Lesson Plan English, Age 4 – 7

Lesson Plan English, age 4 – 7

01 This material was prepared by Sadie Clasby as per UNICEF in Bulgaria assignment. The opinions expressed in it are those of the contributors, and do not necessarily reflect the policies or views of UNICEF. This material should be quoted in any reprint, in whole or in part.

ENGLISH LANGUAGE LESSONS PLAN, AGE 4-7

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For further information, please visit the UNICEF Bulgaria website at www.unicef.bg. Introduction to Lesson Plans

These lesson plans are designed to introduce children to the English language using repetition, simple activities, songs and games within a safe ‘circle time’ style environment. The structure and routine of the lessons remains very similar throughout the units. This is important for young children and refugee children who have experienced trauma. This is also important for children who speak different languages to those their teachers speak and to children with special educational needs and behavioural difficulties.

The teacher (and assistant/s) should be concentrating on supporting children to develop other very important skills throughout the lesson units. These skills, often referred to by teachers as behaviour for learning, include good sitting (sitting with legs crossed, arms/hands in lap, looking at the teacher, not talking etc), good listening (to the adults and other children), concentration, being kind to each other, following instructions and sharing and taking turns. These are skills that children learn when attending school and are important life skills, however, refugee children have often been out of formal education for many years or may never have attended formal schooling. Therefore these skills may need to be taught. Teachers and assistants must ensure that time is taken in each lesson to remind children of how they should be sitting before starting, waiting for their turn sensibly without calling out and gaining children’s attention before moving on etc. Children need to learn behaviour for learning in order to be ready to learn in a classroom, or lesson, environment.

Notes yy Unless specified otherwise, the teacher should sit as a part of the circle that the children are sitting in and the assistant/s should be sitting just outside of the circle (to help with behaviour and room management, going to the door, moving children etc). yy If the number of children in each lesson is much higher than 20, it is important to keep the pace up and not spend too long on each activity or children will become restless. If the numbers are high more time will also be needed for getting all of the children to sit in a circle and to leave the lesson/ the room when finished. It is important to be patient and allow plenty of time for this. The pace will increase once children have become familiar with the routine. yy All resources mentioned in the lesson plans can either be found in the resources pack or are items that are easy to source, can be found in a UNICEF school in a box resource or can be found in most play spaces e.g. a soft ball/whiteboard and whiteboard pens/blackboards and chalk. yy The timings for each activity in the lesson plans are a rough guide. Some time is allowed for sitting down, transitioning from one activity to the next and leaving the lesson. However it is important to remember that younger children should not be sitting in a lesson for longer than 5 minutes without doing something active!

1 2 Vocabulary taught to ages 4 – 7 within lessons Question and response: Unit 1a: What is your name? My name is… Unit 2a: How are you? I am fine thank you! Unit 3a: Where are you from? I am from… Asking for resources: Unit 4a: Please can I have..? Paper, Pencil, Pen, Scissors, Sellotape, Glue, Paint, Paintbrush Vocabulary sets: Unit 5a: Colours Body parts Red Head Yellow Shoulders Pink Knees Green Toes Purple Eyes Orange Ears Blue Mouth Black Nose White Alphabet: English alphabet a - z Numbers: Unit 1c, 2c and 3c: Numbers 0 – 10 Songs: Head, shoulders, knees and toes. If you’re happy and you know it. I can sing a rainbow. 10 green bottles. 5 little speckled frogs. 5 little ducks went swimming one day. Alphabet song.

3 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 1a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 1 of 5 1 of 4 15 – 20 min Learning goals: By the end of the unit… • Children will be able to ask and answer the question: “What is your name?” with the response “My name is…” followed by their own name. • Children will be familiar with the song “If you’re happy and you know it” and will be able to join in with the actions and sing along. Key Vocabulary: Resources Needed: Adults Needed: What is your name? • “What is your name?” symbol card. 1 teacher and My name is… • “If you’re happy and you know it!” song lyrics 1 assistant. (see Songs document).

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help you circle. Make sure all children if trying for the first time but to reflect upon the lesson are sitting sensibly with is a great way for the teacher and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each other’s names and for each of Think about: Teacher to begin by saying the children to feel welcome their own name whilst and part of the group. This is What went well? Why? clapping their hands for each especially the case for when What was the children’s syllable e.g. Hannah (clap once there are new children in the overall behaviour like? Why? whilst saying “Han”, clap once group. If you are working with What did the children find whilst saying “nah”). a constantly changing group too easy or too difficult? All children to then copy. of children it is a nice way to start off every lesson. At the end of the unit: Have Teacher to then say the name the children reached the of the child next to them If the group of children does learning goals? whilst clapping their hands not change often and they What steps can you take to for each syllable for all of the become more confident, try improve/what can you do children to then copy. getting each child to say their differently next time or in own name (whilst clapping the next lesson? Repeat this for the next child their hands for each syllable) and so on until all children’s for the rest of the children to names have been said. Include copy! This is much slower than adult helpers who if the teacher leads so allow are in the room too! extra time!

4 Time Activity Steps Notes Evaluation and Next Steps 1 min Hold up the “What is your The pace of the lesson will name?” symbol card for all increase once the children children to see. become familiar with the Say “What is your name?” loudly lesson structure and routine. and clearly. Place symbol card in front of you so all children can see it and repeat saying “What is your name?”, this time clapping your hands for each syllable as you say it. Children to repeat saying “What is your name?” whilst clapping the syllables. Repeat this a few times until all the children are saying “What is your name?” whilst clapping the syllables clearly and in unison.

Turn to your adult assistant and model asking the question “What is your name?” whilst shaking hands. Assistant to reply “My name is…” (followed by their name). Assistant to then ask the same question for you to answer (whilst shaking hands).

Then turn back to children and say “My name is” loudly and clearly whilst clapping the syllables as you say it. Children to repeat saying “My name is” whilst clapping the syllables. Repeat this a few times until all the children are saying “My name is” whilst clapping the syllables clearly and in unison.

Finally remind the children of the question and answer by holding up the symbol card again followed by saying “What is your name?” whilst clapping the syllables for them to repeat back to you. Repeat with “My name is”.

5 Time Activity Steps Notes Evaluation and Next Steps 1 min Teacher to call a child’s name. Model “good sitting” before This child to stand up and walk starting (and throughout) to over to the teacher. Teacher indicate you will be choosing to shake child’s hand and ask children who are sitting “What is your name?” child sensibly and waiting for their to answer “My name is…” turn. followed by their name, before Depending on the number returning to their place in the of children, the teacher can circle. Repeat with different either repeat this activity for children. Choose children who every child in the circle or just are sitting sensibly and not a few children. calling out! It can be helpful to repeat the second activity (clap and say the vocabulary being practised for children to copy) after every 3 or 4 children to remind them. 3 mins Teacher to say “What is your Be aware of younger/newer name?” loudly and clearly children in the group who whilst clapping hands for each may find the noise level at the syllable. Children to copy. end of this activity unsettling. Then repeat but whisper the Normally simply a smile in question and only very lightly their direction (with eye clap your hands. Children to contact) is enough to reassure copy. Repeat again even more them as everyone gets louder! quietly whispering to make sure all children are trying to say the question as quietly as they can! Then continue getting slightly louder (and clapping slightly louder) each time until you and the children cannot get any louder! Repeat for “My name is”. Hold up the “What is your name?” symbol card again for all children to see. Say “What is your name?” loudly and clearly whilst clapping your hands for each syllable as you say it. Children to copy. Repeat for “My name is”.

6 Time Activity Steps Notes Evaluation and Next Steps 5 -10 Children to be When directing children to sit down or mins standing in a stand up, consistently use the phrases circle. Make sure “sit down”/ “everybody sit down”/“stand all children are up” or “everybody stand up” together standing sensibly with these signs: with enough space before starting. Sit down: Stand up:

Introduce children to the song “If you’re happy and you know it!” by singing the lyrics and modelling the actions. Then sing again, encouraging the children and any other adults in the room to join in! It always helps for the teacher to count down from 3 (using fingers too) before starting a song!

See Songs document for other notes and ideas for “If you’re happy and you know it!”

