t. This is a BEE. Is this a bird? Yes, it is /No, it isn’t. This is a BIRD. Is this a butterfly? Yes, it is /No, it isn’t. This is a BUTTERFLY. Is this grass? Yes, it is /No, it isn’t. This is GRASS. - The teacher can focus on the extra vocabulary. Language House Mountain

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Tree Garden Grandpa Plant pot Plant Ladybird Pond Frog Fish Rose Daisy Tulip Bird Butterfly 4. LET’S SING

A. Songs -Sing the song <<Round and Round the Garden>>. CD track Show the children an actual teddy bear and an image of a deer, explain that you are going to take the teddy for a walk, let the children follow you in a circle. After this verbalise the first verse of the song and practise the actions stood up. Language and activities Today’s song is <<Round and Round the Garden>>. Look at this it’s a teddy bear And this is a deer. Let’s take teddy for a walk around the garden Now let’s take the deer. Everybody hold out your hand. Circle your finger around your hand. Round and round the garden, like a teddy bear. Walk your finger up your arm. One step, two steps tickle you under there. Tickle your under arm. Well done. Now let’s sing. Everybody stand up and follow me. Walk around. Take steps. And tickle. -Sing the song <<Baby Bumble Bee>>.CD track Look at the unit Story-Poster at the bees, show an image of a bee, listen to the bee sounds from the CD and move around like a bee buzzing. Language and activities Before we sing the baby bumble bee song Let’s see who can find me a bee on the Story-Poster That’s right Look at this picture it’s a bee Is it a bee? Yes, it is/No, it isn’t. It’s a BEE What sounds do bees make? Let’s listen to the CD Do bees go buzz? Yes, they do/No, they don’t. They go BUZZ Let’s all buzz around like bees Now we’re ready to sing the song Follow what I do -Sing the song <<Three Little Speckled Frogs>>. CD track Read the unit story, point out the frogs on the unit Story-Poster, and then listen to the frog

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sounds from the CD. Afterwards show the children how frogs jump up and down and encourage the children to do the same making frog sounds. Language and activities Before we sing the song <<Three speckled frogs>>, Let’s read the story <<Grandpa’s garden>> Look at the Story-Poster. Is this a frog? Yes, it is/No, it isn’t. It’s a FROG. What sound does a frog make? Does a frog go ribbit? Yes, it does/No, it doesn’t. A frog goes RIBBIT. Let’s listen to the sounds of frogs, everybody sit quietly. Now today’s song is about three frogs Now everybody we are going to be frogs, let’s jump up and down and say ribbit, ribbit. Let’s sing.

B. Rhymes - Recite the rhyme <<Three Little Flowers>>. CD track - Recite the rhyme <<Here Is a Beehive>>. CD track 5. LET’S PLAY

A. Movement: face up, face down and lay down Language and activities -Play the game: Facing up. Practise facing up and down by giving children an example by lying down on the floor, when they understand they can follow your instructions and roll over accordingly. Language Everybody watch me. I’m lying down. I’m facing up. Now I’m going to turn over. I’m facing down. Face up. Face down. Now it’s your turn. Everybody lay down. Face up. Now face down Let’s do it again. -Play the game: Lie down, sit down, stand up. On your instruction the children will lie down, sit down or stand up. Language: Let’s play. I want everyone to lie down. Like this. Now everyone stand up. Like this. Now everyone sit down. Like this. Let’s go a bit faster. Stand up. Lie down. Sit down. You can repeat the instructions as many times as you like. -Play the game: Face up, face down. Using the unit flashcards and an open space line the children up at one end, just (ten) at a time

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at the other end of the room put the flashcards face up. The idea is the children run turn the flashcard over so it is faced down and then return to the wall. Give an example first, showing a flashcard that is faced up and faced down and then a physical example yourself and then choosing a child. Language: Let’s play. Look at this flashcard everyone, the picture is faced up, now it is faced down. We can practise, lay down face down, everyone now face up. Now let’s practise with the flashcard. It is faced up, now faced down. Watch what I do, I’m going to put a flashcard at the other end of the wall for just a few of you it is faced up, I’m going to run turn the flashcard over so it is face down like this. One of you can have a go, ready. Good. Now a group of you, let’s line up and run turn the flashcard face down and run back. Ready, steady go. B. Concept games and activities

1. Blue 2. Number three 3. Triangle 4. Long and short 5. Open and closed

a) Blue

Recite the chant <<Blue>>. CD track Recite the chant <<We Love Blue>>. CD track - Play the game: Blue party. For this activity you will need blue balloons, strips of blue crepe paper, construction paper, blue paint or soft blue wax crayons and blue stickers. Explain that you are going to have a blue party, blow up the blue balloons, wave around the strips of blue crepe paper singing the chants <<Blue>> and <<We Love Blue>>.Then using the construction paper on the floor let the children colour using the crayons or paint, when the paint has dried they can stick blue stickers on. Language Let’s have a blue party. Everything is the colour blue. Let’s blow up these blue balloons. The balloons are blue. Are the balloons blue? Yes, they are/No, they’re not. The balloons are BLUE. Let’s play with the blue balloons. Now everybody have some blue paper. Let’s sing <<We Love Blue>> and <<Blue>>. Wave the papers up and down. Now look at these crayons. Are the crayons blue? Yes, they are/No, they’re not. The crayons are BLUE. Let’s colour on this big piece of paper. Let’s stick these blue stickers on. Everything is blue. -Play the game: Blue shapes. From blue cellophane paper cut out big and small triangles, enough for each child in the class laminate them with plastic. Introduce them to the children emphasising their colour but also the shape and explaining that the triangle makes everything they look at blue. Let them play freely around the classroom, looking at different objects. Language We are going to play the game “Blue shapes”. Look at this, it’s a blue triangle.

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Is it blue? Yes, it is/No, it isn’t. It’s BLUE. Is it a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. I can see through it. I can see all of you. You are all, the colour blue. Hand out one to each child. Do we say thank you? Yes, we do/No, we don’t. We say THANK YOU. Everybody look through the triangle. Everything is blue. Let’s look around the classroom…. Is everything blue? Yes, it is/No, it isn’t. Everything’s BLUE. Play the game: Blue flowers. You will need a long piece of construction paper, at the bottom draw grass and coming up from the grass flowers with big petals to be coloured in blue using wax crayons. Language Look at this big piece of paper. I can see grass. Is this grass? Yes, it is/No, it isn’t. It’s GRASS. These are flowers. Are they flowers? Yes, they are/ No, they’re not. They are FLOWERS. Are these crayons blue? Yes, they are/ No, they’re not. The crayons are BLUE. These are petals. Is this a petal? Yes, it is/No, it isn’t. It’s a PETAL. Let’s colour the petals blue -Play the game: Colours. From previous units use the yellow, red and blue boxes that have coloured objects. Put the objects on the floor all mixed up, let the children play with the different coloured objects. When they have finished playing, set the three boxes on the floor, give an example of how you want the children to classify each coloured object in its’ correct coloured box. Language Today we’re going to play with the colours yellow, red and blue. I’ve got the yellow box. Everything is the colour yellow. The magic red box. Everything is the colour red. And this is the blue box. Everything is the colour blue. Let’s put all the objects on the floor. You can play with them. Now that we’ve finished playing we are going to put each coloured object in its correct box. Like this. Blue objects in the blue box. Red objects in the red box. Yellow objects in the yellow box. Now it’s your turn. b) Number three - Recite the chant <<Number Three>>. CD track -Play the game: One, two three. For this activity, write a number three on the children’s hands. Stand the children in a circle using your fingers count, one, two, and on three the children show their hands with the number three, this can be repeated various times also get them to count using their fingers. Language Look at my hand everyone. This is number three. Is it number three? Yes, it is/No, it isn’t. It’s number THREE.

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I’m going to write a number three on each of your hands. Let’s sing <<Number Three>>. Now everybody stand in a circle. Are you ready? Show me one finger. Now show me two fingers. And now show me number three. Let’s do it again. Let’s count with our fingers. One, two three. Play the game: Walking on three. Draw on the floor a big number three using chalk. Get the children to walk over the number three chanting <<Number Three>>. Language What number am I drawing on the floor? Can anybody tell me? It is number three Is it number three? Yes, it is/No, it isn’t. It’s number THREE. Everybody follow me. Let’s walk over the number three. Follow the lines. Let’s sing <<Number Three>>. Play the game: Three butterflies. On one side of a big piece of construction paper draw a number three, on the other side three butterflies. Colour in the butterflies with the children and then count one, two three. Language Look this is number three. Is it number three? Yes, it is/No, it isn’t. It’s number THREE. Look this is a butterfly. Is it a butterfly? Yes, it is/No, it isn’t. It’s a BUTTERFLY. How many butterflies are there? There are three butterflies. Are there three butterflies? Yes, there are /No, there aren’t. There are THREE butterflies. Let’s count. One, two, three. -Play the game: Balls in three’s. You will need a box of balls. Ask each child to take three balls out of the box and to sit down with them. When each child has three balls tell them to come and put them back in the box counting, one, two three. Language Look a box of balls. Is this a ball? Yes, it is/No, it isn’t. It’s a BALL. I’m going to take three balls. One, two, three. Have I got three balls? Yes, you have/No, you haven’t. You’ve got THREE balls. Now each of you come and take three balls. Now we are going to put the balls back in the box. Like this and count. One, two, three. It’s your turn. c) Triangle Recite the chant <<Here’s a Triangle>>. -Play the game: Triangle collage.

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You will need to draw a big triangle on construction paper and cut out smaller triangles from different types of paper, newspaper, crepe paper, tissue paper. Stick the smaller triangles inside the big triangle, creating a collage of triangles. Language Look everyone. Can anyone tell me what shape this is? It’s a triangle. Is it a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. Look at these smaller triangles. I’m going to put some glue on the paper. Let’s stick the smaller triangles inside the big one. -Play the game: Only triangles. You will need the box of logic blocks, place on the floor the circles, squares, and triangles. The idea is for the children to find just the triangles. Language Look at these shapes. Is this a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. Is this a square? Yes, it is/No, it isn’t. It’s a SQUARE. Is this a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. Let’s sing <<Here’s a Triangle>>. Now all the shapes are on the floor. I want you to find me a triangle. Is this a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. Now it’s your turn. -Play the game: What’s in the box? In a covered box or a bag place circles, squares and triangles, let the children come to take a shape and tell you what it is or to recognize the shape. Language Look at all these shapes. Now I’m going to close the bag up. Come and take a shape Is it a circle/square/triangle? Yes, it is/No, it isn’t. It’s a CIRCLE/SQUARE/TRIANGLE. -Play the game: All mixed up. You will need the laminated plastic shapes from previous activities and games. Make up three small boxes with a picture of a different shape on each box, visible to the children. The laminated shapes then can go on the floor ready to be classified each one in its correct box. Language Look at these shapes. Is this a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. Is this a square? Yes, it is/No, it isn’t. It’s a SQUARE. Is this a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE Now there are three boxes. Let’s count, one two, three. This box is for the triangles. This box is for the squares. And this box is for the circles. Can you put each shape in its correct box? Let’s try together. Is this a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. Let’s put in the right box. Now it’s your turn. d) Long and short Recite the chant <<Long, Short Snake>> Play the game: It’s long.

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You will need long strips of construction paper about a metre long for each child, let them play with it pretending it’s a long snake, dragging it behind them or waving it in the air, emphasizing how long it is. Recite the chant <<Long, Short Snake>>. Language Today we are going to practise long. Look at these strips of paper. They are long. Are they long? Yes, they’re/No, they’re not. They are LONG. Look it’s like a snake. Look I can wave it in the air. It’s long. Let’s chant <<Long, Short Snake>>. Let’s play. -Play the game: Short hair. This activity involves comparing the children’s hair, give them examples with your hair and other children’s hair sit them in two groups according to if it’s long or short. Emphasise the adjectives long and short. Language Look at my hair, it’s long. Is my hair long? Yes, it is/No, it isn’t. Your hair is LONG. Look at your hair, it’s short. Is his/her hair short? Yes, it is/No, it isn’t. His/her hair is SHORT. Now we are going to sit in two groups. If your hair is long, let’s sit here. If your hair is short, let’s sit there. Hands up, the short hair group. Now hands up the long hair group. Long and short. -Play the game: Flowers. You will need to draw two flowers on construction paper one long, the other short. Stick stickers on the short flower. Language Look two flowers. One has a long stem. The other has a short stem. Is this one long? Yes, it is/No, it isn’t. It’s LONG. Is this one short? Yes, it is/No, it isn’t. It’s SHORT. Let’s stick stickers on the short stem. Like this. Now it’s your turn. -Play the game: Crayons, crayons. For this activity you will need a lot of crayons or coloured pencils, form long and short lines with the coloured pencils or crayons. Then let the children play individually or in groups forming long or short lines. Language We are going to play crayons, crayons. Watch how I make a long line with the crayons. Now I’m going to make a short line. Let’s do it together. One at a time. Let’s add a crayon Look how long the line is. Is the line long? Yes, it is/No, it isn’t. It’s LONG. Now let’s make a shorter one. Is the line short? Yes, it is/No, it isn’t. It’s SHORT. Now you can play by yourselves.

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e) Open and closed Recite the chant <<Open and Closed>.> -Play the game: Open your. This activity involves the children practising open and close using their eyes, mouth and hands. Then recite the chant <<Open and Closed>>. Language Let’s play open your. Everyone open your mouth. Now close it. Now close your eyes. And open them. Now open out your hands. And close them. Let’s do it again. Ready? Let’s chant <<Open and Closed>>. -Play the game: Open and closed. For this activity you will need screw top containers that can be easily opened or closed (plastic containers from home).Let the children discover how to open and close the containers by themselves. Language Today we are going to practice open and close. Look at this container. If I twist the lid I can open the container. Is it open? Yes, it is/No, it isn’t. It is OPEN. If I twist the lid back on I can close it. Like this. Is it closed? Yes, it is/No, it isn’t. It is CLOSED. Now let’s all have a go. -Play the game: The closed book. On construction paper draw an open book and a closed book. Give an example using a real book, recite the chant <<Open and Closed>> and then in small groups paint the closed book using a thick paint brush. Language Look at this picture. These are books. Is this book open? Yes, it is/No, it isn’t. The book is OPEN. Is this book closed? Yes, it is/No, it isn’t. The book is CLOSED. Let’s try with a real book. It’s open. Now it’s closed. Let’s chant <<Open and Closed >>. Let’s paint the closed book. -Play the game: Eyes. On construction paper draw two big eyes, one open the other closed. Encourage each child to put a hand print on the eye that is open using blue finger paint. Language Let’s play the game “Eyes” Where are your eyes? Can you close them? Now open them. Look at these pictures. There are two eyes. This one is open. Is it open? Yes, it is/No, it isn’t. It is OPEN

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This one is closed. Is it closed? Yes, it is/No, it isn’t. It is CLOSED. Now we are going to put a green hand print on the eye that is open. One at a time, like this. 6. TABLE TIME Worksheet 1 Objective To identify the concept «long» and «short». Activities Listen to the chant «Long, Short Snake». Put a blue sticker on the «long» snake. Materials Student’s book. Blue stickers. Chant <<Long Short Snake>>. Game: <<Crayons crayons>>. Language and activities Recite the chant <<Long Short Snake>>. Play the game <<Crayons, crayons>>. Language Today we’re going to practice long and short. Lets’ chant <<Long Short Snake>>. Let’s play <<Crayons, crayons>>. Today’s worksheet has two snakes. We are going to put a blue sticker on the long snake. Is this snake long? Yes, it is/No, it isn’t. This snake is LONG. Let’s put on the sticker. Worksheet 2 Objectives To identify bees and roses as characteristics of spring. To identify the colours red and yellow. Activities Listen to the song «Baby Bumble Bee». Colour the bee yellow and the rose red using soft wax crayons. Materials Student’s book. Story-Poster. The song <<Baby Bumble Bee >>. Rhyme <<Here Is a Beehive>>. The warm up game <<Let’s go>>. Soft red and yellow wax crayons. Spring sounds. CD track Language and activities Look at the unit Story-Poster and comment. Sing the song <<Baby Bumble Bee >>. Recite the rhyme <<Here Is a Beehive>>.

HELLO SALLY!

Play the game <<Let’s go>>. Identify the spring sounds. CD track Language Let’s look at the Story-Poster. What can you see? Is this a bee? Yes, it is/No, it isn’t. It’s a BEE. Bees come out in spring. The bee is black and yellow. Is the bee yellow? Yes, it is/No, it isn’t. The bee is YELLOW. Sing the song <<Baby bumble bee >>. Can you see the flowers? Is this a flower? Yes, it is/No, it isn’t. This is a FLOWER. Now we are going to play the game <<Let’s go>>. Let’s listen to the spring sounds Tell me when you hear the bee sound. Does a bee go buzz? Yes, it does/No, it doesn’t. A bee goes BUZZ. Let’s chant the rhyme <<Here Is a Beehive>>. Look at today’s worksheet. There is a bee and a rose. It’s time to colour in the bee yellow and the rose in red. Worksheet 3 Objective To identify the ladybird as a characteristic of spring. Activity Tear and glue black pieces of tissue paper in the ladybird’s white spots. Materials Student’s book. Story-Poster. Black chalk. Unit story. The song <<Round and Round the Garden>>. CD track Language and activities Look at the unit Story-Poster and comment on the ladybirds. Read the unit story. Sing the song <<Round and Round the Garden>>. CD track

Language Everybody today we are going to be talking about ladybirds. Look at the Story-Poster. Who can find a ladybird? Is this a ladybird? Yes, it is/No, it isn’t. It’s a LADYBIRD. What colour is the lady bird? Is it red? Yes, it is/No, it isn’t. It is RED. It has also got black spots. Let’s read the unit story. Now let’s sing the song <<Round and Round the Garden>>. Now let’s have a look at today’s worksheet. This is a ladybird, its spots are white. We are going to colour in the ladybird’s spots black using black chalk Worksheet 4 Objective

HELLO SALLY!