7 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 1a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 1 of 5 2 of 4 15 – 20 min Learning goals: By the end of the unit… • Children will be able to ask and answer the question: “What is your name?” with the response “My name is…” followed by their own name. • Children will be familiar with the song “If you’re happy and you know it” and will be able to join in with the actions and sing along. Key Vocabulary: Resources Needed: Adults Needed: What is your name? • “What is your name?” symbol card. 1 teacher and My name is… • “If you’re happy and you know it!” song lyrics 1 assistant. (see Songs document).

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group What did the children find children to then copy. of children it is a nice way to too easy or too difficult? start off every lesson. Teacher to then say the name At the end of the unit: Have of the child next to them If the group of children does the children reached the whilst clapping their hands not change often and they learning goals? for each syllable for all of the become more confident, try children to then copy. getting each child to say their own name (whilst clapping What steps can you take to Repeat this for the next child their hands for each syllable) improve/what can you do and so on until all children’s for the rest of the children to differently next time or in names have been said. Include copy! This is much slower than the next lesson? adult helpers who are in the if the teacher leads so allow room too! extra time!

8 Time Activity Steps Notes Evaluation and Next Steps 1 min Hold up the “What is your The pace of the lesson will name?” symbol card for all increase once the children children to see. become familiar with the Say “What is your name?” loudly lesson structure and routine. and clearly. Place symbol card in front of you so all children can see it and repeat saying “What is your name?”, this time clapping your hands for each syllable as you say it. Children to repeat saying “What is your name?” whilst clapping the syllables. Repeat this a few times until all the children are saying “What is your name?” whilst clapping the syllables clearly and in unison.

9 Time Activity Steps Notes Evaluation and Next Steps 5 min Children to be standing in a Model “good standing” circle. Make sure all children are before starting (and standing sensibly with enough throughout). space before starting. Teacher to approach one child in If working with a much larger the circle (it helps to start off with group of children, repeat an older/more able child), shake the previous lesson’s activity their hand and ask “What is your where the teacher chooses name?” child to answer “My name children from the circle to is…” followed by their name. ask and answer the question The teacher then returns to their but choose different children place in the circle and sits down. this time! The child who just answered the It can be helpful to repeat question then chooses another the second activity (clap child in the circle to ask “What and say the vocabulary is your name?” whilst shaking being practised for children their hand, wait for the other to copy) after every 3 or 4 child’s answer and then return children to remind them. to where they were sitting in the It can also be helpful if circle. Repeat until all children are the teacher or assistant sitting down. travels across the circle with It may help if the teacher and younger/less confident/new assistant model this first! children when it is their turn to help with vocabulary and confidence. 3 mins Teacher to say “What is your Be aware of younger/newer name?” loudly and clearly whilst children in the group who clapping hands for each syllable. may find the noise level Children to copy. Then repeat at the end of this activity but whisper the question and unsettling. Normally simply a only very lightly clap your hands. smile in their direction (with Children to copy. Repeat again eye contact) is enough to even more quietly whispering to reassure them as everyone make sure all children are trying gets louder! to say the question as quietly as they can! Then continue getting slightly louder (and clapping slightly louder) each time until you and the children cannot get any louder! Repeat for “My name is”. Hold up the “What is your name?” symbol card again for all children to see. Say “What is your name?” loudly and clearly whilst clapping your hands for each syllable as you say it. Children to copy. Repeat for “My name is”.

10 Time Activity Steps Notes Evaluation and Next Steps 5 -10 Children to be standing When directing children to sit down mins in a circle. Make sure all or stand up, consistently use the children are standing phrases “sit down”/ “everybody sit sensibly with enough down”/“stand up” or “everybody space before starting. stand up” together with these signs:

Teacher to say “clap your Sit down: Stand up: hands”, children to clap twice whilst saying “clap clap” (like in the song). Repeat until children are in unison. Teacher to say “nod your head”, children to nod their head twice whilst saying “nod nod” (like in the song). Repeat until children are in unison. Teacher to say “stomp It always helps for the teacher to your feet”, children to count down from 3 (using fingers stomp their feet twice too) before starting a song! whilst saying “stomp stomp” (like in the song). See Songs document for other Repeat until children are notes and ideas for “If you’re happy in unison. and you know it!” Teacher to say “do all 3”, children to clap twice, nod twice and then stomp twice whilst saying “clap clap, nod nod, stomp stomp” (like in the song). Repeat until children are in unison. All adults in the room and children to sing “If you’re happy and you know it!” with the actions!

Direct children to sit down again in the circle. Call children’s names one by one to leave the circle e.g. “Goodbye Ali, goodbye George, goodbye Sherin”. Choose children who are sitting and waiting sensibly.

11 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 1a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 1 of 5 3 of 4 15 – 20 min Learning goals: By the end of the unit… • Children will be able to ask and answer the question: “What is your name?” with the response “My name is…” followed by their own name. • Children will be familiar with the song “If you’re happy and you know it” and will be able to join in with the actions and sing along. Key Vocabulary: Resources Needed: Adults Needed: What is your name? • “What is your name?” symbol card. 1 teacher and My name is… • “If you’re happy and you know it!” song lyrics 1 assistant. (see Songs document). • A soft ball

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when What was the children’s syllable e.g. Hannah (clap there are new children in the overall behaviour like? Why? once whilst saying “Han”, clap group. If you are working with once whilst saying “nah”). All a constantly changing group What did the children find children to then copy. of children it is a nice way to too easy or too difficult? start off every lesson. Teacher to then say the name At the end of the unit: Have of the child next to them If the group of children does the children reached the whilst clapping their hands not change often and they learning goals? for each syllable for all of the become more confident, try children to then copy. getting each child to say their own name (whilst clapping What steps can you take to Repeat this for the next child their hands for each syllable) improve/what can you do and so on until all children’s for the rest of the children to differently next time or in names have been said. Include copy! This is much slower than the next lesson? adult helpers who are in the if the teacher leads so allow room too! extra time!

12 Time Activity Steps Notes Evaluation and Next Steps 2 min Teacher to choose a child and give If working with a larger them an action from the song “If group of children choose you’re happy and you know it!” as 2 or 3 children to do the well as “sit down” and “stand up” to same actions at the same demonstrate. time. Having a friend For example: to stand up and do the “Mohammed, stand up, clap your actions at the same time hands, sit down” or can also help children who “Rojan, stand up, stomp your feet, are feeling less confident. nod your head, sit down”. Repeat for a few different children. Keep this simple for younger or less able children by giving one instruction at a time, for example: “Mohammed, stand up” - Mohammed stands up, “Clap your hands” - Mohammed claps his hands, “Sit down” - Mohammed sits down. For older or more able children give longer lists of instructions before they stand up and repeat some of the actions, for example: “Rojan, stand up, sit down, stand up, stomp your feet, sit down” – Rojan does all the actions in the list one after the other without being reminded of what they were!

30 sec Hold up the “What is your name?” The pace of the lesson will symbol card for all children to see. increase once the children Say “What is your name?” loudly become familiar with and clearly. the lesson structure and Place symbol card in front of you routine. so all children can see it and repeat saying “What is your name?”, this time clapping your hands for each syllable as you say it. Children to repeat saying “What is your name?” whilst clapping the syllables. Repeat this a few times until all the children are saying “What is your name?” whilst clapping the syllables clearly and in unison. Repeat for “My name is”.

13 Time Activity Steps Notes Evaluation and Next Steps 6 min Teacher to roll a ball to a child in Model “good sitting” before the circle (it helps to start off with starting (and throughout) to an older/more able child), whilst indicate you will be choosing asking “What is your name?” children who are sitting Child to catch ball and answer sensibly and waiting for their “My name is…” followed by their turn. name, before rolling the ball back to the teacher. Depending on the number Repeat with different children. of children, the teacher can either repeat this activity for It may help if the teacher and every child in the circle or assistant model this first! just a few children.

It can be helpful to repeat the second activity (clap and say the vocabulary being practised for children to copy) after every 3 or 4 children to remind them. 30 sec Hold up the “What is your name?” symbol card again for all children to see.

Children to say “What is your name?” whilst clapping the syllables.

Repeat for “My name is”.

14 Time Activity Steps Notes Evaluation and Next Steps 5 -10 Children to be standing When directing children to sit down mins in a circle. Make sure all or stand up, consistently use the children are standing phrases “sit down”/ “everybody sit sensibly with enough down”/“stand up” or “everybody space before starting. stand up” together with these signs: Teacher to say “clap your hands”, children to clap Sit down: Stand up: twice whilst saying “clap clap” (like in the song). Repeat until children are in unison. Teacher to say “nod your head”, children to nod their head twice whilst saying “nod nod” (like in the song). Repeat until children are in unison. Teacher to say “stomp your feet”, children to It always helps for the teacher to stomp their feet twice count down from 3 (using fingers whilst saying “stomp too) before starting a song! stomp” (like in the song). Repeat until children are See Songs document for other in unison. notes and ideas for “If you’re happy Teacher to say “do all 3”, and you know it!” children to clap twice, nod twice and then stomp twice whilst saying “clap clap, nod nod, stomp stomp” (like in the song). Repeat until children are in unison. All adults in the room and children to sing “If you’re happy and you know it!” with the actions!

15 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 1a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 1 of 5 4 of 4 15 – 20 min Learning goals: By the end of the unit… • Children will be able to ask and answer the question: “What is your name?” with the response “My name is…” followed by their own name. • Children will be familiar with the song “If you’re happy and you know it” and will be able to join in with the actions and sing along. Key Vocabulary: Resources Needed: Adults Needed: What is your name? • “What is your name?” symbol card. 1 teacher and My name is… • “If you’re happy and you know it!” song lyrics 1 assistant. (see Songs document). • A soft ball

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

16 Time Activity Steps Notes Evaluation and Next Steps 2 min Teacher to choose a child and give If working with a larger them an action from the song “If group of children choose you’re happy and you know it!” as 2 or 3 children to do the well as “sit down” and “stand up” to same actions at the same demonstrate. For example: time. Having a friend “Mohammed, stand up, clap your to stand up and do the hands, sit down” or actions at the same time “Rojan, stand up, stomp your feet, can also help children who nod your head, sit down”. Repeat are feeling less confident. for a few different children. Keep this simple for younger or less able children by giving one instruction at a time, for example: “Mohammed, stand up” - Mohammed stands up, “Clap your hands” - Mohammed claps his hands, “Sit down” - Mohammed sits down. For older or more able children give longer lists of instructions before they stand up and repeat some of the actions, for example: “Rojan, stand up, sit down, stand up, stomp your feet, sit down” – Rojan does all the actions in the list one after the other without being reminded of what they were!

17 Time Activity Steps Notes Evaluation and Next Steps 6 min Children to be standing in a Model “good standing” circle. Make sure all children are before starting (and standing sensibly with enough throughout) to indicate you space before starting. will be choosing children who are standing sensibly Teacher to throw a ball to a child and waiting for their turn. in the circle (it helps to start off with an older/more able child), It can be helpful to repeat whilst asking “What is your the second activity (clap name?” Child to catch ball and and say the vocabulary answer “My name is…” followed being practised for children by their name, before throwing to copy) after every 3 or 4 the ball back to the teacher and children to remind them. sitting down. Continue with different children Even though you are asking until all children are sitting down. the children “What is your name?” it is still important It may help if the teacher and to say their name before assistant model this first! throwing the ball to them so that they are prepared! 30 sec Hold up the “What is your name?” symbol card again for all children to see.

Children to say “What is your name?” whilst clapping the syllables.

Repeat for “My name is”.

18 Time Activity Steps Notes Evaluation and Next Steps 5 -10 Children to be standing When directing children to sit down mins in a circle. Make sure all or stand up, consistently use the children are standing phrases “sit down”/ “everybody sit sensibly with enough down”/“stand up” or “everybody space before starting. stand up” together with these signs:

All adults in the room and children to sing “If you’re happy and you know it!” with the actions!

19 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 2a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 2 of 5 1 of 4 15 – 20 min Learning goals: By the end of the unit… • Children will be able to ask and answer the question: “How are you?” with the response “I am fine, thank you!” • Children will know the words “head, shoulders, knees, toes, eyes, ears, mouth, nose” and will be able to locate these body parts on their own bodies. • Children will be familiar with the song “Heads, Shoulders, Knees and Toes” and will be able to join in with the actions and sing along. Key Vocabulary: Resources Needed: Adults Needed: How are you? • “How are you?” symbol card. 1 teacher and I am fine, thank you! • “Heads, Shoulders, Knees and Toes!” song lyrics 1 assistant. (see Songs document). Head, Shoulders, Knees, Toes, Eyes, Ears, Mouth, Nose

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

20 Time Activity Steps Notes Evaluation and Next Steps 1 min Hold up the “How are you?” The pace of the lesson will symbol card for all children to increase once the children see. become familiar with the Say “How are you?” loudly and lesson structure and routine. clearly. Place symbol card in front of you so all children can see it and repeat saying “How are you?”, this time clapping your hands for each syllable as you say it. Children to repeat saying “How are you?” whilst clapping the syllables. Repeat this a few times until all the children are saying “How are you?” whilst clapping the syllables clearly and in unison.

Turn to your adult assistant and model asking the question “How are you?” whilst shaking hands. Assistant to reply “I am fine, thank you!” Assistant to then ask the same question for you to answer (whilst shaking hands).

Then turn back to children and say “I am fine, thank you!” loudly and clearly whilst clapping the syllables as you say it. Children to repeat saying “I am fine, thank you!” whilst clapping the syllables. Repeat this a few times until all the children are saying “I am fine, thank you!” whilst clapping the syllables clearly and in unison.

Finally remind the children of the question and answer by holding up the symbol card again followed by saying “How are you?” whilst clapping the syllables for them to repeat back to you. Repeat with “I am fine, thank you!”

21 Time Activity Steps Notes Evaluation and Next Steps 5 min Teacher to call a child’s name. This Model “good sitting” before child to stand up and walk over starting (and throughout) to to the teacher. Teacher to shake indicate you will be choosing child’s hand and ask “How are children who are sitting you?” child to answer “I am fine, sensibly and waiting for their thank you!” before returning to turn. their place in the circle. Repeat with different children. Choose Depending on the number children who are sitting sensibly of children, the teacher can and not calling out! either repeat this activity for every child in the circle or just a few children.

It can be helpful to repeat the second activity (clap and say the vocabulary being practised for children to copy) after every 3 or 4 children to remind them. 3 min Teacher to say “How are you?” Be aware of younger/newer loudly and clearly whilst clapping children in the group who hands for each syllable. Children may find the noise level to copy. Then repeat but whisper at the end of this activity the question and only very lightly unsettling. Normally simply a clap your hands. Children to smile in their direction (with copy. Repeat again even more eye contact) is enough to quietly whispering to make sure reassure them as everyone all children are trying to say the gets louder! question as quietly as they can! Then continue getting slightly louder (and clapping slightly louder) each time until you and the children cannot get any louder!

Repeat for “I am fine, thank you!”

Hold up the “How are you?” symbol card again for all children to see. Say “How are you?” loudly and clearly whilst clapping your hands for each syllable as you say it. Children to copy.

Repeat for “I am fine, thank you!”

22 Time Activity Steps Notes Evaluation and Next Steps 5 -10 hildren to be standing When directing children to sit down mins in a circle. Make sure all or stand up, consistently use the children are standing phrases “sit down”/ “everybody sit sensibly with enough down”/“stand up” or “everybody space before starting. stand up” together with these signs:

Teacher to point to their Sit down: Stand up: head and say “head!” Children to copy. Repeat with “shoulders” then “knees” and so on (in order of the song).

Everyone to sing “Head, Shoulders, Knees and Toes!” with actions!

If there’s time – repeat the song with actions! t always helps for the teacher to count down from 3 (using fingers Direct children to sit too) before starting a song! down again in the circle. Call children’s See Songs document for other names one by one to notes and ideas for “Heads, leave the circle e.g. Shoulders, Knees and Toes!” “Goodbye Ali, goodbye George, goodbye Sherin”. Choose children who are sitting and waiting sensibly.