To identify flowers as a characteristic of spring and that they need water to grow. Activities Listen to the nursery rhyme «Three Little Flowers»: Stamp blue finger print as rain. Materials Student’s book. Story-Poster. Blue finger paint. Activity <<Plant a seed>>. Watering can Real flowers. Rhyme <<Three Little Flowers>>. CD track Warm up game <<Three>>. Language and activities Look at the unit Story-Poster and identify the flowers. Show a real flower and watering can. The activity <<Plant a seed>>. Sing the rhyme <<Three Little Flowers>>. Play the game <<Three>>. Language Today we are going to be talking about flowers. Let’s look at the Story-Poster Let’s see who can point out the flowers. Let’s look at some real flowers. They have petals, leaves and a stem. This is a watering can. We use it to water the flowers. Flowers need water to live and grow. Today we are going to plant our own seed’s so that they grow into flowers. Let’s plant a seed. Stand up everyone. Let’s say the rhyme <<Three Little Flowers>>. Let’s play the game <<Three>> Now look at today’s worksheet. Is this a flower? Yes, it is/No, it isn’t. It’s a FLOWER. Are there three flowers? Yes, there are/No, there aren’t. There are THREE FLOWERS. Can you see it is raining? Flowers need water to grow from the rain. Let’s put blue finger prints on the rain. 7. STORY TIME

The story can be read or listened to. Recite the chant <<Story>>. Grandpa’s Spring Garden CD track It is important to take into consideration when you are teaching small children English that when you ask a question, quite often they will respond in their mother tongue. However, by responding to the question, this shows they have understood and you will be able to work on teaching them the correct way to respond in English. Questions related to the story:

HELLO SALLY!

Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Is he Grandpa? Yes, he is/No, he isn’t. He is GRANDPA. Are they in Grandpa’s garden? Yes, they are/ No, they aren’t. They are in Grandpa’s GARDEN. Are they planting a plant? Yes, they are/ No, they aren’t. They are planting a PLANT. Is Grandpa using a spade? Yes, he is/No, he isn’t. Grandpa is using a SPADE. Is Grandpa going to plant it in the soil? Yes, he is/No, he isn’t. Grandpa is going to plant it in the SOIL. Is Sally going to water the plant? Yes, she is/No, she isn’t She is going to WATER the PLANT. Can Sally see a ladybird? Yes, she can/No, she can’t. She can see a LADYBIRD. Is it sunny? Yes, it is/No, it isn’t. It is SUNNY. Is it spring? Yes, it is/No, it isn’t. It is SPRING Can Sally see a frog? Yes, she can/No, she can’t. She can see a FROG. Do frogs go ribbit, ribbit? Yes, they do/No, they don’t. Frogs go RIBBIT; RIBBIT Can Sally see a bee? Yes, she can/No, she can’t. She can see a BEE Do bees go buzz? Yes, they do/No, they don’t. Bees go BUZZ. Are there butterflies and birds in spring? Yes, there are/No, there aren’t. There are BUTTERFLIES and BIRDS in SPRING. Do birds go tweet, tweet? Yes, they do/No, they don’t. Birds go TWEET; TWEET. 8. LET’S SAY GOODBYE

Everybody stand up, it’s time to say goodbye. Let’s sing the song <<Goodbye Song>>. CD track

HELLO SALLY!

9. WEEKLY PLANNING

WEEK 1

1. Warm up -Sing the song <<Good Morning Song>.>CD Track Language Let’s sing good morning -Sing the song <<Hello, Can You? >>.CD Track Language Let’s sing Hello, Can You? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant <<Sad>>. CD track

1. Warm up -Sing the song <<Good Morning Song>.>CD Track Language Let’s sing good morning -Sing the song <<Hello, Can You? >>.CD Track Language Let’s sing Hello, Can You? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant <<Sad>>. CD track

1.Warm up -Sing the song <<Good Morning Song>.>CD Track Language Let’s sing good morning -Sing the song <<Hello, Can You? >>.CD Track Language Let’s sing Hello, Can You? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant <<Sad>>. CD track

HELLO SALLY!

Recite the chant <<Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -Three. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<<The Days of the week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<Here’s a Triangle>>. Chant<<We Love Blue>> -Vocabulary flashcards.

Recite the chant <<Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. - I’m two. 2.Circle time -The weather. << The Weather Song>>. --Days of the week. Song<<The Days of the week >>. -The season -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<Number Three>>. Chant<<Long, Short Snake>>.

Recite the chant <<Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -Hands and feet. 2.Circle time -The weather. << The Weather Song>> --Days of the week. Song<<The Days of the week >>. -The season. -Routines -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<Blue>>. Chant<<Open and Closed>>.

Recite the chant <<Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -Let’s go. 2.Circle time -The weather << The Weather Song>>. --Days of the week. Song<<The Days of the week >>. -The season -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. Chant<<Here’s a Triangle>>. Chant <<Long, Short Snake>>.

Recite the chant <<Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -Three. 2.Circle time -The weather. << The Weather Song>>. --Days of the week. Song<<The Days of the week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<Here’s a Triangle>>. Chant<<We Love Blue>>. -Game: Find me.

HELLO SALLY!

-Number flashcards. -Story-Poster. 4. Let’s sing -Activities related to songs and rhymes: <<Round and Round the Garden>>. <<Three Little Speckled Frogs>>. Rhyme <<Three Little Flowers>>. 5.Let’s play -Movement: Facing up. -Three: Three butterflies -Long and short: It’s long. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: << Round and Round the Garden>>. <<Three Little Speckled Frogs>>. Rhyme<<Three Little Flowers>>. 5.Let’s play -Movement: Facing up. -Three Walking on three -Long and short: Short hair. 7.Story time Chant<<Story>>. -Unit story: Grandpa’ spring garden. -Questions 8.Let’s say goodbye <<Goodbye Song>>.

-Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Spring sounds. 4. Let’s sing Activities related to songs and rhymes: <<Baby Bumble Bee>>. <<Round and Round the Garden>>. Rhyme <<Three Little Flowers>>. 6.Table time -Worksheet 1. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Flashcards on the floor. 4. Let’s sing Activities related to songs and rhymes: <<Round and Round the Garden>>. <<Baby Bumble Bee>> Rhyme<<Three Little Flowers>>. 5.Let’s play -Movement: Face up, face down. -Three: One, two, three. -Blue: Blue flowers. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Spring sounds. 4. Let’s sing Activities related to songs and rhymes: <<Baby Bumble Bee>>. <<Three Little Speckled Frogs>>. Rhyme <<Here Is a Beehive>>. 5.Let’s play -Movement: Lie down, sit down stand up. -Three: Ball’s in three’s. -Long and short: Flowers.

7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

WEEK 2

HELLO SALLY!


1.Warm up -Sing the song <<Good Morning Song>.>CD Track Language Let’s sing good morning -Sing the song <<Hello, Can You? >>.CD Track Language Let’s sing Hello, Can You? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant <<Sad>>. CD track Recite the chant <<Angry>>. CD track Language



1.Warm up -Sing the song <<Good Morning Song>.>CD Track Language Let’s sing good morning -Sing the song <<Hello, Can You? >>.CD Track Language Let’s sing Hello, Can You? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant <<Sad>>. CD track Recite the chant <<Angry>>. CD track Language How are you feeling?

HELLO SALLY!

Recite the chant <<Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -Let’s go. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Open and Closed>>. -Chant<<Number Three>>.

How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -I’m two 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Long, Short Snake>>. -Chant <<Open and Closed>>. -Vocabulary flashcards. -Number flashcards.

How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -Hands and feet 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Here’s a Triangle>>. -Chant<<We Love Blue>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards.

How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -Three 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Here’s a Triangle>>. Chant<<Blue>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards.

Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -Hands and feet 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Number Three>>. -Chant<<Long and Short Train>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary game: Cut in half.

HELLO SALLY!

-Game: Find me -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Flashcards on the floor. 4. Let’s sing Activities related to songs and rhymes: << Round and Round the Garden>>. <<Baby Bumble Bee>>. Rhyme <<Here Is a Beehive>>. 5.Let’s play -Movement: Facing up. -Blue: Blue party. -Long and short: Crayons, crayons. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

-Story-Poster. -Vocabulary game: Pairs, game. 4. Let’s sing Activities related to songs and rhymes: <<Baby Bumble Bee>> <<Round and Round the Garden>>. Rhyme <<Here Is a Beehive>>. 5.Let’s play -Movement: Face up, face down. -Open and closed: Open your. -Blue: Colours. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<<Goodbye Song>>.

-Vocabulary activity: Pairs game. 4. Let’s sing Activities related to songs and rhymes: <<Baby Bumble Bee>>. <Three Little Speckled Frogs>>. Rhyme<< Here Is a Beehive>>. 5.Let’s play -Movement. Lie down, sit down stand up. 6.Table time -Worksheet 2. 7.Story time Chant<<Story>>.

-Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Vocabulary activity: Spring sounds. 4. Let’s sing Activities related to songs and rhymes: <<Baby Bumble Bee>>. <<Round and Round the Garden>>. Rhyme<<Three Little Flowers>>. 5.Let’s play -Movement: Face up, face down. -Open and closed: Open and closed. -Triangles: Only triangles. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

4. Let’s sing Activities related to songs and rhymes: <<Round and Round the Garden>>. <<Three Little Speckled Frogs>>. Rhyme<<Three Little Flowers>>. 5.Let’s play -Movement: Lie down, sit down stand up. -Triangle: Triangle collage. What’s in the box? 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

WEEK 3

1.Warm up -Sing the song <<Good Morning Song>.>CD Track Language Let’s sing good morning -Sing the song <<Hello, Can You? >>.CD Track Language Let’s sing Hello, Can You? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track

1.Warm up -Sing the song <<Good Morning Song>.>CD Track Language Let’s sing good morning -Sing the song <<Hello, Can You? >>.CD Track Language Let’s sing Hello, Can You? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant <<Sad>>. CD track Recite the chant <<Angry>>.



1.Warm up -Sing the song <<Good Morning Song>.>CD Track Language Let’s sing good morning -Sing the song <<Hello, Can You? >>.CD Track Language Let’s sing Hello, Can You? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant <<Sad>>. CD track Recite the chant <<Angry>>. CD track

HELLO SALLY!

Recite the chant <<Sad>>. CD track Recite the chant <<Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -Hands and feet. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<We Love Blue>>.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -let’s go. 2.Circle time -The weather. << The Weather Song>> -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Long, Short Snake>>. -Chant<<Open and Closed>>.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -I’m two. 2.Circle time -The weather << The Weather Song>>. Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. - Chant <<Blue>>. -Chant<<Number Three>>. -Vocabulary flashcards. -Number flashcards.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -Three. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Open and Closed>>. -Chant<<Here’s a Triangle>>.

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -Let’s go. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Long and Short Train>>. - Chant<<Number three >>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary game:

HELLO SALLY!

-Chant<<Here’s a Triangle>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: <<Baby Bumble Bee>>. <<Three Little Speckled Frogs>>. Rhyme <<Three Little Flowers>>. 5.Let’s play -Movement: Lie down, sit down stand up. -Triangle: What’s in the box?

-Open and closed: Eyes. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Spring sounds. 4. Let’s sing Activities related to songs and rhymes: <<Round and Round the Garden>>. <<Baby Bumble Bee>>. Rhyme<<Three Little Flowers>>. 5.Let’s play -Movement: Lie down, sit down stand up. -Blue. Blue shapes. -Three: One, two, three. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Story-Poster. -Vocabulary game: Cut in half. 4. Let’s sing Activities related to songs and rhymes: <<Baby Bumble Bee>>. <<Three Little Speckled Frogs>>. Rhyme<<Three Little Flowers>>. 5.Let’s play -Movement: Facing up. 6. Table time. -Worksheet 3. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Game: Find me -Vocabulary flashcards. -Number flashcards -Vocabulary game: Flashcards on the floor. 4. Let’s sing Activities related to songs and rhymes: <<Baby Bumble Bee>>. <<Round and Round the Garden>>. Rhyme<< Here is a Beehive>>. 5.Let’s play -Movement: Face up, face down. -Triangle: All mixed up. -Open and closed: Open your. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

Pairs. 4. Let’s sing Activities related to songs and rhymes: <<Baby Bumble Bee>>. <<Three Little Speckled Frogs>>. Rhyme<<Here Is a Beehive>>. 5.Let’s play -Movement: Lie down, sit down stand up. -Blue: Colours. -Open and closed: The closed book. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

WEEK 4

1.Warm up -Sing the song <<Good Morning Song>.>CD Track Language Let’s sing good morning -Sing the song <<Hello, Can You? >>.CD Track Language Let’s sing Hello, Can You? > CD Track -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant

HELLO SALLY!

<<Happy>>. CD track Recite the chant <<Sad>>. CD track Recite the chant <<Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -Three. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. .

Recite the chant <<Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -Hands and feet. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<We Love, Blue>>. -Chant<<Long Short Snake>>.

Recite the chant <<Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -I’m two. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Open and Closed>>. -Chant<<Here’s a

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -Let’s go. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Here’s a Triangle>>. -Chant<<We Love, Blue>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards.

Recite the chant <<Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY -Recite the <<Morning Prayer >>.CD Track -Sing the song <<Count to Ten>>. Language Let’s count to ten everybody. Now let’s sing. -Three. 2.Circle time -The weather. << The Weather Song>>. -Days of the week. Song<< The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Long and Short Train>>. -Chant<<Number Three>>.

HELLO SALLY!

- Chant <<Here’s a Triangle>>. -Chant<<Number Three>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Spring sounds. 4. Let’s sing Activities related to songs and rhymes: <<Baby Bumble Bee>>. <<Round and Round the Garden>>. Rhyme<<Here Is a Beehive>>. 5.Let’s play -Movement: Lie down, sit down stand up. -Long and short: It’s long. -Three: One, two three. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Pairs. 4. Let’s sing Activities related to songs and rhymes: <<Round and Round the Garden>>. <<Baby Bumble Bee>>. Rhyme<<Three Little Flowers>>. 5.Let’s play -Movement: Face up, face down. -Long and short: Short hair. -Blue: Blue shapes. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

Triangle>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary game: Cut in half. 4. Let’s sing Activities related to songs and rhymes: <<Baby Bumble Bee>>. <<Three Little Speckled Frogs>>. Rhyme<<Here Is a Beehive>>. 5.Let’s play -Movement: Facing up. -Long and short: Crayons, crayons.

-Open and closed: Open your. 6.Table time -Worksheet 4. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Vocabulary game: Flashcards on the floor. 4. Let’s sing Activities related to songs and rhymes: <<Round and Round the Garden>>. <<Baby Bumble Bee>>. Rhyme<<Three Little Flowers>>. 5.Let’s play -Movement: Lie down, sit down stand up. -Long and short: It’s long. -Three: Walk on three. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Spring sounds. Pairs. 4. Let’s sing Activities related to songs and rhymes: <<Round and Round the Garden>>. <<Three Little Speckled Frogs>>. Rhyme<<Here Is a Beehive>>. 5.Let’s play -Movement: Facing up. -Long and short: Flowers. -Triangle: All mixed up. 7.Story time Chant<<Story>>. -Unit story: Grandpa’s Spring Garden. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

HELLO SALLY!

UNIT 8 SALLY VISITS THE SCHOOL KITCHEN

THEME In this unit Sally discovers the wonderful world of food! She visits the school kitchen where the cook is preparing lunch. Sally will help us understand the different types of food and drink and their characteristics. She will demonstrate the importance of eating using the right utensils and without help from Mummy or Daddy.



characteristics of food and drink and the vocabulary related to the topic.

To learn how to set the table and the various utensils used for eating.

To learn how to say “please” and “thank you”.

Identify with certain sensations related to food to do with taste and appearance.

To learn to eat without help from an adult.


and chants. To introducethe basic concepts: Green,

Triangle, Three, On, Under, Open and Closed.


To acquire progressively the coordination and control of his/her body by flexing the torso.





the unit in English with one word answers or short phrases.

VOCABULARY

FLASHCARDS

Unit 8 Meat Ham Milk Orange Bread Fish Chicken Cheese Yogurt Orange juice Colours Green Shapes Triangle Numbers/quantity Three

STORY Sally Visits the School Kitchen

HELLO SALLY!

Narrator: The children visit the school kitchen. Teacher: This is where the cook prepares your lunch. This is the fridge. What can you see in the fridge? Sally: There is milk, ham, yogurts and cheese. Narrator: The cook is making chicken for lunch. Cook: Hello children, hello Sally! Do you like chicken, Sally? Sally: Yes, I do. I’m hungry! Cook: We have yogurt for dessert. Do you like yogurts? Sally: Yes, I do. Teacher: Let’s have lunch! Narrator: On the tables, there are plates, forks, spoons, glasses and bread. The children sit down at the table on the chairs and say the lunch time prayer. CONCEPTS Green Triangle Three Open and closed On and under The extra vocabulary is not necessarily for the children to be able to say or repeat it is for them to be exposed to and to identify through images the vocabulary related to the topic. ADDITIONAL WORDS Potato Teapot Spout Tea Apple Tree Wind Fly Bird Spider Tummy Mouth Cupboard Door Hands Eyes Drawer Bananas Mandarins Cook Lunch Fridge Dining room Jug of water 12.30 lunchtime Teacher Hungry Plate Fork Spoon Glass Oven Sink Table Chair Prayer

HELLO SALLY!

Shopping Money Bakery Tray Currant buns Sweet Savoury Hot Cold Cherry Fruit Vegetables Tomato Lettuce Broccoli Courgette Grapes

TPR ACTIONS Look Count Hold hands Be a spider Clench your fist Run Colour Walk Move Clap Stop Stick Stand up Bend Take a Find me Paint Sit down Bring me Swallow Open Close Smell Touch Taste Stamp Pat Say Sing Repeat Wiggle Arch up Tummy down ROUTINES Hello. I said hello. What did I say? Hello. What’s your name? Is your name….? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… Are you a boy/girl? Yes, I am/No, I’m not. You’re a BOY/GIRL. How are you? Are you fine? Yes, I am/No, I’m not. I’m FINE. How are you feeling? Are you happy? Yes, I am/ No, I’m not. You’re HAPPY. Are you sad? Yes, I am/ No, I’m not. You’re SAD. Are you angry? Yes, I am/ No, I’m not. You’re ANGRY. I’m smiling. Am I smiling? Yes, I am/No, I’m not. I’m SMILING. I’m laughing. Am I laughing? Yes, I am/No, I’m not. I’m LAUGHING. I’m sad. Am I sad? Yes, I am/No, I’m not. I’m SAD. I’m crying. Am I crying? Yes, I am/No, I’m not. I’m CRYING. Show me an angry face Show me a sad face. Show me a happy face. How old are you? Are you two/three? Yes, I am/No, I’m not. You’re TWO/THREE. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. Is it morning/afternoon? Yes, it is/No, it isn’t. It’s MORNING/AFTERNOON. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it?

HELLO SALLY!

Is it spring? Yes, it is/No, it isn’t. It is SPRING. Is it warm in spring? Yes, it is/No, it isn’t. It is WARM IN SPRING. Are these your hands/fingers? Yes, they are/No, they’re not. These are your HANDS/FINGERS. Are these your feet/toes? Yes, they are/No, they’re not. These are your FEET/TOES. Let’s pray. Everybody sit down/stand up. Let’s count to twenty. Let’s chant <<Count to Twenty>>. LET’S TALK Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Sally is a girl. Yes, she is. Is she a girl? Yes, she is/No, she isn’t. She is a GIRL. Look three fingers. Are there three fingers? Yes, there are/No, there aren’t. There are THREE fingers. Can we find anything in the classroom the colour green? Is this green? Yes, it is/No, it isn’t. It’s GREEN. Can we find anything the colour yellow/red/blue? Is this yellow/red/blue? Yes, it is/No, it isn’t. It’s YELLOW/RED/BLUE. Can we find anything with the shape of a triangle? Is this a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. Let’s look in the English corner. I can see a small circle/big circle, small square/big square/small triangle/big triangle/number one/number two/number three the colour yellow/the colour red/the colour blue/the colour green. I can see one eye open/one eye closed. Can you open your eyes? Can you close your eyes? I can see Sally on/under a chair. Can you put your hands on your head? Can you put your hands under your chin? Are you hungry? Yes, I am/No, I’m not. You are HUNGRY. What’s this? Is it…? Yes, it is/No, it isn’t. It is… Do you like…? Yes, I do/No, I don’t. You like… Is it hot/cold? Yes, it is/No, it isn’t. It’s HOT/COLD. Is it fruit/vegetable? Yes, it is/No, it isn’t. It is FRUIT/VEGETABLE. What do we use to eat? Do you use a fork/spoon/bowl/plate? Yes, I do/No, I don’t. You use a FORK/SPOON/BOWL/PLATE. Is it sweet/savoury? Yes, it is/No, it isn’t. It is SWEET/SAVOURY. What’s for lunch? Can you say please? Yes, I can/No, I can’t. You can say PLEASE. Can you say thank you? Yes, I can/No, I can’t. You can say THANK YOU.


STORY Sally Visits the School Kitchen Narrator: The children visit the school kitchen. Teacher: This is where the cook prepares your lunch. This is the fridge. What can you see in the fridge? Sally: There is milk, ham, yogurts and cheese. Narrator: The cook is making chicken for lunch. Cook: Hello children, hello Sally! Do you like chicken, Sally? Sally: Yes, I do. I’m hungry!

HELLO SALLY!

Cook: We have yogurt for dessert. Do you like yogurts? Sally: Yes, I do. Teacher: Let’s have lunch! Narrator: On the tables, there are plates, forks, spoons, glasses and bread. The children sit down at the table on the chairs and say the lunch time prayer.

RESOURCES

BASICS

ROUTINE RESOURCES Good Morning Song Good morning, good morning And how are you this morning? Good morning, good morning And how are you today? I’m fine thanks, I’m fine thanks, I’m fine thanks today! Good morning, good morning And how are you this morning? Good morning, good morning And how are you today? I’m fine thanks, I’m fine thanks, I’m fine thanks today! Hello, Can You? 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, hello can you stamp your feet? Can you stretch up high? Can you touch your toes? Can you turn around? Can you say hello? Hello, hello can you clap your hands? Hello, hello can you stamp your feet? Goodbye Song Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye. Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye. Morning Prayer Before I start the day I must pray. Thank you Mary, Thank you Joseph, Thank you Jesus For this special day! The Days of the Week

HELLO SALLY!

Sunday, Monday, Tuesday too, Wednesday, Thursday just for you. Friday, Saturday that’s the end. Now, let’s say those days again! Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. The Weather Song What's the weather? What's the weather? What's the weather like today? Is it rainy? Is it windy? Is it sunny? Are there clouds? What's the weather? What's the weather? What's the weather like today? It is raining, there is rain, rain falling, falling down. What's the weather? What's the weather? What's the weather like today? It is windy, there is wind blowing, blowing, round and round. What's the weather? What's the weather? What's the weather like today? It is cloudy; there are clouds white and fluffy in the sky. What's the weather? What's the weather? What's the weather like today? It is sunny, there’s the sun, sunny, sunny round and bright. Count to Twenty 1, 2, 3, 4, 5, I can count to five. 6, 7, 8, 9, 10, I can count to ten. 11, 12, 13, 14, 15, I can count to 15. 16, 17, 18, 19, 20, I can count to 20.

SONG CD 1 track Three Green Apples Three little apples so green and bright Were dancing about on a tree one night. The wind came rustling through the town, And one little apple came tumbling down! Two little apples so green and bright Were dancing about on a tree one night. The wind came rustling through the town, And one little apple came tumbling down! One little apple so green and bright Was dancing about on a tree one night. The wind came rustling through the town, And one little apple came tumbling down!

CHANTS Green Green, green my favourite colour is green. Happy I’m happy, happy, happy, happy. When I’m happy, this is what I do. Sad I’m sad, sad, sad, sad. When I’m sad, this is what I do. Angry I’m angry, angry, angry, angry.

HELLO SALLY!

When I’m angry, this is what I do. Story It’s story time, it’s story time. Ready? Open your ears and open your eyes. Let’s listen, let’s watch! Number Three Three, three, three, three Show me number three. Here’s a Triangle Here’s a triangle, Here’s a triangle. Make one with me. Can you count them? Are you ready? One, Two, Three! Open and Closed My hands are open. My hands are closed. Open, open, open. Closed, closed, closed. On and Under Put your hands on your head. Put your hands under your chin. On your head, under your chin.

NURSERY RHYMES One Potato, Two Potato One potato, two potato, Three potato, four. Five potato, six potato, Seven potato, more. One potato, two potato, Three potato, four. Five potato, six potato, Seven potato, more. One potato, two potato, Three potato, four. Five potato, six potato, Seven potato, more. I’m a Little Teapot I’m a little teapot, short and stout. Here’s my handle, here’s my spout. When I get the steam up, hear me shout, Lift me up and pour me out.

EXTRAS NURSERY RHYME Three Currant Buns Three currant buns in a baker’s shop, Round and fat with a cherry on top. Along came a boy with a penny one day,

HELLO SALLY!

Bought a currant bun, and took it away. Two currant buns in a baker’s shop, Round and fat with a cherry on top. Along came a boy with a penny one day, Bought a currant bun, and took it away. One currant bun in a baker’s shop, Round and fat with a cherry on top. Along came a boy with a penny one day, Bought a currant bun, and took it away. SONG I Know an Old Lady Who Swallowed a Fly I know an old lady who swallowed a fly, I don't know why she swallowed a fly, Perhaps she'll die. I know an old lady who swallowed a spider, That wriggled and jiggled and tickled inside her. She swallowed the spider to catch the fly, I don't know why she swallowed the fly, Perhaps she'll die. I know an old lady who swallowed a bird, How absurd! She swallowed a bird. She swallowed the bird to catch the spider, That wriggled and jiggled and tickled inside her. She swallowed the spider to catch the fly, I don't know why she swallowed the fly, Perhaps she'll die. I know an old lady who swallowed a cat, Fancy that! She swallowed a cat. She swallowed the cat to catch the bird. She swallowed the bird to catch the spider, That wriggled and jiggled and tickled inside her. She swallowed the spider to catch the fly, I don't know why she swallowed the fly, Perhaps she'll die.

HELLO SALLY!

MATERIALS Vocabulary flashcards Concept flashcards Story-Poster Seasons and Weather poster Classroom CD Sally mascot Student’s book Ball Plastic play food An empty box Children’s shopping baskets Plastic money (optional) A blindfold Bowls A3 card to make placemats Plastic cutlery/plates/cups Realia: apples Images of a current bun, fly, spider, bird, cat, potato and teapot Fresh green fruit and vegetables Large circles, squares, triangles from green cellophane Plastic book covering (aironfix) Wide paintbrushes Green finger paint Construction paper Building blocks assorted colours Various A4 copies of the number three Chalk Realia: bananas, apples, pears, mandarins, grapes… A5 sized laminated cards with a triangle drawn on each A black marker pen Plasticine Triangle stickers Realia: Cheese triangles Stickers Screw top containers (tubs and lids from previous units) WORKSHEETS Paintbrushes Green finger paint The currant buns stickers Stickers

HELLO SALLY!

1. WARM UP TIME Sing the song <<Good Morning Song>>.CD Track Language Let’s sing the Good Morning Song. Sing the song <<Hello Can, You? >>. CD Track Language Let’s recite <<Hello Can, You? >>. CD Track Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. How are you? Sally says how are you? What did Sally say? How are you? Practise how are you feeling? Recite the chant <<Happy>>.CD track Recite the chant <<Sad>>.CD track Recite the chant <<Angry>>.CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. Recite the <<Morning Prayer>>.CD Track Recite the chant<<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. Play the game: Who’s he, who’s she? Roll a ball to each child one at a time asking the rest of the class: who’s he? Who’s she? Encourage them to answer. Language I’m going to roll the ball. Who’s he? Is he? Yes, he is /No, he isn’t. He is… Play the game: Shake hands. Each child in turn will come out to the teacher when his/her name is called, shake hands and start to understand or even respond to the question. Language How are you? I’m fine, thank you. Play the game: Can you? The children sit down and the teacher asks the question: Can you? The children can then practise facial expressions. This activity also could be done using the class mascot Sally. Language I can smile. Can you smile? Yes, I can/No, I can’t. You can SMILE. I can laugh. Can you laugh? Yes, I can/No, I can’t. You can LAUGH.

HELLO SALLY!

I can be sad. Can you be sad? Yes, I can/No, I can’t. You can be SAD. I can cry. Can you cry? Yes, I can/No, I can’t. You can CRY. Play the game: Do you like? Using the box of plastic food hold up an item and ask the children “Do you like…?” Encourage the children to stand up if they like it and stay sat down if not. Repeat with different foods. You can also use pictures and the unit flashcards. If you complete worksheet 4 make sure to have oranges, orange juice, fish and meat. Language Let’s play. If you like something you stand up like this. If you don’t, stay sat down. Do you like oranges? Stand up if you like oranges. Stay sat down if you don’t. Do you like cheese? Stand up if you like cheese. Stay sat down if you don’t. Well done! 2. CIRCLE TIME

A. The weather - Teacher is standing by the Seasons and Weather poster. Language What’s the weather like today? Let’s look out of the window. Is it sunny? Yes, it is/No, it isn’t. It’s SUNNY/It’s not SUNNY. Make a circling motion with both arms. Is it raining? Yes, it is/No, it isn’t. It’s RAINING/It’s not RAINING. Move fingers up and down. Is it windy? Yes, it is/No, it isn’t. It’s WINDY/It’s not WINDY. Move arms from side to side. Is it cloudy? Yes, it is/No, it isn’t. It’s CLOUDY/It’s not CLOUDY. Using both hands make a cloud shape with fingers. Is it snowy? Yes, it is/No, it isn’t. It’s SNOWY/It’s not SNOWY. Using both hands make a snowflake shape with fingers and move them up and down. Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. Let’s put Sally on the sunny, rainy, cloudy, windy, snowy picture on the Seasons and Weather poster. Teacher chooses a child to come and put Sally on the picture. Sing the song <<The Weather Song>>. CD track

B. The days of the week The teacher is sat in the circle with the children and asks:

HELLO SALLY!

Language What day is it today? Is it Monday? Yes, it is /No, it isn’t. It’s MONDAY. Sing the song<< Days of the Week >>. CD track

C. The season Teacher is standing by the Seasons and Weather poster. Language What season is it? Is it autumn/winter/spring/summer? Yes, it is /No, it isn’t. It’s SPRING. In spring it’s warm. Is it warm in spring? Yes, it is /No, it isn’t. It’s WARM. D. Routines Language ROUTINES Hello. I said hello. What did I say? Hello. What’s your name? Is your name….? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… Are you a boy/girl? Yes, I am/No, I’m not. You’re a BOY/GIRL. How are you? Are you fine? Yes, I am/No, I’m not. I’m FINE. How are you feeling? Are you happy? Yes, I am/ No, I’m not. You’re HAPPY. Are you sad? Yes, I am/ No, I’m not. You’re SAD. Are you angry? Yes, I am/ No, I’m not. You’re ANGRY. I’m smiling. Am I smiling? Yes, I am/No, I’m not. I’m SMILING. I’m laughing. Am I laughing? Yes, I am/No, I’m not. I’m LAUGHING. I’m sad. Am I sad? Yes, I am/No, I’m not. I’m SAD. I’m crying. Am I crying? Yes, I am/No, I’m not. I’m CRYING. Show me an angry face Show me a sad face. Show me a happy face. How old are you? Are you two/three? Yes, I am/No, I’m not. You’re TWO/THREE. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. Is it morning/afternoon? Yes, it is/No, it isn’t. It’s MORNING/AFTERNOON. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it spring? Yes, it is/No, it isn’t. It is SPRING. Is it warm in spring? Yes, it is/No, it isn’t. It is WARM IN SPRING. Are these your hands/fingers? Yes, they are/No, they’re not. These are your HANDS/FINGERS. Are these your feet/toes? Yes, they are/No, they’re not. These are your FEET/TOES. Let’s pray. Everybody sit down/stand up.

HELLO SALLY!

Let’s count to twenty. Let’s chant <<Count to Twenty>>. E. Let’s talk The teacher revises the topic by asking questions. Language Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Sally is a girl. Yes, she is. Is she a girl? Yes, she is/No, she isn’t. She is a GIRL. Look three fingers. Are there three fingers? Yes, there are/No, there aren’t. There are THREE fingers. Can we find anything in the classroom the colour green? Is this green? Yes, it is/No, it isn’t. It’s GREEN. Can we find anything the colour yellow/red/blue? Is this yellow/red/blue? Yes, it is/No, it isn’t. It’s YELLOW/RED/BLUE. Can we find anything with the shape of a triangle? Is this a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. Let’s look in the English corner. I can see a small circle/big circle, small square/big square/small triangle/big triangle/number one/number two/number three the colour yellow/the colour red/the colour blue/the colour green. I can see one eye open/one eye closed. Can you open your eyes? Can you close your eyes? I can see Sally on/under a chair. Can you put your hands on your head? Can you put your hands under your chin? Are you hungry? Yes, I am/No, I’m not. You are HUNGRY. What’s this? Is it…? Yes, it is/No, it isn’t. It is… Do you like…? Yes, I do/No, I don’t. You like… Is it hot/cold? Yes, it is/No, it isn’t. It’s HOT/COLD. Is it fruit/vegetable? Yes, it is/No, it isn’t. It is FRUIT/VEGETABLE. What do we use to eat? Do you use a fork/spoon/bowl/plate? Yes, I do/No, I don’t. You use a FORK/SPOON/BOWL/PLATE. Is it sweet/savoury? Yes, it is/No, it isn’t. It is SWEET/SAVOURY. What’s for lunch? Can you say please? Yes, I can/No, I can’t. You can say PLEASE. Can you say thank you? Yes, I can/No, I can’t. You can say THANK YOU. 3. LET’S LEARN

A. Concepts 1. Triangle 2. Big and small 3. Number three 4. Green 5. Open and closed 6. On and under

- The teacher introduces the concept flashcards, showing them one by one, or as you may now have the concept flashcards on the wall in your designated English area, you can ask the children questions instead of telling them what you can see. As a constant reference for the children leave the main flashcards on the wall from one term to the next: the numbers, shapes, colours and even some of the preposition flashcards. a) A big green triangle

- The teacher traces a big triangle shape with his/her finger. - Recite the chant <<Here’s a Triangle>>.

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Language Is it a big green triangle? Yes, it is/ No, it isn’t. It’s a BIG GREEN TRIANGLE. Recite the chant <<Here’s a Triangle>>. b) A small green triangle

- The teacher traces a small triangle shape with his/her finger. - Recite the chant <<Here’s a Triangle>>.

Language Is it a small green triangle? Yes, it is/ No, it isn’t. It’s a SMALL GREEN TRIANGLE. Recite the chant <<Here’s a Triangle>>. c) Number three

- The teacher holds up three fingers. Gesturing to the children to do the same. - Recite the chant<<Number Three>>. CD track

Language Is this number three? Yes, it is/ No, it isn’t. It is number THREE. Let’s chant <<Number Three>>. d) The colour green - The teacher shows the flashcard. - Recite the chant <<Green>>. CD track Language Is this green? Yes, it is/ No, it isn’t. It is GREEN. Let’s chant <<Green>>. e) Open and closed The teacher shows a flashcard with one eye open and another with the eye closed, use your eyes to practise with the children. Recite the chant <<Open and Closed>>>. Language Look at this picture of an eye. It’s open. Is it open? Yes, it is/No, it isn’t. It’s OPEN. Open your eyes like this. Look at this picture of an eye. It’s closed. Is it closed? Yes, it is/No, it isn’t. It’s CLOSED. Now close your eyes up. Like this. f) On and under The teacher shows a flashcard with a picture of Sally on a chair and another with a picture of Sally under a chair. Language Let’s have a look. She is Sally. She is on the chair. Is she on the chair? Yes, she is/No, she isn’t. She is ON the chair. She is Sally. She is under the chair. Is she under the chair? Yes, she is/No, she isn’t. She is UNDER the chair. Play the game Find me. This is another method of practicing the concepts using the flashcards that are in your designated English area. Whilst the children are sat in the circle say to a child to go and find one of the concept cards you have on the wall. Language Find me a big yellow circle/ a big red square/a big blue triangle. Find me a small yellow circle/ a small red square/a small blue triangle.

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Find me the colour yellow/red/blue/green. Find me number one/ number two/number three. Find me the mascot in the box. Find me the mascot out of the box. Find me the picture of one finger. Find me the picture of lots of fingers. Trace your finger from up to down. Find me the long train. Find me the short train. Find me the eye that is open. Find me the eye that is closed. Find me Sally who is on the chair. Find me Sally who is under the chair. B. Vocabulary flashcards Meat Ham Milk Orange Bread Fish Chicken Cheese Yogurt Orange juice - The teacher shows the flashcards: After showing the flashcards, when you have reached the end of week one, you can start to ask: What’s this? Is it bread? Yes, it is/No, it isn’t. It’s BREAD. - Encourage the children to answer the question: What’s this?

C. Flashcard activities/games and extra vocabulary activities/games Play the game: Find the flashcard. Stick the flashcards around the classroom, on the walls at child height, with blu tack. Then ask a child in turn to get you, for example: the cheese. When they give you the flashcard they must repeat the word. Play the game: What’s in the box? You will need a box of plastic food. Name each item first and then encourage the children to come and take out the items one by one naming them. Play the game: Shopping. You will need plastic money (optional), a children’s shopping basket and the food flashcards. Lay the flashcards on the floor and encourage the children to go shopping placing the flashcards in the basket, then they come to you and name the items and use the pretend money to pay for the items. In the second week of this unit, you can start to introduce the extra vocabulary through play, the children would have heard this vocabulary in the story or on the Story-Poster so it will not be new to them, however this will help for them to put that vocabulary more into context. Play the game: Tasty!