23 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 2a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 2 of 5 2 of 4 15 – 20 min Learning goals: By the end of the unit… • Children will be able to ask and answer the question: “How are you?” with the response “I am fine, thank you!” • Children will know the words “head, shoulders, knees, toes, eyes, ears, mouth, nose” and will be able to locate these body parts on their own bodies. • Children will be familiar with the song “Heads, Shoulders, Knees and Toes” and will be able to join in with the actions and sing along. Key Vocabulary: Resources Needed: Adults Needed: How are you? • “How are you?” symbol card. 1 teacher and I am fine, thank you! • “Heads, Shoulders, Knees and Toes!” song lyrics 1 assistant. (see Songs document). Head, Shoulders, Knees, Toes, Eyes, Ears, Mouth, Nose

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

24 Time Activity Steps Notes Evaluation and Next Steps 1 min Hold up the “How are you?” The pace of the lesson will symbol card for all children to increase once the children see. become familiar with the Say “How are you?” loudly and lesson structure and routine. clearly. Place symbol card in front of you so all children can see it and repeat saying “How are you?”, this time clapping your hands for each syllable as you say it. Children to repeat saying “How are you?” whilst clapping the syllables. Repeat this a few times until all the children are saying “How are you?” whilst clapping the syllables clearly and in unison.

25 Time Activity Steps Notes Evaluation and Next Steps 5 min Children to be standing in a Model “good standing” circle. Make sure all children are before starting (and standing sensibly with enough throughout). space before starting. If working with a much larger Teacher to approach one child in group of children, repeat the circle (it helps to start off with the previous lesson’s activity an older/more able child), shake where the teacher chooses their hand and ask “How are you?” children from the circle to child to answer “I am fine, thank ask and answer the question you!” The teacher then returns to but choose different children their place in the circle and sits this time! down. It can be helpful to repeat The child who just answered the the second activity (clap question then chooses another and say the vocabulary child in the circle to ask “How are being practised for children you?” whilst shaking their hand, to copy) after every 3 or 4 wait for the other child’s answer children to remind them. and then return to where they were sitting in the circle. Repeat until all It can also be helpful if children are sitting down. the teacher or assistant travels across the circle with It may help if the teacher and younger/less confident/new assistant model this first! children when it is their turn to help with vocabulary and confidence. 3 min Teacher to say “How are you?” Be aware of younger/newer loudly and clearly whilst clapping children in the group who hands for each syllable. Children may find the noise level to copy. Then repeat but whisper at the end of this activity the question and only very lightly unsettling. Normally simply a clap your hands. Children to smile in their direction (with copy. Repeat again even more eye contact) is enough to quietly whispering to make sure reassure them as everyone all children are trying to say the gets louder! question as quietly as they can! Then continue getting slightly louder (and clapping slightly louder) each time until you and the children cannot get any louder! Repeat for “I am fine, thank you!” Hold up the “How are you?” symbol card again for all children to see. Say “How are you?” loudly and clearly whilst clapping your hands for each syllable as you say it. Children to copy. Repeat for “I am fine, thank you!”

26 Time Activity Steps Notes Evaluation and Next Steps 5 -10 Children to be standing When directing children to sit down mins in a circle. Make sure all or stand up, consistently use the children are standing phrases “sit down”/ “everybody sit sensibly with enough down”/“stand up” or “everybody space before starting. stand up” together with these signs:

Teacher to point to their Sit down: Stand up: head and say “head!” Children to copy. Repeat with “shoulders” then “knees” and so on (in the order of the song).

Everyone to sing “Head, Shoulders, Knees and Toes!” with actions!

27 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 2a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 2 of 5 3 of 4 15 – 20 min Learning goals: By the end of the unit… • Children will be able to ask and answer the question: “How are you?” with the response “I am fine, thank you!” • Children will know the words “head, shoulders, knees, toes, eyes, ears, mouth, nose” and will be able to locate these body parts on their own bodies. • Children will be familiar with the song “Heads, Shoulders, Knees and Toes” and will be able to join in with the actions and sing along. Key Vocabulary: Resources Needed: Adults Needed: How are you? • “How are you?” symbol card. 1 teacher and I am fine, thank you! • “Heads, Shoulders, Knees and Toes!” song lyrics 1 assistant. (see Songs document). Head, Shoulders, Knees, • A soft ball Toes, Eyes, Ears, Mouth, Nose

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

28 Time Activity Steps Notes Evaluation and Next Steps 2 min Teacher to choose a child and give If working with a larger them an action from the song “If group of children choose you’re happy and you know it!” as 2 or 3 children to do the well as “sit down” and “stand up” to same actions at the same demonstrate. For example: time. Having a friend “Mohammed, stand up, clap your to stand up and do the hands, sit down” or actions at the same time “Rojan, stand up, stomp your feet, can also help children who nod your head, sit down”. Repeat are feeling less confident. for a few different children. Keep this simple for younger or less able children by giving one instruction at a time, for example: “Mohammed, stand up” - Mohammed stands up, “Clap your hands” - Mohammed claps his hands, “Sit down” - Mohammed sits down. For older or more able children give longer lists of instructions before they stand up and repeat some of the actions, for example: “Rojan, stand up, sit down, stand up, stomp your feet, sit down” – Rojan does all the actions in the list one after the other without being reminded of what they were!

30 Hold up the “How are you?” symbol The pace of the lesson will secs card for all children to see. increase once the children Say “How are you?” loudly and become familiar with clearly. the lesson structure and Place symbol card in front of you routine. so all children can see it and repeat saying “How are you?”, this time clapping your hands for each syllable as you say it. Children to repeat saying “How are you?” whilst clapping the syllables. Repeat this a few times until all the children are saying “How are you?” whilst clapping the syllables clearly and in unison. Repeat for “I am fine, thank you!”

29 Time Activity Steps Notes Evaluation and Next Steps 6 mins Teacher to roll a ball to a child in Model “good sitting” before the circle (it helps to start off with starting (and throughout) to an older/more able child), whilst indicate you will be choosing asking “How are you?” Child to children who are sitting catch ball and answer “I am fine, sensibly and waiting for their thank you!” before rolling the ball turn. back to the teacher. Repeat with different children. Depending on the number of children, the teacher can It may help if the teacher and either repeat this activity for assistant model this first! every child in the circle or just a few children.

It can be helpful to repeat the second activity (clap and say the vocabulary being practised for children to copy) after every 3 or 4 children to remind them. 30 secs Hold up the “How are you?” symbol card again for all children to see.

Children to say “How are you?” whilst clapping the syllables.

Repeat for “I am fine, thank you!”

30 Time Activity Steps Notes Evaluation and Next Steps 5 -10 Children to be standing When directing children to sit down mins in a circle. Make sure all or stand up, consistently use the children are standing phrases “sit down”/ “everybody sit sensibly with enough down”/“stand up” or “everybody space before starting. stand up” together with these signs:

Teacher to point to their Sit down: Stand up: head and say “head!” Children to copy. Repeat with “shoulders” then “knees” and so on (in the order of the song).

Everyone to sing “Head, Shoulders, Knees and Toes!” with actions!

31 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 2a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 2 of 5 4 of 4 15 – 20 min Learning goals: By the end of the unit… • Children will be able to ask and answer the question: “How are you?” with the response “I am fine, thank you!” • Children will know the words “head, shoulders, knees, toes, eyes, ears, mouth, nose” and will be able to locate these body parts on their own bodies. • Children will be familiar with the song “Heads, Shoulders, Knees and Toes” and will be able to join in with the actions and sing along. Key Vocabulary: Resources Needed: Adults Needed: How are you? • “How are you?” symbol card. 1 teacher and I am fine, thank you! • “Heads, Shoulders, Knees and Toes!” song lyrics 1 assistant. (see Songs document). Head, Shoulders, Knees, • A soft ball Toes, Eyes, Ears, Mouth, Nose

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

32 Time Activity Steps Notes Evaluation and Next Steps 2 min Teacher to choose a child and give If working with a larger them an action from the song “If group of children choose you’re happy and you know it!” as 2 or 3 children to do the well as “sit down” and “stand up” to same actions at the same demonstrate. For example: time. Having a friend “Mohammed, stand up, clap your to stand up and do the hands, sit down” or actions at the same time “Rojan, stand up, stomp your feet, can also help children who nod your head, sit down”. Repeat are feeling less confident. for a few different children. Keep this simple for younger or less able children by giving one instruction at a time, for example: “Mohammed, stand up” - Mohammed stands up, “Clap your hands” - Mohammed claps his hands, “Sit down” - Mohammed sits down. For older or more able children give longer lists of instructions before they stand up and repeat some of the actions, for example: “Rojan, stand up, sit down, stand up, stomp your feet, sit down” – Rojan does all the actions in the list one after the other without being reminded of what they were! 30 Hold up the “How are you?” symbol The pace of the lesson will secs card for all children to see. increase once the children Say “How are you?” loudly and become familiar with clearly. the lesson structure and Place symbol card in front of you routine. so all children can see it and repeat saying “How are you?”, this time clapping your hands for each syllable as you say it. Children to repeat saying “How are you?” whilst clapping the syllables. Repeat this a few times until all the children are saying “How are you?” whilst clapping the syllables clearly and in unison. Repeat for “I am fine, thank you!”

33 Time Activity Steps Notes Evaluation and Next Steps 6 mins Children to be standing in a Model “good standing” circle. Make sure all children are before starting (and standing sensibly with enough throughout) to indicate you space before starting. will be choosing children who are standing sensibly Teacher to throw a ball to a child and waiting for their turn. in the circle (it helps to start off with an older/more able child), It can be helpful to repeat whilst asking “How are you?” Child the second activity (clap to catch ball and answer “I am and say the vocabulary fine, thank you!” before throwing being practised for children the ball back to the teacher and to copy) after every 3 or 4 sitting down. children to remind them. Continue with different children until all children are sitting down. It helps to say each child’s name before throwing the It may help if the teacher and ball to them so that they are assistant model this first! prepared! 30 secs Hold up the “How are you?” symbol card again for all children to see.

Children to say “How are you?” whilst clapping the syllables.

Repeat for “I am fine, thank you!”.

34 Time Activity Steps Notes Evaluation and Next Steps 5 -10 Children to be standing When directing children to sit down mins in a circle. Make sure all or stand up, consistently use the children are standing phrases “sit down”/ “everybody sit sensibly with enough down”/“stand up” or “everybody space before starting. stand up” together with these signs:

Teacher to point to their Sit down: Stand up: head and say “head!” Children to copy. Repeat with “shoulders” then “knees” and so on (in the order of the song).

Everyone to sing “Head, Shoulders, Knees and Toes!” with actions!

If there’s time – repeat the song with actions! It always helps for the teacher to count down from 3 (using fingers Direct children to sit too) before starting a song! down again in the circle. Call children’s See Songs document for other names one by one to notes and ideas for “Heads, leave the circle e.g. Shoulders, Knees and Toes!” “Goodbye Ali, goodbye George, goodbye Sherin”. Choose children who are sitting and waiting sensibly.

35 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 3a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 3 of 5 1 of 4 20 minutes Learning goals: By the end of the unit… • Children will be able to ask and answer the question: “Where are you from?” with the response “I am from…” followed by the name of the country they are from. • Children will know the letter names of the English alphabet. • Children will be familiar with the “Alphabet Song!” and will be able to join in with the actions and sing along. Key Vocabulary: Resources Needed: Adults Needed: Where are you from? • “Where are you from?” symbol card. 1 teacher and I am from… • English alphabet symbols displayed on the 1 assistant. wall in order. • “Alphabet Song!” lyrics (see Songs document). • “If you’re happy and you know it!” song lyrics (see Songs document). • Toy microphone (or laminated picture of a microphone/hairbrush/colourful stick/feather duster etc). Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

36 Time Activity Steps Notes Evaluation and Next Steps 1 min Hold up the “Where are you The pace of the lesson will from?” symbol card for all increase once the children children to see. become familiar with the Say “Where are you from?” lesson structure and routine. loudly and clearly. Place symbol card in front of If all of the children in the you so all children can see it and group are from one country repeat saying “Where are you then use the name of this from?”, this time clapping your country (in English) when hands for each syllable as you saying “I am from” whilst say it. clapping the syllables for Children to repeat saying children to copy. For example: “Where are you from?” whilst “I am from Syria” clapping the syllables. If the children are from 2 or Repeat this a few times until all 3 different countries then do the children are saying “Where this for each of the countries. are you from?” whilst clapping If you don’t know where all of the syllables clearly and in the children are from, wait to unison. do this after you have asked Teacher to turn to adult assistant all of the children in the next and ask “Where are you from?” activity. (whilst holding microphone to mouth) before holding the microphone to the assistant’s mouth for them to answer “I am from…” followed by the name of the country they are from (in English). Assistant to then take microphone and ask the same question for you to answer. Then turn back to children and say “I am from” loudly and clearly whilst clapping the syllables as you say it. Children to repeat saying “I am from” whilst clapping the syllables. Repeat this a few times until all the children are saying “I am from” whilst clapping the syllables clearly and in unison. Finally remind the children of the question and answer by holding up the symbol card again followed by saying “Where are you from?” whilst clapping the syllables for them to repeat back to you. Repeat with “I am from”

37 Time Activity Steps Notes Evaluation and Next Steps 5 mins Teacher to call a child’s name. Model “good sitting” before This child to stand up and walk starting (and throughout) to over to the teacher. Teacher to indicate you will be choosing hold microphone to their mouth children who are sitting and ask “Where are you from?” sensibly and waiting for their before holding the microphone turn. to the child’s mouth for child to Depending on the number answer “I am from…” followed by of children, the teacher can the name of the country they are either repeat this activity for from (in English) before returning every child in the circle or to their place in the circle. Repeat just a few children. with different children. Choose It can be helpful to repeat children who are sitting sensibly the second activity (clap and not calling out! and say the vocabulary being practised for children to copy) after every 3 or 4 children to remind them. 2 mins Teacher to say “Where are you Be aware of younger/newer from?” loudly and clearly whilst children in the group who clapping hands for each syllable. may find the noise level Children to copy. Then repeat at the end of this activity but whisper the question and unsettling. Normally simply a only very lightly clap your hands. smile in their direction (with Children to copy. Repeat again eye contact) is enough to even more quietly whispering to reassure them as everyone make sure all children are trying gets louder! to say the question as quietly as they can! Then continue getting slightly louder (and clapping slightly louder) each time until you and the children cannot get any louder! Repeat for “I am from” followed by the names of the countries the children are from in the group. For example, if the children are from Syria and Iraq, alternate between saying “I am from Syria” and “I am from Iraq”. Hold up the “Where are you from?” symbol card again for all children to see. Say “Where are you from?” loudly and clearly whilst clapping your hands for each syllable as you say it. Children to copy.

Repeat for “I am from”.

38 Time Activity Steps Notes Evaluation and Next Steps 8 mins Children to be sitting When directing children to sit where they can all see the down or stand up, consistently alphabet symbols on the use the phrases “sit down”/ wall. Make sure all children “everybody sit down”/“stand up” are sitting sensibly with or “everybody stand up” together their legs crossed before with these signs: starting. Sit down: Stand up: Teacher to point to letters of the alphabet in order (starting from “a”) whilst saying each letter name clearly for the children to copy one by one. For example: Teacher points to the letter “a” and says “a”. Children all say “a”. Repeat for the whole alphabet. Teacher to point to random letters of the alphabet for the It always helps for the teacher to children to call out in unison. count down from 3 (using fingers Correct pronunciation where too) before starting a song! needed. Teacher to sing the “Alphabet Song!” whilst pointing to the letters as they are sung. Some children will know this song already and will join in. Sing one more time, this time encouraging all the children to sing too! 3 mins Children to be standing in a See Songs document for other circle. Make sure all children notes and ideas for “If you’re are standing sensibly with happy and you know it!” enough space before starting. All adults in the room and children to sing “If you’re happy and you know it!” with the actions! Direct children to sit down again in the circle. Call children’s names one by one to leave the circle e.g. “Goodbye Ali, goodbye George, goodbye Sherin”. Choose children who are sitting and waiting sensibly.