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Blindfold the children one by one and let them taste an assortment of sweet and savoury foods, for example: sugar, chocolate, orange juice, ham, bread and cheese. The idea is to see if they can guess before you take off the blindfold. Remember to check allergies. Play the game: Hot or cold! Fill one bowl with warm water and the other with cold water and ice cubes if possible. Encourage the children to put their hands in the water and differentiate the feeling of hot and cold. Play the game: Lay the table. You will need to make placemats using A3 sized card laminated with the outlines of a fork, spoon, plate and glass. Using the plastic cutlery, plates and cups encourage the children to lay the table. D. Story-Poster (Optional everyday activity) - Teacher stands by the Story- Poster. Let’s have a look at the Story-Poster. What can we see? - The teacher tells the children what he/she can see on the Story-Poster. Language This is the dining room. This is a table. This is a chair. This is a fork/plate/spoon/glass. This is bread. It is 12.30. It is lunchtime. This is the school kitchen. This is Sally. This is the cook. This is the teacher. This is a fridge. The fridge is open. This is milk/ham/yogurts/cheese/orange juice. This is chicken. This is a yogurt and a spoon. This is meat/fish/oranges. This is a sink. This is an oven. - After week one into the unit, instead of telling the children what you can see, you can ask them: Language Is this the dining room? Yes, it is/No, it isn’t. It is the DINING ROOM. Is this a table? Yes, it is/No, it isn’t. It is a TABLE. Is this a chair? Yes, it is/No, it isn’t. It is a CHAIR. Is this a fork/plate/spoon/glass? Yes, it is/No, it isn’t. This is a FORK/PLATE/SPOON/GLASS. Is this bread? Yes, it is/No, it isn’t. It is BREAD. Is it 12.30? Yes, it is/No, it isn’t. It is 12.30. Is it lunchtime? Yes, it is/No, it isn’t. It is LUNCHTIME. Is this the school kitchen? Yes, it is/No, it isn’t. It is the SCHOOL KITCHEN. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Is she the cook? Yes, she is/No, she isn’t. She is the COOK. Is she the teacher? Yes, she is/No, she isn’t. She is the TEACHER. Is this the fridge? Yes, it is/No, it isn’t. It is the FRIDGE.

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Is the fridge open? Yes, it is/No, it isn’t. The fridge is OPEN. Is this milk/ham/yogurts/cheese/orange juice? Yes, it is/No, it isn’t. This is MILK/HAM/YOGURTS/CHEESE/ORANGE JUICE. Is this chicken? Yes, it is/No, it isn’t. It is CHICKEN. Is this a yogurt and a spoon? Yes, it is/No, it isn’t. It is a YOGURT and a SPOON. Is this meat/fish/oranges? Yes, it is/No, it isn’t. It is MEAT/FISH/ORANGES. Is this a sink? Yes, it is/No, it isn’t. It is a SINK. Is this an oven? Yes, it is/No, it isn’t. It is an OVEN. - The teacher can focus on the extra vocabulary. Language Dining room table chair fork plate spoon glass jug of water 12.30 Lunchtime School kitchen Cook Teacher Fridge Open Sink Oven 4. LET’S SING

A. Songs

Sing the song <<Three Green Apples>>.CD track Before singing this song show an image of an apple, take in some real apples into the classroom and let the children touch them, talk about their colour, and cut them up to taste them. Afterwards count to three on your hands and chant <<Number Three>>. Whilst singing the song, curve your arms round to make yourself into an apple, dance around, then put your arms in the air to imitate the wind on the trees, lastly sit down as if you have fallen to the ground. Language and activities Look at this picture, it’s an apple. It is the colour green. Today’s song is all about three green apples. Apples grow on trees. Let’s have a look at a real apple. Let’s touch and smell it. Now let’s wash the apples and cut them up. Who wants to try a piece of apple? Now let’s count to three. Chant <<Number Three>>. Stand up everyone. Imagine we are all apples, make yourselves round. Now dance around, let’s make ourselves into trees that are blowing in the wind. Now let’s fall to the ground. Now let’s sing today’s song. Sing the song <<Three Currant Buns>>.CD track Count with the children on their hands, and then sing the song <<Number Three>>. Show them a picture of a currant bun, indicating the cherry on top. Language and activities Let’s count everyone to three. Ready? One, two, three. Let’s chant <<Number Three>>. Look at this picture it’s a currant bun. It’s got a cherry on top. Today’s song is all about currant buns and the number three. Let’s sing and dance. Sing the song <>. CD track Explain that today’s song is all about an old lady who swallowed a fly, spider, bird and a cat, show images of each animal. Explain the word swallow practice swallowing with the children, imitate the animals: flying like a bird, moving like a cat on the floor, moving around quickly like a

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fly and then moving your fingers around as if a spider. Whilst singing the song follow the actions of the animals, swallow and put your hand up to your mouth as if putting food into it and wiggle and jiggle about according to the song Language and activities Today’s song is all about an old lady who swallowed animals. Look at these pictures. There’s a spider/cat/fly/bird. Let’s move our fingers like a spider moving around. Let’s make ourselves into cat’s, like this. Let’s buzz around like a fly, quickly. Now let’s fly like a bird gracefully. This lady swallowed all these animals. Let’s practice swallowing when we eat we swallow like this. Pretend to put food into your mouth and swallow. Now let’s wiggle and jiggle about as the food goes down into our tummy. Let’s sing the song. .

B. Rhymes Recite the rhyme <<One Potato, Two Potato>>. CD track Before you sing this rhyme show an image of a potato and then sing and clench each of your fists, put one on top of the other as you are counting. Language Look at this picture, it’s a potato and today’s rhyme is all about counting potatoes. Everybody clench your fists. Let’s count first and put one fist on top of the other like this. Now let’s sing the rhyme. Recite the rhyme <<I’m a Little Teapot>>. CD track Before you sing this rhyme, show an image of a teapot pointing out the handle and the spout, whilst singing make yourself into a teapot by curving one arm to make a handle and put the arm into the shape of a spout, for the part about the steam wave your hand in the air like smoke and then tilt yourself over as if your pouring the teapot out. Language Look everyone a teapot, today’s rhyme is all about a teapot. We make tea in a teapot. This is the handle and this is the spout, where the tea comes out. Let’s make ourselves into a teapot and sing, like this. 5. LET’S PLAY A. Movement: Flexing of the torso Language and activities Play the game: Spiders. Encourage the children to imitate spiders by walking with their hands and feet on the floor and their bottom in the air, bending their torso as they do so and using the space provided. Language Today we are going to be spiders. Everybody put your hands and feet on the floor. Now let’s walk. We’re just like spiders. We can move slowly or quickly. Like this. Play the game: Bend your body. Encourage the children to participate in various movements, bending the torso forwards,

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backwards, to the side, sat down and stood up. Language Today we are going to be bending. This is your torso. We are going to bend it different ways. First let’s bend forward. Now backwards. To the side. Now the other side. Everyone sit down. Put your legs out straight. See if you can touch your toes. Now stand up. Let’s see if we can touch our toes again. Play the game: Wiggle. Using your torso, standing up wiggle about like a worm and then on all fours like a cat arch your back up and then down making cat sounds. Encourage the children to imitate you. Language Stand up everyone we are going to wiggle like worms. Wiggle your body about just the top part your torso. Now let’s be cats, everyone down on all fours. Let’s arch our back up and now push your tummy down. Meow, meow, just like cats. Let’s repeat it all again.

B. Concept games and activities 1. Green 2. Number three 3. Triangle 4. On and under 5. Open and closed

a) Green

Recite the chant <<Green>>. CD track Play the game: Fruit and veg. For this activity you will need to have prepared before hand a bowl with various green fruits and vegetables. Cut up some of the fruit separately so that the children can taste it. While you are looking at the different fruits and vegetables emphasise their colour, shape… Remember to check allergies. Language Today we are looking at the colour green. Look in this bowl. The fruits and vegetables are green. There are green tomatoes, broccoli, lettuce, courgettes, apples and grapes. Let’s all have a look and touch them and smell them. Let’s sing <<Green>>. Now we are going to taste some of the fruit. These are apples and grapes. Let’s try. Play the game: Green shapes. Previously to this activity you will need to have cut out fairly large circles squares and triangles from green cellophane and laminate them or use plastic book covering. Play with them, encourage the children to recognize the shape as well as the colour. Let them explore the classroom looking through the shapes and seeing how they make everything green.

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Language Let’s play green shapes. Look at these shapes. Is this a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. Is this a square? Yes, it is/No, it isn’t. It’s a SQUARE. Is this a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. Are the shapes green? Yes, they are/No, they’re not. They are GREEN. When I look through it like this, it makes everything green. Now it’s your turn. Play the game: Apples, apples. On construction paper draw three large apples. The children can paint the apples using green paint and wide paintbrushes. Complete this activity with a small group of children at a time. Language Today’s activity deals with apples. This is an apple. Is it an apple? Yes, it is/No, it isn’t. It’s an APPLE. What colour are apples? Are they green? Yes, they are/No, they’re not. They are GREEN. How many apples are there? Are there three? Yes, they are/No, they’re not. There are THREE. Now we are going to paint the apples green. We are going to use these paintbrushes. Play the game: Pick the green. You will need an assorted coloured box of building blocks. Empty them in the middle of the floor and encourage the children to pick out the green ones. Language Let’s play “Pick the green”. Look at these blocks. Is this red? Yes, it is/No, it isn’t. It’s RED. Is this yellow? Yes, it is/No, it isn’t. It’s YELLOW. Is this blue? Yes, it is/No, it isn’t. It’s BLUE. Is this green? Yes, it is/No, it isn’t. It’s GREEN. I want just the green ones. This one is green. Who is going to pick out a green block? b) Number three Recite the chant <<Number Three>>. CD track Play the game: Three jumps. For this activity you will need to do various actions, repeating each action three times: three jumps/twirls/claps/nods of the head/stamps of the feet/pats on the knees. Encourage the children to repeat your actions, counting one, two, three each time. Language Let’s play three jumps. Can everybody jump three times, like this? One two three, Let’s twirl. One two three, Let’s clap. One, two, three, Let’s nod. One, two, three, Let’s stamp. One, two, three, Let’s pat.

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One, two, three, Let’s sing number three. Play the game: Run to three. Stick various A4 copies of the number three around the classroom, at an accessible height for the children to run to and touch when you say run to three. Language Let’s play run to three. Is this number three? Yes, it is/No, it isn’t. It’s number THREE. Now when I say run to three. You run like this. Play the game: Three pears. On construction paper draw three large pears and the number three by the side. Encourage the children to paint the pears using their hands or fingers and green finger paint. Language Look at this big piece of paper. What can you see? Is this number three? Yes, it is/No, it isn’t. It is number THREE. Let’s sing the chant, number three. Is this a pear? Yes, it is/No, it isn’t. It’s a PEAR. Let’s count the pears. One, two, three!! Are pears green? Yes, they are/No, they aren’t. Pears are GREEN. Let’s paint the pears. Play the game: Yum, yum. Previous to this activity you will need to have cut up various pieces of fruit enough for each child to take three pieces each: bananas, apples, mandarins, grapes, encourage each child individually to come and take three pieces of fruit and then they can eat it. Remember to check allergies. Language Look a tray of fruit. This is an apple. Is this an apple? Yes, it is/No, it isn’t. It’s an APPLE. This is a banana. Is this a banana? Yes, it is/No, it isn’t. It’s a BANANA. This is a mandarin. Is this a mandarin? Yes, it is/No, it isn’t. It’s a MANDARIN. This is a grape. Is this a grape? Yes, it is/No, it isn’t. It’s a GRAPE. I’m going to take three pieces of fruit. One two three, Yum yum. Now it’s your turn. c) Triangle Recite the chant <<Here’s a Triangle>>. CD track Play the game: Triangle walking. Using chalk draw a big triangle on the floor encourage the children to follow you walking over the sides of the triangle singing the chant <<Here’s a Triangle>>. Language Look at the floor. What can you see? Is it a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. Let’s do some triangle walking.

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Follow me everyone. Let’s sing. Play the game: Plasticine triangles. Previous to this activity you will need to have prepared small A5 sized cards with a triangle drawn on each one using black marker pen, laminate them with plastic or cover them with plastic book covering. Using the plasticine encourage the children to roll the plasticine into sausages or worms and stick it onto the sides of the triangle. Language Look everyone. Is this a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. This is plasticine. I’m going to roll the plasticine like this. Now I’m going to stick it on the sides of the triangle. I’ve made a platicine triangle. Now let’s all have a go. Play the game: Triangles. Draw a big triangle on a piece of construction paper encourage the children to stick small triangle stickers inside the triangle. Language Look at this shape. Is it a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. Look at these stickers. They are triangles too! Let’s stick the small triangles inside the big triangle. Like this. Play the game: Cheesy triangles. This activity is great to do at snack time. You will need cheese triangles (e.g.: The Laughing Cow). Show the children the shape. Recite the chant <<Here’s a Triangle>>. Then let them eat them. Remember to check allergies. Language Look what I’ve got. Cheese triangles. Do you like cheese? Yes, I do/No, I don’t. I like CHEESE. Look at the shape. Is it a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. Let’s chant <<Here is a Triangle>>. Now we can eat our cheese triangle. Yum, yum. d) On and under Recite the chant <<On and Under >>. CD track Play the game: On or under. For this activity you will need Sally the mascot. Put her on a chair and under a table and encourage the children to tell you if she is on or under, then get the children to come and put her on or under according to your instructions. Language Let’s play “On or under”. Who’s this? Is it Sally? Yes, it is/No, it isn’t. It’s SALLY. I’m going to put Sally on the chair. Is Sally on the chair? Yes, she is/No, she isn’t. She’s ON the chair. Now I’m going to put Sally under the table. Is she under the table? Yes, she is/No, she isn’t. She’s UNDER the table. Now it’s your turn.

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I’d like someone to put Sally under the table. Now I’d like someone to put Sally on the chair. Well done. Play the game: Hands and chins. This activity involves encouraging the children to put their hands on their head and under their chin and singing the chant <<On and Under >>. Language Let’s practise on and under. Everyone put your hands on your head, like this. Now everyone put your hands under your chin, like this. Now let’s chant. Play the game: Where’s the yogurt? Previous to this activity, on construction paper draw a table with a yogurt on the table and another under the table. Encourage the children to stick stickers on the yogurt that is on the table. Language Look everyone. Can you see the table? On the table there is a yogurt Is the yogurt on the table? Yes, it is/No, it isn’t. The yogurt is ON the table. Is there a yogurt under the table? Yes, there is/No, there isn’t. There is a yogurt UNDER the table. Let’s stick these stickers on the yogurt on the table. Like this. Play the game: Under the bridge. This game involves two children making an arch with their hands and the other children crawling under. Language Let’s play under the bridge. We need two volunteers to make an arch. Now the rest of us are going to crawl under. Are we under? Yes, we are/No, we’re not. We are UNDER. Let’s go under. e) Open and closed Recite the chant <<Open and Closed>>. Play the game: Close the cupboard. All you need for this activity is a cupboard or a door that is easy to open and where the children can’t trap their fingers. Practise opening and closing the door/cupboard, give the children instructions to do the same. Language Let’s play. I’m going to open the cupboard. Like this. Now I’m going to close the cupboard. Like this. Is the cupboard open/closed? Yes, it is/No, it isn’t. It’s OPEN/CLOSED. Now it’s your turn. Open the cupboard. Now close the cupboard. Let’s all try. Play the game: Open and closed game. For this activity you will need screw top containers that can be easily opened or closed (plastic containers from home). Let the children discover how to open and close the containers by

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themselves. Language Today we are going to practice open and close. Look at this container. If I twist the lid, I can open the container. Is it open? Yes, it is/No, it isn’t. It is OPEN. If I twist the lid back on I can close it. Like this. Is it closed? Yes, it is/No, it isn’t. It is CLOSED. Now let’s all have a go. Play the game: Open your... This activity involves the children practising open and close using their eyes, mouth and hands. Then recite the chant <<Open and Closed>>. Language Let’s play “Open your…” Everyone open your mouth. Now close it. Now close your eyes. And open them. Now open out your hands. And close them. Let’s do it again. Ready? Let’s chant <<Open and Closed>>. Do the activity: Open mouth. For this activity you will need to have drawn on construction paper previously an open mouth and a closed mouth, using stickers stick them inside the mouth that is open. Sing the chant <<Open and Closed>>. Language Look everybody an open mouth and a closed mouth. Let’s practice opening and closing our mouth like this. Let’s chant <<Open and Closed>>. Now we are going to put stickers inside the open mouth, like this. Let’s have a go a few at a time. 6. TABLE TIME Worksheet 1 Objective Identify an apple and the colour green. Activities Listen to the song «Three Green Apples». Paint the apple green using a thick paintbrush and green finger paint. Materials Student’s book. Green finger paint. Thick paintbrushes. Apples to show and eat. The chant <<Green>>. The song <<Three Green Apples>>. Language and activities Show the children fresh apples, eat them and talk about their taste and colour. Sing the chant <<Green>>.