39 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 3a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 3 of 5 2 of 4 20 minutes Learning goals: By the end of the unit… • Children will be able to ask and answer the question: “Where are you from?” with the response “I am from…” followed by the name of the country they are from. • Children will know the letter names of the English alphabet. • Children will be familiar with the “Alphabet Song!” and will be able to join in with the actions and sing along. Key Vocabulary: Resources Needed: Adults Needed: Where are you from? • “Where are you from?” symbol card. 1 teacher and I am from… • English alphabet symbols displayed on the wall 1 assistant. in order. • “Alphabet Song!” lyrics (see Songs document). • “If you’re happy and you know it!” song lyrics (see Songs document). • A soft ball. Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

40 Time Activity Steps Notes Evaluation and Next Steps 1 min Hold up the “Where are you The pace of the lesson will from?” symbol card for all increase once the children children to see. become familiar with the Say “Where are you from?” lesson structure and routine. loudly and clearly. Place symbol card in front of If all of the children in the you so all children can see it and group are from one country repeat saying “Where are you then use the name of this from?”, this time clapping your country (in English) when hands for each syllable as you saying “I am from” whilst say it. clapping the syllables for Children to repeat saying children to copy. For example: “Where are you from?” whilst “I am from Syria” clapping the syllables. If the children are from 2 or Repeat this a few times until all 3 different countries then do the children are saying “Where this for each of the countries. are you from?” whilst clapping If you don’t know where all of the syllables clearly and in the children are from, wait to unison. do this after you have asked all of the children in the next Teacher to turn to adult assistant activity. and ask “Where are you from?” Assistant to reply with “I am from…” followed by the name of the country they are from (in English). Assistant to then ask the same question for you to answer.

Then turn back to children and say “I am from” loudly and clearly whilst clapping the syllables as you say it. Children to repeat saying “I am from” whilst clapping the syllables. Repeat this a few times until all the children are saying “I am from” whilst clapping the syllables clearly and in unison.

Finally remind the children of the question and answer by holding up the symbol card again followed by saying “Where are you from?” whilst clapping the syllables for them to repeat back to you. Repeat with “I am from”

41 Time Activity Steps Notes Evaluation and Next Steps 5 mins Teacher to stand in the centre Model “good sitting” before of the circle with a ball. Teacher starting (and throughout) to to choose a child who is sitting indicate you will be choosing sensibly, say their name and then children who are sitting ask “Where are you from?” before sensibly and waiting for their throwing the ball to them. Child turn. to catch the ball, answer “I am Depending on the number from…” followed by the name of children, the teacher can of the country they are from (in either repeat this activity for English), before throwing the ball every child in the circle or back to the teacher. just a few children. Repeat with all the children in the It can be helpful to repeat group. Choose children who are the second activity (clap sitting sensibly and not calling and say the vocabulary out! being practised for children to copy) after every 3 or 4 children to remind them. 2 mins Teacher to say “Where are you Be aware of younger/newer from?” loudly and clearly whilst children in the group who clapping hands for each syllable. may find the noise level Children to copy. Then repeat at the end of this activity but whisper the question and unsettling. Normally simply a only very lightly clap your hands. smile in their direction (with Children to copy. Repeat again eye contact) is enough to even more quietly whispering to reassure them as everyone make sure all children are trying gets louder! to say the question as quietly as they can! Then continue getting slightly louder (and clapping slightly louder) each time until you and the children cannot get any louder! Repeat for “I am from” followed by the names of the countries the children are from in the group. For example, if the children are from Syria and Iraq, alternate between saying “I am from Syria” and “I am from Iraq”. Hold up the “Where are you from?” symbol card again for all children to see. Say “Where are you from?” loudly and clearly whilst clapping your hands for each syllable as you say it. Children to copy.

Repeat for “I am from”.

42 Time Activity Steps Notes Evaluation and Next Steps 8 mins Children to be sitting where When directing children to sit they can all see the alphabet down or stand up, consistently symbols on the wall. Make sure use the phrases “sit down”/ all children are sitting sensibly “everybody sit down”/“stand with their legs crossed before up” or “everybody stand up” starting. together with these signs: Teacher to point to letters of the alphabet in order (starting from Sit down: Stand up: “a”) whilst saying each letter name clearly for the children to copy one by one. For example: Teacher points to the letter “a” and says “a”. Children all say “a”. Repeat for the whole alphabet. Teacher to point to random letters of the alphabet for the children to call out in unison. Correct pronunciation where needed. Teacher to model the British It always helps for the teacher Sign Language finger spelling to count down from 3 (using signs for each letter for children fingers too) before starting a to copy one by one. Don’t worry song! if some children are finding this difficult, it takes time and practise! Think of your own signs for the last part of the song! It doesn’t matter what they are – as long as they are simple and consistent! This can be done before the lesson or with the children. Everyone to sing the “Alphabet Song!” slowly whilst signing each letter. 3 mins Children to be standing in a See Songs document for other circle. Make sure all children notes and ideas for “If you’re are standing sensibly with happy and you know it!” enough space before starting. All adults in the room and children to sing “If you’re happy and you know it!” with the actions! Direct children to sit down again in the circle. Call children’s names one by one to leave the circle e.g. “Goodbye Ali, goodbye George, goodbye Sherin”. Choose children who are sitting and waiting sensibly.

43 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 3a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 3 of 5 3 of 4 20 minutes Learning goals: By the end of the unit… • Children will be able to ask and answer the question: “Where are you from?” with the response “I am from…” followed by the name of the country they are from. • Children will know the letter names of the English alphabet. • Children will be familiar with the “Alphabet Song!” and will be able to join in with the actions and sing along. Key Vocabulary: Resources Needed: Adults Needed: Where are you from? • “Where are you from?” symbol card. 1 teacher and I am from… • English alphabet symbols displayed on the wall 1 assistant. in order. • “Alphabet Song!” lyrics (see Songs document). • “Heads, Shoulders, Knees and Toes!” song lyrics (see Songs document). • A soft ball. Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

44 Time Activity Steps Notes Evaluation and Next Steps 2 mins Teacher to choose a child and give them an action from the song “If you’re happy and you know it!” as well as “sit down” and “stand up” to demonstrate. For example: “Mohammed, stand up, clap your hands, sit down” or “Rojan, stand up, stomp your feet, nod your head, sit down”. Repeat for a few different children. Keep this simple for younger or less able children by giving one instruction at a time, for example: “Mohammed, stand up” - Mohammed stands up, “Clap your hands” - Mohammed claps his hands, “Sit down” - Mohammed sits down. For older or more able children give longer lists of instructions before they stand up and repeat some of the actions, for example: “Rojan, stand up, sit down, stand up, stomp your feet, sit down” – Rojan does all the actions in the list one after the other without being reminded of what they were!

30 Hold up the “Where are you from?” secs symbol card for all children to see. Say “Where are you from?” loudly and clearly. Place symbol card in front of you so all children can see it and repeat saying “Where are you from?”, this time clapping your hands for each syllable as you say it. Children to repeat saying “Where are you from?” whilst clapping the syllables. Repeat this a few times until all the children are saying “Where are you from?” whilst clapping the syllables clearly and in unison.

Repeat for “I am from…”

45 Time Activity Steps Notes Evaluation and Next Steps 5 mins Children to be standing in a Model “good standing” circle. Make sure all children are before starting (and standing sensibly with enough throughout). space before starting. It can be helpful to repeat Teacher to hold ball and say “I am the third activity (clap and from…” followed by the name say the vocabulary being of the country they are from (in practised for children to English). Teacher to then choose a copy) after every 3 or 4 child who is standing sensibly to children to remind them. throw ball to before sitting down. Child to catch ball and say “I am from…” followed by the country they are from, before throwing the ball to another child. Child to then sit down. Repeat until all children are sitting down. 30 secs Hold up the “Where are you from?” symbol card again for all children to see.

Children to say “Where are you from?” whilst clapping the syllables.

Repeat for “I am from”.

46 Time Activity Steps Notes Evaluation and Next Steps 8 mins Children to be sitting where When directing children to sit they can all see the alphabet down or stand up, consistently symbols on the wall. Make sure use the phrases “sit down”/ all children are sitting sensibly “everybody sit down”/“stand with their legs crossed before up” or “everybody stand up” starting. together with these signs:

Teacher to point to letters of the Sit down: Stand up: alphabet in order (starting from “a”) whilst saying each letter name clearly for the children to copy one by one. For example: Teacher points to the letter “a” and says “a”. Children all say “a”. Repeat for the whole alphabet.

Teacher to point to random letters of the alphabet for the children to call out in unison. Correct pronunciation where It always helps for the teacher needed. to count down from 3 (using fingers too) before starting a Teacher to model the British Sign song! Language finger spelling signs for each letter and the signs for the last part of the song, for children to copy one by one. Don’t worry if some children are finding this difficult, it takes time and practise!