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Sing the song <<Three Green Apples>>. Language Look at these apples. What colour are they? Are they green? Yes, they are/No, they’re not. They are GREEN. Do they taste sweet/savoury? Yes, they do/No, they don’t. They taste SWEET/SAVOURY. Let’s sing the chant <<Green>>. Now let’s sing the song <<Three Green Apples>>. Now look at this worksheet. This is an apple. Let’s paint the apple green. Worksheet 2 Objective To identify the concept «open» and «closed». Activity Put a green handprint on the fridge that is «open». Materials Student’s book. Green finger paint. The game <<Open your…>>. The chant <<Open and Closed>>. Language and activities Play the game <<Open your…>>. Sing the chant <<Open and Closed>>. Language Today we’re going to be practicing open and closed. Let’s play <<Open your…>>. Now look at today’s worksheet. There are two fridges. Is this fridge open? Yes, it is/No, it isn’t. The fridge is OPEN. Who’s opening the fridge? Sally! Yes, Sally is opening the fridge. Is this fridge closed? Yes, it is/No, it isn’t. The fridge is CLOSED. We are going to put a green handprint on the open fridge. Let’s sing the chant <<Open and Closed>>>. Now let’s complete the worksheet. Worksheet 3 Objective To identify the number three. Activities Listen to the nursery rhyme «Three Currant Buns». To put the currant buns sticker on the tray in the bakery. Materials Student’s book. The currant buns stickers. The chant <<Number Three>>. The nursery rhyme <<Three Currant Buns>>. CD track

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Language and activities Count to three on your hands. Sing the chant <<Number Three>>. Do the activities from the song <<Three Currant Buns>>. Sing the song <<Three Currant Buns>>. Language Today’s worksheet is all about number three and currant buns. Is this number three? Yes, it is/No, it isn’t. It is NUMBER THREE. Let’s sing the chant <<Number Three>>. Now let’s all look at the picture of a currant bun and play. Let’s sing <<Three Currant Buns>>. Look at today’s worksheet. There’s a bakery and in the bakery there is an empty tray. We are going to put the three currant buns sticker on the tray, like this. Worksheet 4 Objective To recognize different type of food and express what you like. Activity Put a sticker on the things you like. Materials Student’s book. Story-Poster. Stickers. The game <<Do you like? >>. (From warm up games). The game <<Tasty! >>. (From flashcard games and activities). Language and activities Look and comment on the Story-Poster at the food that can be seen. Play the game<<Do you like? >>. Play the game <<Tasty! >>. Language Let’s look at the Story-Poster. What food can you see? I can see ham, milk, yogurts, cheese, meat, fish, oranges and orange juice. Do you like ham/milk/yogurts/cheese/meat/fish/oranges/orange juice? Yes, I do/No, I don’t. HAM/MILK/YOGURTS/CHEESE/MEAT/FISH/ORANGES/ORANGE JUICE. Let’s play the game <<Do you like? >>. Now let’s play <<Tasty! >>. We are now ready to do today’s worksheet. We are going to put stickers on the things we like. I like cheese, ham and yogurts. So I’m going to put a sticker on each item. Now it’s your turn to put stickers on the food and drink that you like. 7. STORY TIME The story can be read or listened to. Recite the chant <<Story>>. SALLY VISITS THE SCHOOL KITCHEN CD track It is important to take into consideration when you are teaching small children English that when

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you ask a question, quite often they will respond in their mother tongue. However, by responding to the question, this shows they have understood and you will be able to work on teaching them the correct way to respond in English. Questions related to the story: Are the children visiting the school kitchen? Yes, they are/No, they aren’t. The children are visiting the SCHOOL KITCHEN. Does the cook prepare lunch in the kitchen? Yes, he does/No, he doesn’t. He prepares LUNCH in the kitchen. Is there milk/ham/yogurt/cheese in the fridge? Yes, there is/No, there isn’t. There is MILK/HAM/YOGURT/CHEESE in the FRIDGE. Is the cook making chicken for lunch? Yes, he is/No, he isn’t. He is making CHICKEN for LUNCH. Does Sally like chicken? Yes, she does/No, she doesn’t. She likes CHICKEN. Is Sally hungry? Yes, she is/No, she isn’t. She is HUNGRY. Are there yogurts for dessert? Yes, there are/No, there aren’t. There are yogurts for DESSERT. Does Sally like yogurts? Yes, she does/No, she doesn’t. She likes YOGURTS. Is it lunchtime? Yes, it is/No, it isn’t. It is LUNCHTIME. Are/Is there plates/forks/spoons/glasses/bread on the table? Yes, there are/No, there aren’t. There are/is PLATES/FORKS/SPOONS/GLASSES/BREAD on the TABLE. Do the children sit on the chairs at the table? Yes, they do/No, they don’t. The children sit on the CHAIRS at the TABLE. Do the children say a lunchtime prayer? Yes, they do/No, they don’t. The children say a LUNCHTIME PRAYER. 8. LET’S SAY GOODBYE

Everybody stand up, it’s time to say goodbye. Let’s sing the song <<Goodbye Song>>.CD track

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1. Warm up -Sing the song <<Good Morning Song>>.CD Language Let’s sing good morning. -Recite <<Hello, Can You? >>.CD Track Language Recite Hello, Can You? -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Recite <<Hello, Can You? >>.CD Track Language Recite Hello, Can You? -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant <<Sad>>. CD track Recite the chant <<Angry>>. CD track

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Recite <<Hello, Can You? >>.CD Track Language Recite Hello, Can You? -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Recite <<Hello, Can You? >>.CD Track Language Recite Hello, Can You? -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant <<Sad>>. CD track Recite the chant <<Angry>>.

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Recite the chant <<Sad>>. CD track Recite the chant <<Angry>>. CD Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. -Who’s he, who’s she? 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<< The days of the Week >>. -The season. -Routines. -Let’s talk.

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. Game: Can you? 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<< The days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<Green>>. Chant<<Open and Closed>>.

-Vocabulary flashcards. -Number flashcards. -Story-Poster.

Recite the chant <<Sad>>. CD track Recite the chant <<Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. -Shake hands 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<< The days of the Week >>. -The season. -Routines. -Let’s talk.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. -Who’s he, who’s she? 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<< The days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. Chant<<Open and Closed>>. Chant <<On and under>>.

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. -Who’s he, who’s she? 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<< The days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. Chant<<Number Three>>. Chant <<Here’s a Triangle>>. -Game: Find me.

-Vocabulary flashcards. -Number flashcards. -Story-Poster.

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3.Let’s learn -Concept flashcards. . Chant<<Green>>. Chant<<Number Three>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing -Activities related to songs and rhymes: <<Three Green Apples>>. <>. Rhyme <<One Potato, Two Potatoes>>. 5.Let’s play -Movement: Bend your body. -Green: Fruit and veg. -On and under: On or under. 7.Story time Chant<<Story>>. -Unit story Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

- Vocabulary activity: What’s in the box? 4. Let’s sing -Activities related to songs and rhymes: <>. <<Three Currant Buns>>. Rhyme<<One Potato, Two Potatoes>>. 5.Let’s play -Movement: Spiders. -Green: Apples, apples. -Three: Three jumps. 7.Story time Chant<<Story>> -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>

3.Let’s learn -Concept flashcards. . Chant<<Here’s a Triangle>>. Chant<<Number Three>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing -Activities related to songs and rhymes: <>. <<Three Currant Buns>>. Rhyme <<One Potato, Two Potatoes>>. 5.Let’s play Movement: Wiggle. 6.Table time -Worksheet 1. 7.Story time Chant<<Story>>. -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: What’s in the box? 4. Let’s sing -Activities related to songs and rhymes: <>. <<Three Green Apples>>. Rhyme<<One Potato, Two Potatoes>>. 5.Let’s play -Movement: Spiders. -Green: Pick the green. -Triangle: Triangle walking. 7.Story time Chant<<Story>>. -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

4. Let’s sing -Activities related to songs and rhymes: <>. <<Three Currant Buns>>. Rhyme<<One Potato, Two Potatoes>>. 5.Let’s play -Movement: Bend your body. -Green: Green shapes. -On and under: On or under. 7.Story time Chant<<Story>>. -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

WEEK 2

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Recite <<Hello, Can You? >>.CD Track Language Recite Hello, Can You? -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track

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Recite the chant <<Sad>>. CD track Recite the chant <<Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. Play the game -Do you like? 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<< The days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. -Shake hands 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<< The days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Here is a Triangle>>. -Chant <<Number Three>>.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. -Who’s he, who’s she? 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<< The days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<On and Under>>. -Chant<<Green>>. -Vocabulary flashcards.

CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. Game: Can you? 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<< The days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Green>>. Chant<<Number Three>>. -Vocabulary flashcards.

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. Play the game -Do you like? 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<< The days of the Week>>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Here’s a Triangle>>. -Chant<<On and Under>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards.

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-Concept flashcards. . - Chant <<On and Under>>. -Chant<<Number Three>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: What’s in the box? 4. Let’s sing Activities related to songs and rhymes: <<Three Green Apples>>. <>. Rhyme <<I’m a Little Teapot>>. 5.Let’s play -Movement: Bend your body.

-Number three: Three pears. -On and under: Hands and chin. 7.Story time Chant<<Story>>. -Unit story: Sally Visits the School Kitchen. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

-Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary game: What’s in the box? 4. Let’s sing Activities related to songs and rhymes: <>. <<Three Currant Buns>>. Rhyme <<One potato, two potatoes>>. 5.Let’s play -Movement: Spiders. -Three: Run to three.

-Open and closed: Close the cupboard. 7.Story time Chant<<Story>>. -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Number flashcards. -Vocabulary activity: Shopping. 4. Let’s sing Activities related to songs and rhymes: <<Three Green Apples>>. <Three currant buns>>. Rhyme<<I’m a Little Teapot>>. 5.Let’s play -Movement. Wiggle. Bend your body. 6.Table time -Worksheet 2. 7..Story time -Chant<<Story>> -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Number flashcards. -Story-Poster. -Vocabulary activity: Shopping. 4. Let’s sing Activities related to songs and rhymes: <>. <<Three Currant Buns>>. Rhyme: <<One potato, two potatoes>>. 5.Let’s play -Movement: Bend your body. -Open and closed: Close the cupboard. -On and under: Hands and chins. 7.Story time Chant<<Story>>. -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Story-Poster. -Vocabulary game: What’s in the box? 4. Let’s sing Activities related to songs and rhymes: <<Three Currant Buns>>. <<Three Green Apples>>. Rhyme: <<I’m a Little Teapot>>. 5.Let’s play -Movement: Wiggle. -Number three: Yum, yum. -Open and closed: Open mouth. 7.Story time Chant<<Story>>.

-Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

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WEEK 3

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Recite <<Hello, Can You? >>.CD Track Language Recite Hello, Can You? -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant <<Sad>>.




1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Recite <<Hello, Can You? >>.CD Track Language Recite Hello, Can You? -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant <<Sad>>. CD track Recite the chant <<Angry>>. CD track Language

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CD track Recite the chant <<Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. Game: Can you? 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<<The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Green>>.

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. - Who’s he, who’s she? 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<<The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Here’s a Triangle>>. -Chant<<Open and

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. -Shake hands 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<<The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. - Chant <<Here’s a Triangle>>. -Chant<<Number Three>>.

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. Play the game -Do you like? 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<<The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . -Chant <<On and Under>>. -Chant<<Here’s a

How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. -Shake hands 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<<The Days of the Week >>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Here’s a Triangle>>. - Chant<<Number Three>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary game: Find the flashcard.

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-Chant<<Here’s a Triangle>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing Activities related to songs and rhymes: <<Three Currant Buns>>. <>. Rhyme <<I’m a Little Teapot>>. 5.Let’s play -Movement: Spiders. -Open and closed: Open and closed game.

-Three: Three jumps. 7.Story time Chant<<Story>>. -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

Closed>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Hot or cold. 4. Let’s sing Activities related to songs and rhymes: <>. <<Three Green Apples>>. Rhyme<<One Potato, Two Potatoes>>. 5.Let’s play -Movement: Bend your body. -Triangle: Triangle walking.

-Green: Pick the green. 7.Story time Chant<<Story>>. -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Hot or cold. 4. Let’s sing Activities related to songs and rhymes: <>. <<Three Green Apples>>. Rhyme<<One Potato, Two Potatoes>>. 5.Let’s play -Movement: Spiders. 6. Table time. -Worksheet 3 7.Story time Chant<<Story>>. -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

Triangle>>. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Lay the table. 4. Let’s sing Activities related to songs and rhymes: <<Three Green Apples>>. <<Three Currant Buns>>. Rhyme<<I’m a Little Teapot>>. 5.Let’s play -Movement: Wiggle. -Triangle: Cheesy triangles. -On and under: Under the bridge. 7.Story time Chant<<Story>>. -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

4. Let’s sing Activities related to songs and rhymes: <<Three Currant Buns>>. <>. Rhyme<<One Potato, Two Potatoes>>. 5.Let’s play -Movement: Bend your body. -Three: Three jumps. -On and under: Where’s the yogurt. 7.Story time Chant<<Story>>.

-Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

WEEK 4

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Recite <<Hello, Can You? >>.CD Track Language Recite Hello, Can You? -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant <<Sad>>.



1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language Let’s sing good morning. -Recite <<Hello, Can You? >>.CD Track Language Recite Hello, Can You? -Practise hello, good morning and how are you? With Sally. Language Hello children. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Did she say hello? Yes, she did/No, she didn’t. She said HELLO. Good morning children. Did she say good morning? Yes, she did/No, she didn’t. She said GOOD MORNING. -How are you? Sally says how are you? What did Sally say? How are you? -Practise how are you feeling? -Recite the chant <<Happy>>. CD track Recite the chant <<Sad>>. CD track Recite the chant <<Angry>>. CD track Language

HELLO SALLY!

CD track Recite the chant <<Angry>>. CD track Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. Play the game -Do you like? 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<<The Days of the Week>>. -The season. -Routines. -Let’s talk. 3.Let’s learn

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. Game: Can you? 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<<The Days of the Week>>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Here’s a Triangle>>. -Chant<<On and Under>>. -Game: Find me.

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. -Shake hands 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<<The Days of the Week>>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Open and Closed>>>. -Chant<<Number Three>>.

How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. Play the game -Do you like? 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<<The Days of the Week>>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Here’s a Triangle>>. -Chant<<Green>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary game:

Language How are you feeling? Are you happy? Yes, I am /No, I’m not. You’re HAPPY. Are you sad? Yes, I am /No, I’m not. You’re SAD. Are you angry? Yes, I am /No, I’m not. You’re ANGRY. -Recite the <<Morning Prayer>>.CD Track -Sing the song <<Count to Twenty>>. Language Let’s count to twenty everybody. Now let’s sing. -Who’s he, who’s she? 2.Circle time -The weather <<The Weather Song>>. -Days of the week. Song<<The Days of the Week>>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Open and Closed>>.

HELLO SALLY!

-Concept flashcards. . - Chant <<Number Three>>. -Chant <<Green>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Lay the table. 4. Let’s sing Activities related to songs and rhymes: <>. <<Three Currant Buns>>. Rhyme<<One Potato, Two Potatoes>>. 5.Let’s play -Movement: Bend your body. -Three: Run to three. -On and under: On or under. 7.Story time Chant<<Story>>. -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Vocabulary flashcards. -Number flashcards. -Vocabulary activity: What’s in the box? 4. Let’s sing Activities related to songs and rhymes: <<Three Green Apples>>. <>. Rhyme<<I’m a Little Teapot>>. 5.Let’s play -Movement: Spiders. -On and under: Hands and chin. -Triangle: Plasticine triangles. 7.Story time Chant<<Story>>. -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Lay the table. 4. Let’s sing Activities related to songs and rhymes: <<Three Currant Buns>>. <<Three Green Apples>>. Rhyme<<One Potato, Two Potatoes>>. 5.Let’s play -Movement: Wiggle. Spiders. 6.Table time -Worksheet 4. 7.Story time Chant<<Story>>. -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

Shopping. 4. Let’s sing Activities related to songs and rhymes: <>. <<Three Currant Buns>>. Rhyme <<I’m a Little Teapot>>. 5.Let’s play -Movement: Wiggle. -Triangle: Triangles. -Open and closed: Open your… 7.Story time Chant<<Story>>. -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Chant<<Number Three>> -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Tasty. 4. Let’s sing Activities related to songs and rhymes: <>. <<Three Currant Buns>> Rhyme<<One Potato, Two Potatoes>>. 5.Let’s play -Movement: Bend your body -Triangle: Plasticine triangles. -Open and closed: Open and closed game. 7.Story time Chant<<Story>>. -Unit story: Sally Visits the School Kitchen. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

HELLO SALLY!

UNIT 9 SALLY GOES TO THE BEACH

THEME Ii is summer and Sally is on a beach holiday with her family. We’ll learn about the different types of holidays people have in the summer and what to pack in our suitcase to have an enjoyable and fun holiday.



characteristics of summer and summer holidays and the different vocabulary related to this topic.

To learn how to say “sorry”. Identify the difference between “hot”

and “cold”. To repeat words and short phrases. To participate in stories, songs, rhymes

and chants. To introduce the basic concepts: Green,

Triangle, Three, On and Under. To start answering short basic

questions with one word answers or short phrases.

To acquire progressively the coordination and control of his/her body by walking slow and fast and on tiptoes.





the unit in English, with one word answers or short phrases.

VOCABULARY

FLASHCARDS

Unit 9 Bucket

Rubber ring

Ice cream

Sea

Armbands

Swimming pool

Beach

Sun

Beach umbrella

Towel

Colours Green Shapes Triangle Numbers/quantity Three

CONCEPTS Green Triangle Three On and under

HELLO SALLY!

The extra vocabulary is not necessarily for the children to be able to say or repeat it is for them to be exposed to and to identify through images the vocabulary related to the topic. ADDITIONAL WORDS Summer Holiday Sand Swimsuit Mountain Knee Sand Hat Waves Sand castles Brother Sister Swimming Sun cream People Flip-flops Watermelon Melon Cherries Chocolate Vanilla Strawberry Sorry Melon Lunch Playing Baby Family Sunny Ice cream stand Eating Ship Fish Boat Tree

TPR ACTIONS Look Count Hold hands Paint Stick Walk Move Clap Tiptoe Go fast Go slow Say Sing Repeat Chant Sink like a ship Dip your head

HELLO SALLY!

Stand up Dance Make a circle Find me Sit down Bring me Smell Touch Taste Pat Tap your knees ROUTINES Hello. I said hello. What did I say? Hello. What’s your name? Is your name….? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… Are you a boy/girl? Yes, I am/No, I’m not. You’re a BOY/GIRL. How are you? Are you fine? Yes, I am/No, I’m not. I’m FINE. How are you feeling? Are you happy? Yes, I am/ No, I’m not. You’re HAPPY. Are you sad? Yes, I am/ No, I’m not. You’re SAD. Are you angry? Yes, I am/ No, I’m not. You’re ANGRY. I’m smiling. Am I smiling? Yes, I am/No, I’m not. I’m SMILING. I’m laughing. Am I laughing? Yes, I am/No, I’m not. I’m LAUGHING. I’m sad. Am I sad? Yes, I am/No, I’m not. I’m SAD. I’m crying. Am I crying? Yes, I am/No, I’m not. I’m CRYING. Show me an angry face Show me a sad face. Show me a happy face. How old are you? Are you two/three? Yes, I am/No, I’m not. You’re TWO/THREE. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. Is it morning/afternoon? Yes, it is/No, it isn’t. It’s MORNING/AFTERNOON. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. What season is it? Is it summer? Yes, it is/No, it isn’t. It is SUMMER. Is it hot in summer? Yes, it is/No, it isn’t. It is HOT in SUMMER. Is it hot/cold? Yes, it is/No, it isn’t. It’s HOT/COLD. Let’s pray. Everybody sit down/stand up. Let’s count to twenty. Let’s chant <<Count to Twenty>>. LET’S TALK Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Sally is a girl. Is she a girl? Yes, she is/No, she isn’t She is a GIRL. Look three fingers.

HELLO SALLY!

Are there three fingers? Yes, there are/No, there aren’t. There are THREE fingers, Can we find anything in the classroom the colour green? Is this green? Yes, it is/No, it isn’t. It’s GREEN. Can we find anything the colour yellow/red/blue? Is this yellow/red/blue? Yes, it is/No, it isn’t. It’s YELLOW/RED/BLUE. Recite the chant <<Yellow>>. Recite the chant << The Colour Red>>. Recite the chant <<We Love Blue>>. Can we find anything with the shape of a triangle? Is this a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. Can we find anything with the shape of a circle or a square? Is this a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. Recite the chant <<A Circle>>. Is this a square? Yes, it is/No, it isn’t. It’s a SQUARE. Recite the chant <<A Square>>. Let’s look in the English corner. I can see a small circle/big circle, small square/big square/small triangle/big triangle/number one/number two/number three the colour yellow/the colour red/the colour blue/the colour green. I can see Sally on/under a chair. Can you put your hands on your head? Can you put your hands under your chin? Do you like ice cream? Yes, I do/No, I don’t. You like ICE CREAM. Is an ice cream cold? Yes, it is/No, it isn’t. An ice cream is COLD. Are you going on holiday to the beach/mountains? Yes, I am/No, I’m not. You’re going to the BEACH/MOUNTAINS. Are you going camping? Yes, I am/No, I’m not. You’re going CAMPING. What can we see at the beach? Can you see sand/sea/waves? Yes, I can/No, I can’t. You can see SEA/SAND/WAVES. Is this a bucket/spade? Yes, it is/No it’s not. It’s a BUCKET/SPADE. We find sand at the beach. We can make sand castles with the sand. Do you like going to the swimming pool? Yes, I do/No, I don’t. You like going to the SWIMMING POOL. When we go to the swimming pool we take armbands and rubber rings. To go to the beach or swimming pool we need to take sun cream, swimsuit, flip-flops, towel, and beach umbrella. Is this your knee? Yes, it is/No it’s not. It’s your KNEE. Show me your knees. Tap your knees. Can you say “please”? Yes, I can/No, I can’t. You can say PLEASE. Can you say “thank you”? Yes, I can/No, I can’t. You can say THANK YOU. When do we say “sorry”? Can you say “sorry”? Yes, I can/No, I can’t. You can say SORRY.


RESOURCES

BASICS

HELLO SALLY!

Good morning, good morning And how are you this morning? Good morning, good morning And how are you today? I’m fine thanks, I’m fine thanks, I’m fine thanks today! Hello, Can You? 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, hello can you stamp your feet? Can you stretch up high? Can you touch your toes? Can you turn around? Can you say hello? Hello, hello can you clap your hands? Hello, hello can you stamp your feet? Goodbye Song Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye. Bye, bye, bye, goodbye. Let’s all clap our hands. I can stamp my feet as well. Now let’s wave goodbye. Morning Prayer Before I start the day I must pray. Thank you Mary, Thank you Joseph, Thank you Jesus For this special day! The Days of the Week Sunday, Monday, Tuesday too, Wednesday, Thursday just for you. Friday, Saturday that’s the end. Now, let’s say those days again! Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. The Weather Song What's the weather? What's the weather? What's the weather like today? Is it rainy? Is it windy? Is it sunny? Are there clouds? What's the weather? What's the weather? What's the weather like today? It is raining, there is rain, rain falling, falling down. What's the weather? What's the weather? What's the weather like today? It is windy, there is wind blowing, blowing, round and round. What's the weather? What's the weather? What's the weather like today? It is cloudy; there are clouds white and fluffy in the sky. What's the weather? What's the weather? What's the weather like today? It is sunny, there’s the sun, sunny, sunny round and bright. Count to Twenty

HELLO SALLY!

1, 2, 3, 4, 5, I can count to five. 6, 7, 8, 9, 10, I can count to ten. 11, 12, 13, 14, 15, I can count to 15. 16, 17, 18, 19, 20, I can count to 20.

STORY Sally Goes to the Beach Narrator: Sally is at the beach, she’s come on a summer holiday with her family. Sally’s mummy: Sally, go and play with your brother and sister while Daddy puts up the beach umbrella. Sally: Can we go swimming, mummy? It’s very hot! Sally’s mummy: Yes, of course! Sally, you need to put on your swimsuit, sun cream, a hat and flip-flops. Oh and Sally, do you want to take armbands or a rubber ring? Sally: Armbands mummy, thank you! Narrator: Sally gets changed into her swimsuit and she’s playing with her brother and sister. At the beach, Sally can see lots of people. Mummy’s putting sun cream on the baby. Sally’s sister: Look! An ice cream stand. Sally: I want an ice cream. Mummy can we have an ice cream? Sally’s mummy: Yes, but after lunch. Sally’s sister: Come on! Let’s race to the sea! Narrator: Sally and her brother and sister play in the sea, splashing, swimming and having fun!

SONG CD 1 track The Ice Cream Song I scream, you scream, we all scream for ice cream. We scream, you scream, we all scream for ice cream. They scream, you scream, we all scream for ice cream. One, two, three, I scream ice cream! Chocolate, vanilla, strawberry ice cream. Yum, yum, yum, yum on my birthday. Chocolate, vanilla, strawberry ice cream. One, two, three, I scream ice cream!

CHANTS Yellow Yellow, yellow, my favourite colour is, yellow. The Colour Red The colour red, red, red Where are you? The colour red, red, red How do you do? We Love Blue We love blue, we love blue. Yes, we do. Yes, we do. We love the sea. We love the sky. We love blue. Yes, we do. Green Green, green my favourite colour is green. Happy I’m happy, happy, happy, happy.

HELLO SALLY!

When I’m happy, this is what I do. Sad I’m sad, sad, sad, sad. When I’m sad, this is what I do. Angry I’m angry, angry, angry, angry. When I’m angry, this is what I do. Story It’s story time, it’s story time. Ready? Open your ears and open your eyes. Let’s listen, let’s watch! Number Three Three, three, three, three Show me number three. A Circle I’m a little circle, oh what fun! I look just like the sun. My one side goes round and round. Only one side can be found A Square A square, a square. Squares are everywhere. Squares over here. Squares over there. Put your square in the air. Here’s a Triangle Here’s a triangle, Here’s a triangle. Make one with me. Can you count them? Are you ready? One, Two, Three! On and Under Put your hands on your head. Put your hands under your chin. On your head, under your chin.

NURSERY RHYMES The Sea Here is the sea, The wavy sea. Here is a boat, And here is me! All the fishes down below, Wiggle their tails, And away they go! The Sun Sun, sun, sun

HELLO SALLY!

Shine on me. Sun, sun, sun, Behind that tree. Sun, sun, sun Shine on me.

EXTRAS SONG Let’s Be Happy Friends let’s be happy today, Friends let’s be happy now, Let’s make everyone, happy, happy, happy, And smile, smile, smile, like me! Friends let’s be happy today, Friends let’s be happy now, Let’s make everyone, happy, happy, happy, And smile, smile, smile, like me, And smile, smile, smile, like me, And smile, smile, smile, like me! The Big Ship Sails on the Ally-Ally-Oh The big ship sails through the ally-ally-oh,

Ally-ally-oh, ally-ally-oh.

The big ship sails through the ally-ally-oh,

On the last day of September.

The captain said it will never, never do,

Never, never do, never, never do.

The captain said it will never, never do,


The big ship sank to the bottom of the sea,

The bottom of the sea, the bottom of the sea.

The big ship sank to the bottom of the sea,


We all dip our heads in the deep blue sea,

The deep blue sea, the deep blue sea.

We all dip our heads in the deep blue sea,



Ally-ally-oh, ally-ally-oh,



HELLO SALLY!

MATERIALS

Vocabulary flashcards Concept flashcards Story-Poster Season and Weather poster Classroom CD Sally mascot Student’s book A ball Pictures: Sally on/under a chair (optional) and a strawberry, vanilla and chocolate ice cream. Beach objects: Towels, armbands, rubber rings, buckets, swimsuits… Fresh fruits: Watermelon, melon… Music that has a fast and slow rhythm Green objects* Construction paper Triangles green stickers Green crepe paper Green balloons Green apples Construction blocks (Green) plasticine Laminated (A5) number three cards Box of logic shapes Thick paintbrushes Finger paint (various colours) Images of a fish/ship/boat Green tissue paper Card Crayons * Encourage children to bring these objects from home. WORKSHEETS Paintbrushes Yellow finger paint Stickers Crayons

HELLO SALLY!

1. WARM UP TIME Sing the song <<Good Morning Song>>.CD Track

Language


Sing the song <<Hello Can, You? >>. CD Track

Language



Language

Hello children.





How are you?

Sally says how are you? What did Sally say? How are you?


Recite the chant <<Happy>>. CD track

Recite the chant <<Sad>>. CD track


Language






Recite the chant<<Count to Twenty>>.

Language

Let’s count to twenty everybody.

Now let’s sing.

Play the game: My knees.

Start by showing the children where their knees are. Practise by tapping your knees and then

kneeling on them.

Language

These are your knees.

You have got two knees.

One, two.

Are these your knees? Yes, they are/No, they aren’t. They are your KNEES.

Stand up everyone.

Let’s tap our knees like this.

Now let’s kneel on them.

Let’s do it again!

Play the game: Who’s he, who’s she?

Roll a ball to each child one at a time asking the rest of the class “Who’s he/who’s she?”

Encourage them to answer.

HELLO SALLY!

Language

I’m going to roll the ball.

Who’s he?

Is he …? Yes, he is/No, he isn’t. He is…

Play the game: Where’s your?

Language

Where’s your nose?

Is it here? Yes, it is/No, it isn’t. Your NOSE is here.

Repeat with ears/eyes/mouth/finger/hand/leg/foot/arm/head.

Encourage the children to stand up and point to the parts of their body with you.

Play the game: Three.

Demonstrate by showing your fingers and counting one, two and three. Clap or turn around or

stamp your feet or touch the floor and say three. Encourage the children to stand up and do the

same, repeating the activity as many times as you want.

Language

Watch everyone.

One, two, three (Clap hands).

And again.

One, two, three (stamp feet).

Now stand up.

It’s your turn.

2. CIRCLE TIME

A. The weather Teacher is standing by the Seasons and Weather poster. Language What’s the weather like today? Let’s look out of the window. Is it sunny? Yes, it is/No, it isn’t. It’s SUNNY/It’s not SUNNY. Make a circling motion with both arms. Is it raining? Yes, it is/No, it isn’t. It’s RAINING/It’s not RAINING. Move fingers up and down. Is it windy? Yes, it is/No, it isn’t. It’s WINDY/It’s not WINDY. Move arms from side to side. Is it cloudy? Yes, it is/No, it isn’t. It’s CLOUDY/It’s not CLOUDY. Using both hands make a cloud shape with fingers. Is it snowy? Yes, it is/No, it isn’t. It’s SNOWY/it’s not SNOWY. Using both hands make a snowflake shape with fingers and move them up and down.

Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY.

Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY. Let’s put Sally on the sunny, rainy, cloudy, windy, snowy picture on the Seasons and Weather poster.

HELLO SALLY!

Teacher chooses a child to come and put Sally on the picture. Sing the song <<The Weather Song>>. CD track

B. The days of the week The teacher is sat in the circle with the children and asks: Language What day is it today? Is it Monday? Yes, it is /No, it isn’t. It’s MONDAY. Sing the song<<The Days of the Week>>. CD track

C. The season

Teacher is standing by the Seasons and Weather poster. Language What season is it? Is it autumn/winter/spring/summer? Yes, it is /No, it isn’t. It’s SUMMER. In summer it’s hot. Is it hot in summer? Yes, it is /No, it isn’t. It’s HOT. D. Routines Language Hello. I said hello. What did I say? Hello. What’s your name? Is your name….? Yes, it is /No, it isn’t. Your name is… What’s my name? Is my name…? Yes, it is /No, it isn’t. My name is… Are you a boy/girl? Yes, I am/No, I’m not. You’re a BOY/GIRL. How are you? Are you fine? Yes, I am/No, I’m not. I’m FINE. How are you feeling? Are you happy? Yes, I am/ No, I’m not. You’re HAPPY. Are you sad? Yes, I am/ No, I’m not. You’re SAD. Are you angry? Yes, I am/ No, I’m not. You’re ANGRY. I’m smiling. Am I smiling? Yes, I am/No, I’m not. I’m SMILING. I’m laughing. Am I laughing? Yes, I am/No, I’m not. I’m LAUGHING. I’m sad. Am I sad? Yes, I am/No, I’m not. I’m SAD. I’m crying. Am I crying? Yes, I am/No, I’m not. I’m CRYING. Show me an angry face Show me a sad face. Show me a happy face. How old are you? Are you two/three? Yes, I am/No, I’m not. You’re TWO/THREE. What day is it today? Is it Monday? Yes, it is/No, it isn’t. It is MONDAY. Is it morning/afternoon? Yes, it is/No, it isn’t. It’s MORNING/AFTERNOON. What’s the weather like? Is it sunny/cloudy/rainy/windy/snowy? Yes, it is/No, it isn’t. It is SUNNY/CLOUDY/RAINY/WINDY/SNOWY.

HELLO SALLY!

What season is it? Is it summer? Yes, it is/No, it isn’t. It is SUMMER. Is it hot in summer? Yes, it is/No, it isn’t. It is HOT in SUMMER. Is it hot/cold? Yes, it is/No, it isn’t. It’s HOT/COLD. Let’s pray. Everybody sit down/stand up. Let’s count to twenty. Let’s chant <<Count to Twenty>>. E. Let’s talk The teacher revises the topic by asking questions. Language Who is she? She is Sally. Is she Sally? Yes, she is/No, she isn’t. She is SALLY. Sally is a girl. Is she a girl? Yes, she is/No, she isn’t She is a GIRL. Look three fingers. Are there three fingers? Yes, there are/No, there aren’t. There are THREE fingers, Can we find anything in the classroom the colour green? Is this green? Yes, it is/No, it isn’t. It’s GREEN. Can we find anything the colour yellow/red/blue? Is this yellow/red/blue? Yes, it is/No, it isn’t. It’s YELLOW/RED/BLUE. Recite the chant <<Yellow>>. Recite the chant << The Colour Red>>. Recite the chant <<We Love Blue>>. Can we find anything with the shape of a triangle? Is this a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. Can we find anything with the shape of a circle or a square? Is this a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. Recite the chant <<A Circle>>. Is this a square? Yes, it is/No, it isn’t. It’s a SQUARE. Recite the chant <<A Square>>. Let’s look in the English corner. I can see a small circle/big circle, small square/big square/small triangle/big triangle/number one/number two/number three the colour yellow/the colour red/the colour blue/the colour green. I can see Sally on/under a chair. Can you put your hands on your head? Can you put your hands under your chin? Do you like ice cream? Yes, I do/No, I don’t. You like ICE CREAM. Is an ice cream cold? Yes, it is/No, it isn’t. An ice cream is COLD. Are you going on holiday to the beach/mountains? Yes, I am/No, I’m not. You’re going to the BEACH/MOUNTAINS. Are you going camping? Yes, I am/No, I’m not. You’re going CAMPING. What can we see at the beach? Can you see sand/sea/waves? Yes, I can/No, I can’t. You can see SEA/SAND/WAVES. Is this a bucket/spade? Yes, it is/No it’s not. It’s a BUCKET/SPADE. We find sand at the beach. We can make sand castles with the sand. Do you like going to the swimming pool? Yes, I do/No, I don’t. You like going to the SWIMMING POOL. When we go to the swimming pool we take armbands and rubber rings. To go to the beach or swimming pool we need to take sun cream, swimsuit, flip-flops, towel, and beach umbrella. Is this your knee? Yes, it is/No it’s not. It’s your KNEE. Show me your knees. Tap your knees. Can you say “please”? Yes, I can/No, I can’t. You can say PLEASE. Can you say “thank you”? Yes, I can/No, I can’t. You can say THANK YOU. When do we say “sorry”?

HELLO SALLY!

Can you say “sorry”? Yes, I can/No, I can’t. You can say SORRY. 3. LET’S LEARN

A. Concepts

1. Triangle 2. Number three 3. Green 4. On and under

The teacher introduces the concept flashcards, showing them one by one, or as you may now have the concept flashcards on the wall in your designated English area, you can ask the children questions instead of telling them what you can see. As a constant reference for the children leave the main flashcards on the wall from one term to the next: the numbers, shapes, colours etc. a) A big green triangle The teacher traces a big triangle shape with his/her finger. Recite the chant <<Here’s a Triangle>>.

Language Is it a big green triangle? Yes, it is/ No, it isn’t. It’s a BIG GREEN TRIANGLE. Recite the chant <<Here’s a Triangle>>. b) A small green triangle The teacher traces a small triangle shape with his/her finger. Recite the chant <<Here’s a Triangle>>.

Language Is it a small green triangle? Yes, it is/ No, it isn’t. It’s a SMALL GREEN TRIANGLE. Recite the chant <<Here’s a Triangle>>. c) Number three The teacher holds up three fingers. Gesturing to the children to do the same. Recite the chant<<Number Three>>. CD track

Language Is this number three? Yes, it is/ No, it isn’t. It is number THREE. Let’s chant <<Number Three>>. d) The colour green The teacher shows the flashcard. Recite the chant <<Green>>. CD track Language Is this green? Yes, it is/ No, it isn’t. It is GREEN. Let’s chant <<Green>>. e) On and under The teacher shows a flashcard with a picture of Sally on a chair and another with a picture of Sally under a chair. Language Let’s have a look. She is Sally. She is on the chair. Is she on the chair? Yes, she is/No, she isn’t. She is ON the chair. She is Sally. She is under the chair. Is she under the chair? Yes, she is/No, she isn’t. She is UNDER the chair. Play the game Find me.

HELLO SALLY!