Everyone to sing the “Alphabet Song!” slowly whilst signing. 3 mins Children to be standing in a See Songs document for other circle. Make sure all children notes and ideas for “Heads, are standing sensibly with Shoulders, Knees and Toes!” enough space before starting.

All adults in the room and children to sing “Heads, Shoulders, Knees and Toes!” with the actions!

47 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 3a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 3 of 5 4 of 4 20 minutes Learning goals: By the end of the unit… • Children will be able to ask and answer the question: “Where are you from?” with the response “I am from…” followed by the name of the country they are from. • Children will know the letter names of the English alphabet. • Children will be familiar with the “Alphabet Song!” and will be able to join in with the actions and sing along. Key Vocabulary: Resources Needed: Adults Needed: Where are you from? • “Where are you from?” symbol card. 1 teacher and I am from… • English alphabet symbols displayed on the wall 1 assistant. in order. • “Alphabet Song!” lyrics (see Songs document). • “Heads, Shoulders, Knees and Toes!” song lyrics (see Songs document). • Toy microphone (or laminated picture of a microphone/hairbrush/colourful stick/feather duster etc). Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

48 Time Activity Steps Notes Evaluation and Next Steps 2 mins Teacher to choose a child and give If working with a larger them an action from the song “If group of children choose 2 you’re happy and you know it!” as or 3 children to do the same well as “sit down” and “stand up” to actions at the same time. demonstrate. For example: Having a friend to stand up “Mohammed, stand up, clap your and do the actions at the hands, sit down” or same time can also help “Rojan, stand up, stomp your feet, children who are feeling less nod your head, sit down”. Repeat confident. for a few different children. Keep this simple for younger or less able children by giving one instruction at a time, for example: “Mohammed, stand up” - Mohammed stands up, “Clap your hands” - Mohammed claps his hands, “Sit down” - Mohammed sits down. For older or more able children give longer lists of instructions before they stand up and repeat some of the actions, for example: “Rojan, stand up, sit down, stand up, stomp your feet, sit down” – Rojan does all the actions in the list one after the other without being reminded of what they were! 30 Hold up the “Where are you from?” The pace of the lesson will secs symbol card for all children to see. increase once the children Say “Where are you from?” loudly become familiar with the and clearly. lesson structure and routine. Place symbol card in front of you so all children can see it and repeat saying “Where are you from?”, this time clapping your hands for each syllable as you say it. Children to repeat saying “Where are you from?” whilst clapping the syllables. Repeat this a few times until all the children are saying “Where are you from?” whilst clapping the syllables clearly and in unison.

Repeat for “I am from…”

49 Time Activity Steps Notes Evaluation and Next Steps 5 mins Children to be standing in a Model “good standing” circle. Make sure all children are before starting (and standing sensibly with enough throughout). space before starting. If working with a much Teacher to choose a child who is larger group of children, standing sensibly and walk over repeat the activity from the to that child (it helps to start first lesson in this unit where with an older or more able child). the teacher chooses children Teacher to hold microphone to from the circle to ask and their mouth and ask “Where are answer the question but you from?” before holding the choose different children this microphone to the child’s mouth time! for them to answer “I am from…” followed by the name of the It can be helpful to repeat country they are from (in English). the third activity (clap and Teacher to give this child the say the vocabulary being microphone before returning to practised for children to their place in the circle and sitting copy) after every 3 or 4 down. children to remind them.

Child with microphone to then It can also be helpful if choose another child to ask the teacher or assistant “Where are you from?” (speaking travels across the circle with into the microphone), before younger/less confident/new holding the microphone to the children when it is their turn other child’s mouth for them to to help with vocabulary and answer “I am from…” followed by confidence. the name of the country they are from (in English). The first child then hands over the microphone before returning to their place in the circle and sitting down.

Repeat until all children are sitting down. 30 secs Hold up the “Where are you from?” symbol card again for all children to see.

Children to say “Where are you from?” whilst clapping the syllables.

Repeat for “I am from”.

50 Time Activity Steps Notes Evaluation and Next Steps 8 mins Children to be sitting where When directing children to sit they can all see the alphabet down or stand up, consistently symbols on the wall. Make sure use the phrases “sit down”/ all children are sitting sensibly “everybody sit down”/“stand with their legs crossed before up” or “everybody stand up” starting. together with these signs:

All adults in the room and children to sing “Heads, Shoulders, Knees and Toes!” with the actions!

51 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 3a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 4 of 5 1 of 4 15 minutes Learning goals: By the end of the unit… • Children will be able to ask for resources using the phrase/question “Please can I have…?” followed by “Thank you!” and will be able to ask for some commonly used classroom resources (Paper, Pencil, Pen, Scissors, Sellotape, Glue, Paint, Paintbrush). Key Vocabulary: Resources Needed: Adults Needed: Please can I have…? • “Please can I have…?” symbol card. 1 teacher and Thank you! • “If you’re happy and you know it!” song lyrics 1 assistant. (see Songs document). Paper, Pencil, Pen, Scissors, • A piece of paper, a writing pencil and a Sellotape, Glue, Paint, coloured pencil, 2 different types of pens, a pair Paintbrush of scissors, a roll of sellotape, some glue, some paint and a paintbrush in a small box that has an easy to open (preferably hinged) lid.

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

52 Time Activity Steps Notes Evaluation and Next Steps 3 mins Hold up the “Please can I have…?” Use 2 different types of symbol card for all children to see. pen and 2 different types Say “Please can I have…?” loudly of pencils so that children and clearly. know that the word “pen” Place symbol card in front of you and the word “pencil” can be so all children can see it and repeat used for different types of saying “Please can I have…?”, this pens and pencils. time clapping your hands for each syllable as you say it. Children to repeat saying “Please can I have…?” whilst clapping the syllables. Repeat this a few times until all the children are saying “Please can I have…?” whilst clapping the syllables clearly and in unison. Take out each item from the box of resources (one by one), hold it up and say its name for children to copy before placing it on the floor in front of you e.g. hold up one of the pens and say “pen” then children say “pen”, hold up the other pen and say “pen” then children say “pen”, hold up the piece of paper and say “paper” then children say “paper”. Then hold up each item for children to call out the name (correcting pronunciation where needed) before putting it back in the box.

53 Time Activity Steps Notes Evaluation and Next Steps 5 mins Hold up the “Please can I have…?” Use 2 different types of pen symbol card for all children to see. and 2 different types of Say “Please can I have…?” loudly pencils so that children know and clearly. that the word “pen” and the Place symbol card in front of word “pencil” can be used for you so all children can see it different types of pens and and repeat saying “Please can I pencils. have…?”, this time clapping your hands for each syllable as you say it. Children to repeat saying “Please can I have…?” whilst clapping the syllables. Repeat this a few times until all the children are saying “Please can I have…?” whilst clapping the syllables clearly and in unison. Take out each item from the box of resources (one by one), hold it up and say its name for children to copy before placing it on the floor in front of you e.g. hold up one of the pens and say “pen” then children say “pen”, hold up the other pen and say “pen” then children say “pen”, hold up the piece of paper and say “paper” then children say “paper”. Then hold up each item for children to call out the name (correcting pronunciation where needed) before putting it back in the box. 5 mins Assistant to approach teacher Model “good sitting” before and ask for something from the starting (and throughout) to box using the key vocabulary. indicate you will be choosing For example: children who are sitting sensibly and waiting for their Assistant to ask “Please can I turn. have…a pen?” Teacher says “yes” and passes the Depending on the number assistant a pen from the box. The of children, the teacher can assistant says “Thank you!” before either repeat this activity so returning to where they were that every child in the circle sitting with the pen. gets a turn or just until the Teacher to then choose a child in box has been refilled once or the circle (who is sitting sensibly) twice. to approach them and ask for something from the box using the key vocabulary

54 Time Activity Steps Notes Evaluation and Next Steps “Please can I have…?”, followed It can be helpful to repeat by the name of the item they the second activity (clap and would like, and “Thank you!” once say the vocabulary being the teacher gives them the item. practised for children to copy) Child to return to where they were after every 3 or 4 children to sitting in the circle with their item. remind them. Once all items have been taken, teacher to ask “Please can I have Whilst this unit is being the paper?” Child with paper taught, encourage children to return paper to teacher and to use this vocabulary when teacher to say “Thank you!” before asking for resources in the putting the paper back in the box. classroom (outside of lessons)! Repeat until all items are back in the box. 2 mins Teacher to say “Please can I have…?” Be aware of younger/newer loudly and clearly whilst clapping children in the group who hands for each syllable. Children may find the noise level at the to copy. Then repeat but whisper end of this activity unsettling. the question and only very lightly Normally simply a smile in clap your hands. Children to copy. their direction (with eye Repeat again even more quietly contact) is enough to reassure whispering to make sure all children them as everyone gets louder! are trying to say the question as quietly as they can! Then continue getting slightly louder (and clapping slightly louder) each time until you and the children cannot get any louder! Hold up the “Please can I have…?” symbol card again for all children to see. Say “Please can I have…?” loudly and clearly whilst clapping your hands for each syllable as you say it. Children to copy. 3 mins Children to be standing in a See Songs document for other circle. Make sure all children are notes and ideas for “If you’re standing sensibly with enough happy and you know it!” space before starting. All adults in the room and children to sing “If you’re happy and you know it!” with the actions! Direct children to sit down again in the circle. Call children’s names one by one to leave the circle e.g. “Goodbye Ali, goodbye George, goodbye Sherin”. Choose children who are sitting and waiting sensibly.