This is another method of practicing the concepts using the flashcards that are in your designated English area. Whilst the children are sat in the circle say to a child to go and find one of the concept cards you have on the wall. Language Find me a big yellow circle/a big red square/a big blue triangle. Find me a small yellow circle/ a small red square/a small blue triangle. Find me the colour yellow/red/blue/green. Find me number one/ number two/number three. OPTIONAL: Find me Sally in the box. Find me Sally out of the box. Find me the picture of one finger. Find me the picture of lots of fingers. Trace your finger from up to down. Find me the long train. Find me the short train. Find me the eye that is open. Find me the eye that is closed. Find me Sally who is on the chair. Find me Sally who is under the chair. B. Vocabulary flashcards Bucket Rubber ring Ice cream Sea Armbands Swimming pool Beach Sun Beach umbrella Towel The teacher shows the flashcards: After showing the flashcards, when you have reached the end of week one, you can start to ask: What’s this? Is it a towel? Yes, it is/No, it isn’t. It’s a TOWEL. Encourage the children to answer the question: What’s this?


Play the game: Beach things. For this vocabulary game you will need to collect various beach objects: towels, swimsuits, armbands, rubber rings and buckets. Make sure there is one item for each child. First show the objects and encourage the children to name them. Then encourage each child to look for an item, when you have finished let the children play freely with the objects. Play the game Match. Using the beach objects from the game <<Beach things>> and the flashcards that match, hold up a flashcard say what it is and see if the child can find the object that matches the flashcard. Play the game: Flashcards in the bag.

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Put the flashcards inside a plastic bag. Ask each child in turn to take one out and tell you what it is. Or they could pick one up from the floor after you have called out the word, and put it in the bag repeating the word. Play the game: Guess what. Put the unit flashcards behind your back. Say to the children: Can you guess what? The children then shout out. It’s an ice cream. You then show them the flashcard to see if they were right. In the second week of this unit you can start to introduce the extra vocabulary through play, the children would have heard this vocabulary in the story or on the Story-Poster so it will not be new to them, however this will help for them to put that vocabulary more into context. Play the game: Glorious fruit. For this activity you will need cherries, melon and watermelon. Show the summer fruits for the children to touch and smell and prepare a separate tray with the fruit cut up into small pieces for the children to the taste. Check allergies.

D. Story-Poster (Optional everyday activity) Teacher stands by the unit Story-Poster. Let’s have a look at the Story-Poster. What can we see? The teacher tells the children what he/she can see on the Story-Poster. Language Sally is at the beach. This is her family. This is the sea. This is the sand. It is a hot and sunny day. Daddy is putting up the beach umbrella. Mummy is putting sun cream on baby. This is a towel. Sally is wearing swimsuit. Sally is wearing armbands. Her brother has got a rubber ring. These are flip-flops. This is a hat. This is a bucket. This is a ball. This is an ice cream stand. The girl is eating an ice cream. After week one into the unit, instead of telling the children what you can see, you can ask them: Language Is Sally at the beach? Yes, she is/No, she isn’t. She is at the BEACH. Is this her family? Yes, it is/No, it isn’t. It is her FAMILY. Is this the sea? Yes, it is/No, it isn’t. It is the SEA. Is this the sand? Yes, it is/No, it isn’t. It is the SAND. Is it a hot and sunny day? Yes, it is/No, it isn’t. It is a HOT and SUNNY day. Is Daddy putting up the beach umbrella? Yes, he is/No, he isn’t. He is putting up the BEACH UMBRELLA. Is Mummy putting sun cream on baby? Yes, she is/No, she isn’t. She is putting SUN CREAM on BABY.

HELLO SALLY!

Is this a towel? Yes, it is/No, it isn’t. It is a TOWEL. Is Sally wearing a swimsuit? Yes, she is/No, she isn’t. She is wearing a SWIMSUIT. Is Sally wearing armbands? Yes, she is/No, she isn’t. She is wearing ARMBANDS. Has her brother got a rubber ring? Yes, he has/No, he hasn’t. He has got a RUBBER RING. Are these flip-flops? Yes, they are/No, they aren’t. They are FLIP-FLOPS. Is this a hat? Yes, it is/No, it isn’t. It is a HAT. Is this a bucket? Yes, it is/No, it isn’t. It is a BUCKET. Is this a ball? Yes, it is/No, it isn’t. It is a BALL. Is this an ice cream stand? Yes, it is/No, it isn’t. It is an ICE CREAM stand. Is the girl eating an ice cream? Yes, she is/No, she isn’t. She is EATING an ICE CREAM. The teacher can focus on the extra vocabulary. Language Family Sand Hot Sunny Sun cream Baby Mummy Daddy Swimsuit Flip-flops Hat Eating Brother Sand castle Bucket Spade 4. LET’S SING

A. Songs

Sing the song <<The Ice Cream Song>>. CD track Prepare flashcards with (a) picture(s) of strawberry, vanilla and chocolate ice cream show the flashcard(s), talk about an ice cream, if it is hot or cold. Ask the children what their favourite flavour is by holding the card(s) up and getting them to come and point and say. Language and activities Before we sing today’s song. This is an ice cream. An ice cream is cold. Is an ice cream cold? Yes, it is/No, it isn’t. An ice cream is COLD. Look at the flashcard(s). There is strawberry, vanilla and chocolate ice cream. What flavour is your favourite? Come and choose. Is it strawberry? Yes, it is/No, it isn’t. It’s STRAWBERRY. Let’s sing.

Sing the song <<Let’s Be Happy>>.CD track Look at the unit Story-Poster and comment if Sally and her brothers and sister are happy. Practise <<How are you feeling? >>.With the children, sing the <<Happy>> <<Sad>> and <<Angry>>chants. Sing the song with the children in a circle holding hands and walking round. Language and activities Today’s song is all about being happy. Look at the Story-Poster. Are Sally and her brothers and sister happy? They are happy. Are they happy? Yes, they are/No, they aren’t. They are HAPPY.

HELLO SALLY!

How are you feeling today? Are you feeling happy? Let’s sing the happy chant. Are you feeling sad? Let’s sing the sad chant. Are you feeling angry? Let’s sing the angry chant. Now everybody stand up and hold hands. Let’s sing <<Let’s Be Happy >>. Sing the song <<The Big Ship Sails on the Ally-Ally-Oh>>. CD track Show the image of a ship to the children. Explain that they are going to sing a song about a ship that sinks, for the first verse of the song practice making a wave motion with your arm, because the ship is sailing. For the second verse, shake your finger to say never. For the third verse, to show the ship sinking, wiggle your body down to the floor and then up again, and for the last verse, dip your head and make a swimming motion with your arms. Language and activities Today’s song is all about a big ship. Look at this picture it’s a ship. The song talks about how the ship sinks, when it goes under water and doesn’t come back up again. Look how I can make the ship sink, glug glug. So before we sing the song let’s practice the actions. The ship is sailing, move your arm like the waves of the water. Let’s shake our finger to say never as the captain is not happy. Now wiggle your body down and up and pretend to be the sinking ship. The ship has now sunk and the crew are in the water, let’s dip our head and swim. Let’s put the song on and sing. B. Rhymes

Recite the rhyme <<The Sea>>. CD track

Show an image of the sea, a boat, and a fish before you say the rhyme and then follow various

actions when saying the rhyme. For the second line, the wavy sea, make a wave motion with

your arm. The third line for the boat point away from yourself. The fourth line, point to yourself.

The fifth line, crouch down. The sixth line, wiggle your bottom and the last line, make a

swimming motion with your arms.

Language

Look at these pictures this is the sea, the blue sea and this is a boat.

Boats sails on the sea and in the sea there are fish swimming. Look at this picture of a fish

Let’s practice the actions.

Ready?

Let’s pretend we are the sea, make a wave motion, like this.

Now let’s point to the boat.

Now point to yourself.

Let’s crouch down and pretend we are fish in the water.

Wiggle your bottom and now let’s swim like fish.

Now, we are ready to say the rhyme.

Recite the rhyme <<The Sun>>. CD track

Show an image of the sun, explain that the sun comes out in the summer and the sun is the

colour yellow. As you are chanting the rhyme complete various actions, for the part “Sun, sun,

sun” move both arms in a circling motion above your head, towards your head and then away

from your head. “Shine on me” pat your chest as if the sun was beating down on you. “Behind

that tree” Hide your face, behind your hands.

Language

HELLO SALLY!

Look a picture of the sun!

The sun comes out in the summer.

The sun is the colour yellow.

Is this the sun? Yes, it is/No, it isn’t. It’s the SUN.

Is the sun yellow? Yes, it is/No, it isn’t. The sun is YELLOW.

Let’s say the rhyme.

5. LET’S PLAY A. Movement: Walking fast, slow and on tiptoes.

Language and activities Play the game: Tiptoeing. Standing in a circle, show the children how to stand on tiptoes. Then choosing a direction, tiptoe slowly around the classroom and then tiptoe fast, alternating. Repeat this various times. To accompany this activity use music that has a fast and slow rhythm. Language Everybody stand in a circle and hold hands. Today we are going to stand on tiptoes. Like this. Let’s all try. Try again. Let’s tiptoe slowly. Now let’s tiptoe fast. Good! Now everyone sit down. We’re going to listen to some music. Listen, the music goes fast and then slow. Everybody stand up. Walk in time to the music. Now let’s tiptoe in time to the music.

Play the game: Stop and move. The children in this activity move around in the space provided quickly listening to music, when the music stops the children stop and position themselves according to the Teacher’s instructions. Language Today, we are going to listen to music. When the music is playing we are going to move around. However you want. Dance, run, jump, like this but fast. When the music stops. We are going to position ourselves. I’m going to put my arm up slowly. Can you do the same? Let’s move again fast. And stop. Now I’m going to lift my foot up slowly. This time turn my head to the side slowly. This time bend over slowly. Repeat the activity positioning the body or parts of the body in different ways. Play the game: Cat and mouse. This is a game that can be played by the children tiptoeing quickly like mice so the cat can’t hear them (the teacher). First explain to the children that they are the mice tiptoeing slowly around the room very quietly and that you are the cat behind them walking slowly. As long as they are quiet the cat won’t come after them, if the cat does come after them they have to run very fast to get away from the cat. Make the game interesting by after twenty seconds of the

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children tiptoeing quietly and slowly, pretend to be the cat saying meow and running around after them. Language Let’s play “Cat and mouse” You are going to be the mice you have to tiptoe quietly and slowly like this. Let’s practise. I am going to be the cat, if I come after you you have to run fast like this. Let’s play everybody tiptoe quietly. Now here comes the cat, meow, meow. Run fast everyone. Let’s play again. B. Concept games and activities

1. Green 2. Number three 3. Triangle 4. On and under

a) Green

Play the game: The great green box.

Previous to this activity you will need to have encouraged the children to participate by bringing

objects from home that are, the colour green. Fill a large box with these items, before letting the

children play with them freely go through each item emphasizing the colour and naming the

object.

Language

Look at this big box.

This is the great green box.

The objects inside this box are the colour green.

Let’s have a look at the objects.

Is it green? Yes, it is/No, it isn’t. It’s GREEN.

Now let’s play with the great green box.

Play the game: Green buckets.

For this activity you will need to draw a bucket on three separate pieces of construction paper.

Seperate the class into three groups and using triangle green stickers, encourage the children

to stick the green triangles inside the pictures of the buckets.

Language

Look at this picture.

Is it a bucket? Yes, it is/No, it isn’t. It’s a BUCKET.

Look at these stickers.

Are they triangles? Yes, they are/No, they are not. They are TRIANGLES.

Are the triangles green? Yes, they are/No, they are not. The triangles are GREEN.

We are going to stick the green triangles inside the picture of the bucket.

Like this.

Play the game: Green party!

Give the children strips of green crepe paper, blow up green balloons and prepare some green snacks like apple cut up into small pieces and put on some fun music and let the children have a green party. Language Look, balloons crepe paper and apples.

They are the colour green.

We are going to have a green party.

Is everything green? Yes, it is/No, it isn’t. Everything is GREEN.

Let’s put on some music and dance and wave the green paper all around.

HELLO SALLY!

b) Number three

Recite the chant <<Number Three>>. CD track

Play the game: Three blocks.

For this activity you will need construction blocks. Encourage the children individually to come

and take three blocks. When all the children have taken three they can then play with their

blocks.

Language

Let’s practice number three.

Count with your fingers.

One, two three,

Let’s sing the chant <<Number Three>>.

I’m going to put these construction blocks on the floor.

Now I’m going to take three.

One, two and three,

It’s your turn,

Take three.

One, two, three,

Now you can build with your three blocks,

Play the game: Umbrellas. For this activity you will need to draw three beach umbrellas on a very large piece of construction paper. In small groups and using thick paintbrushes the children can each have a turn at painting the beach umbrellas. Language Today we’re going to be painting. Look three beach umbrellas. Is this a beach umbrella? Yes, it is/No, it isn’t. It’s a BEACH UMBRELLA. Are there three? Yes, there are/No, there aren’t. There are THREE. Let’s count. One, two, three, Let’s paint the umbrellas. We are going to use these thick paintbrushes.

Play the game: Plasticine three’s. For this activity you will need to have laminated (A5) sized cards each one with the outline of a number three on it, one per child. Also you will need (green) plasticine. Show the children how to stick the plasticine on to the outline of the number three using small piece or making small snakes by rolling the plasticine. Language Look at this number.

Is it number three? Yes, it is/No, it isn’t. It’s number THREE.

This is plasticine.

Is it green? Yes, it is/No, it isn’t. It’s GREEN.

Look how I take small pieces of plasticine and stick them on the number three.

Like this.


c) Triangle

Recite the chant <<Here’s a Triangle>>.

Recite the chant <<A Circle>>.

HELLO SALLY!

Play the game: Triangles, triangles.

For this activity you will need the box of logic shapes, take a triangle for each child and sing the

song <<Here’s a Triangle>>.

Language Look at this shape.

Is it a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE.

Each of you come and take a triangle.

Now let’s sing <<Here’s a Triangle>>.

Let’s sing it again.

Play the game: Run to the shape.

For this activity you will need to draw on construction paper the outline of a circle, square and triangle. Cut them out and place each one on a different wall in the classroom. Remind the children of the different shapes, standing by each one say the circle, square and triangle chant and then explain to the children that when you say “Run to a circle” the children run and stand by the circle, repeat this for the square and the triangle. Language Look around the room. There are three different shapes. This is a circle. Is it a circle? Yes, it is/No, it isn’t. It’s a CIRCLE. Let’s chant <<A Circle>>. This is a square. Is it a square? Yes, it is/No, it isn’t. It’s a SQUARE. Let’s chant <<A Square>>. This is a triangle. Is it a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. Let’s chant <<Here’s a Triangle>>. Let’s play “Run to the shape”. When I say run to the circle. Let’s run to the circle, like this. When I say run to the square. Let’s run to the square, like this. When I say run to the triangle. Let’s run to the triangle, like this. Let’s play. Play the game: Triangle hats.

For this activity you will need to cut out a triangle shape out of card to be used as a hat, you will

need one for each child. Let them colour the triangles using crayons, when they have finished

staple elastic to each one from corner to the other, so the children can wear them as hats and

sing <<Here’s a Triangle>>.

Language Look at this. Is it a triangle? Yes, it is/No, it isn’t. It’s a TRIANGLE. We’re going to colour in our triangles and wear them as hats. Let’s colour. Now let’s staple some elastic to them and put our hats on. Let’s sing <<Here’s a Triangle>>.

d) On and under

Recite the chant <<On and Under>> CD track

Play the game: On or under. For this activity you will need Sally the mascot. Put her on a chair and under a table and

HELLO SALLY!

encourage the children to tell you if she is on or under, then get the children to come and put her on or under according to your instructions. Language Let’s play “On or under” Who’s this? Is it Sally? Yes, it is/No, it isn’t. It’s SALLY. I’m going to put Sally on the chair. Is Sally on the chair? Yes, she is/No, she isn’t. She’s ON the chair. Now I’m going to put Sally under the table. Is she under the table? Yes, she is/No, she isn’t. She’s UNDER the table. Now it’s your turn. I’d like someone to put Sally under the table. Now I’d like someone to put Sally on the chair. Well done! Play the game: Hands and chins. This activity involves encouraging the children to put their hands on their head and under their chin and singing the chant <<On and Under>>. Language Let’s practise on and under. Everyone put your hands on your head, like this. Now everyone put your hands under your chin, like this. Now let’s chant. Play the game: Sally’s hat. Previous to this activity, on construction paper draw Sally’s head, on top of her head draw a triangle shaped hat. Sing the chant<<On and Under >>.Tear up green tissue paper into small pieces with the children and then stick the pieces on the hat. Language Look at this picture. Who’s she? Is she Sally? Yes, she is/No, she isn’t. She’s SALLY. She’s got a triangle shaped hat on her head. Is it on her head? Yes, it is/No, it isn’t. It is ON her head. Let’s sing the chant <<On and Under >>. Now let’s tear this green tissue paper into small pieces. Like this. Now one at a time let’s stick. 6. TABLE TIME Worksheet 1 Objective To identify the sun as a characteristic of summer. Activities Listen to the nursery rhyme «The Sun». Paint the sun using a paintbrush and yellow finger paint. Materials Student’s book. Story-Poster. Yellow finger paint. Paintbrushes. The chant <<Yellow>>. The rhyme <<The Sun>>. Language and activities

HELLO SALLY!

Look at the unit Story-Poster. Discuss and emphasize the season and its characteristics. Recite the chant <<Yellow>>. Practise the rhyme <<The Sun>>.

Language Let’s look at the unit Story-Poster. What’s the weather like? Is it sunny? Yes, it is/No, it isn’t. It’s SUNNY. Is it hot? Yes, it is/No, it isn’t. It’s HOT. Is it summer? Yes, it is/No, it isn’t. It’s SUMMER. Is the sun yellow? Yes, it is/No, it isn’t. The sun is YELLOW. Let’s recite the chant <<Yellow>>. Now we are going to say a rhyme all about the sun. First let’s look at today’s worksheet. Can you see the sun? It’s hiding behind a tree. Let’s practice the actions of the rhyme <<The Sun>>. Move your arms all around to be the sun. The sun is shining on you, so pat yourself. Now the sun is hiding behind a tree, hide behind your hands everyone. Now the sun is shining on you again so pat yourself again. Let’s say the rhyme. Ready? Worksheet 2 Objective To identify the concept «on» and «under». Activity Put a sticker on the ball that is «on» the beach umbrella. Materials Student’s book. Stickers. The game <<On or under>>. Chant <<On and Under>>. Language and activities Play the game <<On or under>> Sing the chant <<On and Under>>. Language Today’s worksheet is all about on and under. Let’s play the game <<On or under>>. Now let’s sing the chant <<On and Under >>. Let’s have a look at today’s worksheet. I can see a beach, a beach umbrella and two balls one is under the beach umbrella the other is on the beach umbrella. We are going to put a sticker on the ball that is on the beach umbrella, like this. Worksheet 3

Objective

To identify the objects related to summer.

Activity Draw a circle around the swimsuit, ice cream and armbands.

HELLO SALLY!

Materials Student’s book. Story-Poster. Crayons. The game<<Beach things>> (From flashcard games and activities). The song <<The Ice Cream Song>>. CD track Language and activities Look at the unit Story-Poster and comment. Play the game <<Beach things>>. Sing the song<<The Ice Cream Song>>. Language Let’s talk about the summer. Look at the Story-Poster everyone. I can see a swimsuit, beach umbrellas, armbands towels, ice creams, a rubber ring… Let’s play the game <<Beach things>>. We all love ice cream when we go to the beach. Let’s sing <<The Ice Cream Song>>. Today’s worksheet is all about things we see in summer. There is a scarf. Do we put on a scarf in summer? Yes, we do/No, we don’t. We don’t put on a SCARF in SUMMER. There is a swimsuit. Do we put on a swimsuit in summer? Yes, we do/No, we don’t. We put on a SWIMSUIT the SUMMER. There is a coat. Do we put on a coat in summer? Yes, we do/No, we don’t. We don’t put on a COAT in SUMMER. There are armbands. Do we put on armbands when we go to the beach? Yes, we do/No, we don’t. We put on ARMBANDS at the BEACH. There are boots. Do we put on boots in summer? Yes, we do/No, we don’t. We don’t put on BOOTS in SUMMER. There is an ice cream. Do we eat ice cream in summer? Yes, we do/No, we don’t. We eat ICE CREAM in SUMMER. Now one by one we are going to circle like this the objects to do with summer: the ice cream, the armbands and the swimsuit. 7. STORY TIME

The story can be read or listened to. Recite the chant <<Story>>. Sally Goes to the Beach CD track It is important to take into consideration when you are teaching small children English that when you ask a question, quite often they will respond in their mother tongue. However, by responding to the question, this shows they have understood and you will be able to work on teaching them the correct way to respond in English. Questions related to the story: Is Sally on a summer holiday? Yes, she is/No, she isn’t. She is on a SUMMER HOLIDAY. Is she at the beach? Yes, she is/No, she isn’t. She is at the BEACH. Is Sally with her brother and sister? Yes, she is/No, she isn’t. She is with her BROTHER and

HELLO SALLY!

SISTER. Does Sally want to go swimming? Yes, she does/No, she doesn’t. She wants to go SWIMMING. Has Sally got to put on a swimsuit/sun cream/hat/flip-flops? Yes, she has/No, she hasn’t. She has got to put on a SWIMSUIT/SUN CREAM/HAT/FLIP-FLOPS. Does Sally want armbands? Yes, she does/No, she doesn’t. She wants ARMBANDS. Are there lots of people? Yes, there are/No, there aren’t. There are LOTS of PEOPLE. Does Sally want an ice cream? Yes, she does/No, she doesn’t. She wants an ICE CREAM. Can she have an ice cream after lunch? Yes, she can/No, she can’t. She can have an ICE CREAM after lunch. Is Sally playing with her brother and sister? Yes, she is/No, she isn’t She is PLAYING with her BROTHER and SISTER. 8. LET’S SAY GOODBYE



HELLO SALLY!

9. WEEKLY PLANNING

WEEK 1

1. Warm up -Sing the song <<Good Morning Song>>.CD Track Language


-Sing the song <<Hello,

Can You? >>.CD Track

Language


-Practise hello, good morning

and how are you? With Sally.

Language

Hello children.

Is she Sally? Yes, she is/No,

she isn’t. She is SALLY.

Did she say hello? Yes, she

did/No, she didn’t. She

said HELLO.


Did she say good morning?

Yes, she did/No, she didn’t.

She said GOOD MORNING.

-How are you?

Sally says how are you?

What did Sally say?

How are you?

-Practise how are you

feeling?

1.Warm up -Sing the song <<Good Morning Song>>.CD Track Language




Language




Language

Hello children.





said HELLO.





-How are you?


What did Sally say?

How are you?


feeling?





Language




Language

Hello children.





said HELLO.





-How are you?


What did Sally say?

How are you?


feeling?





Language




Language

Hello children.





said HELLO.





-How are you?


What did Sally say?

How are you?


feeling?





Language




Language

Hello children.





said HELLO.





-How are you?


What did Sally say?

How are you?


feeling?

HELLO SALLY!

-Recite the chant

<<Happy>>. CD track

Recite the chant <<Sad>>.

Recite the chant <<Angry>>.

Language


Are you happy? Yes, I am

/No, I’m not. You’re

HAPPY.

Are you sad? Yes, I am /No,

I’m not. You’re SAD.

Are you angry? Yes, I am


ANGRY.

-Recite the <<Morning

Prayer >>CD Track

-Sing the song

<<Count to Twenty>>.

Language

Let’s Count to Twenty

everybody.

Now let’s sing.

-My knees. 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<<The Days of the Week>>. -The season. -Routines.

-Recite the chant

<<Happy>>. CD track



Language




HAPPY.





ANGRY.


Prayer >>CD Track

-Sing the song


Language


everybody.

Now let’s sing.

-Who’s he, who’s she?

2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<<The Days of the Week>>. -The season. -Routines.

-Recite the chant

<<Happy>>. CD track



Language




HAPPY.





ANGRY.


Prayer >>CD Track

-Sing the song


Language


everybody.

Now let’s sing.

-Three. 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<<The Days of the Week>>. -The season. -Routines.

-Recite the chant

<<Happy>>. CD track



Language




HAPPY.





ANGRY.


Prayer >>CD Track

-Sing the song


Language


everybody.

Now let’s sing.

-Where’s your?


-Recite the chant

<<Happy>>. CD track



Language




HAPPY.





ANGRY.


Prayer >>CD Track

-Sing the song


Language


everybody.

Now let’s sing.

-My knees 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<<The Days of the Week>>. -The season. -Routines.

HELLO SALLY!

-Let’s talk. 3.Let’s learn -Concept flashcards. Chant<<Here’s a Triangle>>. Chant<<Green>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4. Let’s sing -Activities related to songs and rhymes: <<The Ice Cream Song>>. <<Let’s Be Happy>>. Rhyme <<The Sun>>. 5.Let’s play -Movement: Tiptoeing. -Green: The great green box. -Three: Three blocks. 7.Story time Chant<<Story>>. -Unit story: Sally Goes to the Beach. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<A Circle>>. Chant<<On and Under>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4.Let’s sing -Activities related to songs and rhymes: << The Ice Cream Song >>. <<Let’s Be Happy>>. Rhyme<<The Sun>>. 5.Let’s play -Movement: Stop and move.

-On and under: On or under. -Triangle: Triangles, triangles. 7.Story time Chant<<Story>>. -Unit story: Sally Goes to the Beach. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<A Square>>. Chant<<We Love Blue>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4.Let’s sing -Activities related to songs and rhymes: <<The Ice Cream Song>>. <<The Big Ship Sails on the Ally-Ally-Oh>>. Rhyme <<The Sun>>. 5.Let’s play Movement: Cat and mouse. 6.Table time -Worksheet 1 7.Story time Chant<<Story>>. -Unit story: Sally Goes to the Beach. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Let’s talk. 3.Let’s learn -Concept flashcards. Chant<<Number Three>>. Chant <<Yellow>>. -Game: Find me. -Story-Poster. -Vocabulary flashcards. -Number flashcards. 4.Let’s sing -Activities related to songs and rhymes: <<Let’s Be Happy>>. <<The Big Ship Sails on the Ally-Ally-Oh>>. Rhyme<<The Sun>>. 5.Let’s play -Movement: Cat and mouse. -On and under: Sally’s hat. -Three: Three blocks. 7.Story time Chant<<Story>>. -Unit story: Sally Goes to the Beach. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Let’s talk. 3.Let’s learn -Concept flashcards. . Chant<<The Colour Red>>. Chant<<On and Under>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. 4.Let’s sing -Activities related to songs and rhymes: <<Let’s Be Happy>>. <<The Ice Cream Song>>. Rhyme <<The Sun>>. 5.Let’s play -Movement: Tiptoeing.

-On and under: Hands and chins. -Green: Green party! 7.Story time Chant<<Story>>. -Unit story: Sally Goes to the Beach. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

WEEK 2





Language


-Practise hello, good

morning and how are you?

Language

Hello children.

Is she Sally? Yes, she

is/No, she isn’t. She is

SALLY.


did/No, she didn’t. She said

HELLO.



Yes, she did/No, she

didn’t. She said GOOD

MORNING.

-How are you?


What did Sally say?

How are you?






Language




Language

Hello children.





said HELLO.





-How are you?


What did Sally say?

How are you?


feeling?

-Recite the chant





Language




Language

Hello children.





said HELLO.





-How are you?


What did Sally say?

How are you?


feeling?

-Recite the chant





Language




Language

Hello children.





said HELLO.





-How are you?


What did Sally say?

How are you?


feeling?

-Recite the chant



-Sing the song <<Hello, Can

You? >>.CD Track

Language




Language

Hello children.





HELLO.


Did she say good morning? Yes,

she did/No, she didn’t. She

said GOOD MORNING.

-How are you?

Sally says how are you? What

did Sally say?

How are you?

-Practise how are you feeling?

-Recite the chant <<Happy>>.

HELLO SALLY!

feeling?

-Recite the chant

<<Happy>>. CD track



Language




HAPPY.

Are you sad? Yes, I am

/No, I’m not. You’re SAD.



ANGRY.


Prayer >>CD Track

-Sing the song


Language


everybody.

Now let’s sing.

-Three.


<<Happy>>. CD track



CD track

Language




HAPPY.





ANGRY.


Prayer >>CD Track

-Sing the song


Language


everybody.

Now let’s sing.

-Who’s he, who’s she? 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<<The Days of the Week>>. -The season. -Routines.

<<Happy>>. CD track



CD track

Language




HAPPY.





ANGRY.


Prayer >>CD Track

-Sing the song


Language


everybody.

Now let’s sing.

-Three. 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<<The Days of the Week>>. -The season. -Routines.

<<Happy>>. CD track



CD track

Language




HAPPY.





ANGRY.


Prayer >>CD Track

-Sing the song


Language


everybody.

Now let’s sing.

-Where’s your?



CD track

Language


Are you happy? Yes, I am /No,

I’m not. You’re HAPPY.



Are you angry? Yes, I am /No,

I’m not. You’re ANGRY.

-Recite the <<Morning Prayer

>>CD Track

-Sing the song


Language


everybody.

Now let’s sing.

-My knees. 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<<The Days of the Week>>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<A Square>>.

HELLO SALLY!

-Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<We Love Blue>>. -Chant<<Number Three>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Guess what. 4. Let’s sing Activities related to songs and rhymes: << The Big Ship Sails on the Ally-Ally-Oh>>. <<The Ice Cream Song>>. Rhyme <<The Sea>>. 5.Let’s play -Movement: Tiptoeing. -On and under: On or under. Triangle: Triangles, triangles. 7.Story time Chant<<Story>>. -Unit story: Sally Goes to the Beach. -Questions. 8. Let’s say goodbye <<Goodbye Song>>.

-Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Here’s a Triangle>>. -Chant <<Green>>. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Beach things. 4.Let’s sing Activities related to songs and rhymes: << The Ice Cream Song>>. <<Let’s Be Happy>>. Rhyme <<The Sea>>. 5.Let’s play -Movement: Cat and mouse. -Triangle: Run to the shape. -On and under: Hands and chins. 7.Story time Chant<<Story>>. -Unit story: Sally Goes to the Beach. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Here’s a Triangle>>. -Chant<<The Colour Red>>. -Game: find me. -Vocabulary flashcards. -Number flashcards. -Vocabulary game: Flashcards in the bag. 4.Let’s sing Activities related to songs and rhymes: <<Let’s Be Happy>>. << The Big Ship Sails on the Ally-Ally-Oh>>. Rhyme<<The Sun>>. 5.Let’s play -Movement. Stop and move. 6.Table time -Worksheet 2. 7.Story time Chant<<Story>>. -Unit story: Sally Goes to the Beach. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Let’s talk. 3.Let’s learn -Concept flashcards - Chant <<Three>>. Chant<<A Circle>>. -Vocabulary flashcards. -Number flashcards. -Vocabulary activity: Match. 4.Let’s sing Activities related to songs and rhymes: <<Let’s Be Happy>>. <<The Ice Cream Song>>. Rhyme: <<The Sea>>. 5.Let’s play -Movement: Tiptoeing. -Triangle: Triangle hats. -Green: The great green box. 7.Story time Chant<<Story>>. -Unit story: Sally Goes to the Beach. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Chant<<Yellow>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary game: Guess what. 4.Let’s sing Activities related to songs and rhymes: <<Let’s Be Happy>>. <<The Ice Cream Song >>. Rhyme: <<The Sun>>. 5.Let’s play -Movement: Cat and mouse. -Triangle: Run to the shape. -Green: Green buckets.

7.Story time Chant<<Story>>. -Unit story: Sally Goes to the Beach. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

WEEK 3





Language


-Practise hello, good

morning and how are you?

With Sally.

Language

Hello children.

Is she Sally? Yes, she

is/No, she isn’t. She is

SALLY.



said HELLO.



Yes, she did/No, she

didn’t. She said GOOD

MORNING.

-How are you?


What did Sally say?

How are you?






Language




Language

Hello children.





said HELLO.





-How are you?


What did Sally say?

How are you?


feeling?

-Recite the chant

<<Happy>>. CD track





Language




Language

Hello children.





said HELLO.





-How are you?


What did Sally say?

How are you?


feeling?

-Recite the chant

<<Happy>>. CD track





Language




Language

Hello children.





said HELLO.





-How are you?


What did Sally say?

How are you?


feeling?

-Recite the chant

<<Happy>>. CD track



-Sing the song <<Hello, Can

You? >>.CD Track

Language




Language

Hello children.





HELLO.


Did she say good morning? Yes,

she did/No, she didn’t. She

said GOOD MORNING.

-How are you?

Sally says how are you? What

did Sally say?

How are you?

-Practise how are you feeling?

-Recite the chant <<Happy>>.

CD track

HELLO SALLY!

feeling?

-Recite the chant

<<Happy>>. CD track


CD track


CD track

Language




HAPPY.

Are you sad? Yes, I am

/No, I’m not. You’re SAD.



ANGRY.


Prayer >>CD Track

-Sing the song


Language


everybody.

Now let’s sing.

-My knees.

2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<<The Days of the


CD track


CD track

Language




HAPPY.





ANGRY.


Prayer >>CD Track

-Sing the song


Language


everybody.

Now let’s sing.

-Three.



CD track


CD track

Language




HAPPY.





ANGRY.


Prayer >>CD Track

-Sing the song


Language


everybody.

Now let’s sing.

-Who’s he, who’s she? 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<<The Days of the Week>>. -The season. -Routines.


CD track


CD track

Language




HAPPY.





ANGRY.


Prayer >>CD Track

-Sing the song


Language


everybody.

Now let’s sing.

-My knees 2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<<The Days of the Week>>. -The season. -Routines.

CD track


CD track

Language


Are you happy? Yes, I am /No,

I’m not. You’re HAPPY.



Are you angry? Yes, I am /No,

I’m not. You’re ANGRY.

-Recite the <<Morning Prayer

>>CD Track

-Sing the song


Language


everybody.

Now let’s sing.

-Three.

2.Circle time -The weather << The Weather Song>>. -Days of the week. Song<<The Days of the Week>>. -The season. -Routines. -Let’s talk. 3.Let’s learn

HELLO SALLY!

Week>>. -The season. -Routines. -Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<Here’s a Triangle>>. -Chant<<Green>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. -Story-Poster. Vocabulary activity: Match. 4. Let’s sing Activities related to songs and rhymes: <<The Ice Cream Song>>. <<Let’s Be Happy>>. Rhyme <<The Sun>>. 5.Let’s play -Movement: Cat and mouse. -Three: Umbrellas. -Green: The great green box. 7.Story time Chant<<Story>>. -Unit story:

-Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<A Square>>. -Chant<<We Love Blue>>. -Vocabulary flashcards. -Number flashcards. -Vocabulary game: Guess what. 4. Let’s sing Activities related to songs and rhymes: <<Let’s Be Happy>>. <<The Big Ship Sails on the Ally-Ally-Oh>>. Rhyme<<The Sea>>. 5.Let’s play -Movement: Stop and move. -On and under: On or under. -Three: Plasticine three’s. 7.Story time Chant<<Story>>. -Unit story: Sally Goes to the Beach. -Questions. 8.Let’s say goodbye <<Goodbye Song>>

-Let’s talk. 3.Let’s learn -Concept flashcards. - Chant <<On and Under>>. -Chant<<Number Three>>. -Game: Find me. -Vocabulary flashcards. -Number flashcards. 4. Let’s sing Activities related to songs and rhymes: <<The Ice Cream Song >>. <<The Big Ship Sails on the Ally-Ally-Oh>>. Rhyme<<The Sun>>. 5.Let’s play -Movement: Tiptoeing. 6. Table time. -Worksheet 3. 7.Story time Chant<<Story>>. -Unit story: Sally Goes to the Beach. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

-Let’s talk. 3.Let’s learn -Concept flashcards. . - Chant <<The Colour Red>>. -Chant<<A Circle>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Match. 4. Let’s sing Activities related to songs and rhymes: <<Let’s Be Happy>>. <<The Big Ship Sails on the Ally-Ally-Oh>>. Rhyme<<The Sea>>. 5.Let’s play -Movement: Stop and move. -On and under: Hands and chins. -Three: Plasticine three’s. 7.Story time Chant<<Story>>. -Unit story: Sally Goes to the Beach. -Questions. 8.Let’s say goodbye

-Concept flashcards. . - Chant <<Here’s a Triangle>>. - Chant<<Number Three>>. -Vocabulary flashcards. -Number flashcards. -Story-Poster. -Vocabulary activity: Glorious fruit. 4. Let’s sing Activities related to songs and rhymes: <<Let’s Be Happy>>. <<The Ice Cream Song>>. Rhyme<<The Sun>>. 5.Let’s play -Movement: Cat and mouse. -Green: The great green box.

-Triangle: Triangles, triangles. 7.Story time Chant<<Story>>. -Unit story: Sally Goes to the Beach. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

HELLO SALLY!

Sally Goes to the Beach. -Questions. 8.Let’s say goodbye <<Goodbye Song>>.

<<Goodbye Song>>.

hello sally!hello sally! 1 unit 1 sally at school theme to meet sally, the new english class mascot...

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