55 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 3a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 4 of 5 2 of 4 20 minutes Learning goals: By the end of the unit… • Children will be able to ask for resources using the phrase/question “Please can I have…?” followed by “Thank you!” and will be able to ask for some commonly used classroom resources (Paper, Pencil, Pen, Scissors, Sellotape, Glue, Paint, Paintbrush). Key Vocabulary: Resources Needed: Adults Needed: Please can I have…? • “Please can I have…?” symbol card. 1 teacher and Thank you! • “If you’re happy and you know it!” song lyrics 1 assistant. (see Songs document). Paper, Pencil, Pen, Scissors, • A piece of paper, a writing pencil and a Sellotape, Glue, Paint, coloured pencil, 2 different types of pens, a pair Paintbrush of scissors, a roll of sellotape, some glue, some paint and a paintbrush in a small box that has an easy to open (preferably hinged) lid.

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

56 Time Activity Steps Notes Evaluation and Next Steps 2 mins Teacher to choose a child and give them an If working with action from the song “If you’re happy and you a larger group of know it!” as well as “sit down” and “stand up” children choose to demonstrate. For example: 2 or 3 children “Mohammed, stand up, clap your hands, sit to do the same down” or actions at the “Rojan, stand up, stomp your feet, nod your same time. head, sit down”. Repeat for a few different Having a friend to children. stand up and do Keep this simple for younger or less able the actions at the children by giving one instruction at a time, same time can for example: also help children “Mohammed, stand up” - Mohammed stands who are feeling up, less confident. “Clap your hands” - Mohammed claps his hands, “Sit down” - Mohammed sits down. For older or more able children give longer lists of instructions before they stand up and repeat some of the actions, for example: “Rojan, stand up, sit down, stand up, stomp your feet, sit down” – Rojan does all the actions in the list one after the other without being reminded of what they were!

2 mins Hold up the “Please can I have…?” symbol Use 2 different card for all children to see. types of pen Say “Please can I have…?” loudly and clearly. and 2 different Place symbol card in front of you so all types of pencils children can see it and repeat saying “Please so that children can I have…?”, this time clapping your hands know that the for each syllable as you say it. word “pen” and Children to repeat saying “Please can I the word “pencil” have…?” whilst clapping the syllables. can be used for Repeat this a few times until all the children different types of are saying “Please can I have…?” whilst pens and pencils. clapping the syllables clearly and in unison. Take out each item from the box of resources (one by one), hold it up and say its name for children to copy before placing it on the floor in front of you e.g. hold up one of the pens and say “pen” then children say “pen”, hold up the other pen and say “pen” then children say “pen”, hold up the piece of paper and say “paper” then children say “paper”. Then hold up each item for children to call out the name (correcting pronunciation where needed) before putting it back in the box.

57 Time Activity Steps Notes Evaluation and Next Steps 9 mins Play “Teacher’s box” Model “good sitting” before starting (and throughout). Box with items inside to be passed around the circle whilst If the children have a everyone sings: consistent teacher, their name can replace the word “Teacher’s box, pass it round, pass “Teacher” in the song e.g. it round, pass it round, Teacher’s “Sadie’s box, pass it round…” box, pass it round, what’s in the box?” in the tune of the song If the children take too long “London Bridge Is Falling Down”. to choose an item from the box, introduce the rule that When the song ends, the child they must close their eyes who is holding the box opens the and take anything from lid, takes out one item, holds it up the box. Don’t have sharp for everyone to see before saying scissors in the box if doing the name of the item. this!

Repeat until there are no more Whilst this unit is being items in the box. taught, encourage children to use this vocabulary when Teacher to take box and ask asking for resources in “Please can I have the paper?” the classroom (outside of Child with paper to return paper lessons)! to teacher and teacher to say “Thank you!” before putting the paper back in the box. Repeat until all items are back in the box. 1 min Teacher to hold up each item from the box for children to call out its name one more time (correcting pronunciation where needed) before putting it back in the box. For example:

Teacher to hold up one of the pens and children to say “pen”. If some children say “pin” or “pencil” (for example) teacher to say “pen” loudly and clearly for children to copy. If all children say “pen” put the pen back in the box and hold up the next item.

58 Time Activity Steps Notes Evaluation and Next Steps 2 mins Teacher to say “Please can I have…?” Be aware of younger/newer loudly and clearly whilst clapping children in the group who hands for each syllable. Children may find the noise level at the to copy. Then repeat but whisper end of this activity unsettling. the question and only very lightly Normally simply a smile in clap your hands. Children to copy. their direction (with eye Repeat again even more quietly contact) is enough to reassure whispering to make sure all children them as everyone gets louder! are trying to say the question as quietly as they can! Then continue getting slightly louder (and clapping slightly louder) each time until you and the children cannot get any louder!

Hold up the “Please can I have…?” symbol card again for all children to see. Say “Please can I have…?” loudly and clearly whilst clapping your hands for each syllable as you say it. Children to copy. 3 mins Children to be standing in a See Songs document for other circle. Make sure all children are notes and ideas for “If you’re standing sensibly with enough happy and you know it!” space before starting.

All adults in the room and children to sing “If you’re happy and you know it!” with the actions!

59 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 3a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 4 of 5 3 of 4 15 minutes Learning goals: By the end of the unit… • Children will be able to ask for resources using the phrase/question “Please can I have…?” followed by “Thank you!” and will be able to ask for some commonly used classroom resources (Paper, Pencil, Pen, Scissors, Sellotape, Glue, Paint, Paintbrush). Key Vocabulary: Resources Needed: Adults Needed: Please can I have…? • “Please can I have…?” symbol card. 1 teacher and Thank you! • “If you’re happy and you know it!” song lyrics 1 assistant. (see Songs document). Paper, Pencil, Pen, Scissors, • A piece of paper, a writing pencil and a Sellotape, Glue, Paint, coloured pencil, 2 different types of pens, a pair Paintbrush of scissors, a roll of sellotape, some glue, some paint and a paintbrush in a small box that has an easy to open (preferably hinged) lid.

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

60 Time Activity Steps Notes Evaluation and Next Steps 2 mins eacher to choose a child and give them an If working with action from the song “If you’re happy and you a larger group of know it!” as well as “sit down” and “stand up” children choose to demonstrate. For example: 2 or 3 children “Mohammed, stand up, clap your hands, sit to do the same down” or actions at the “Rojan, stand up, stomp your feet, nod your same time. head, sit down”. Repeat for a few different Having a friend to children. stand up and do Keep this simple for younger or less able the actions at the children by giving one instruction at a time, same time can for example: also help children “Mohammed, stand up” - Mohammed stands who are feeling up, less confident. “Clap your hands” - Mohammed claps his hands, “Sit down” - Mohammed sits down. For older or more able children give longer lists of instructions before they stand up and repeat some of the actions, for example: “Rojan, stand up, sit down, stand up, stomp your feet, sit down” – Rojan does all the actions in the list one after the other without being reminded of what they were! 2 mins Hold up the “Please can I have…?” symbol Use 2 different card for all children to see. types of pen Say “Please can I have…?” loudly and clearly. and 2 different Place symbol card in front of you so all types of pencils children can see it and repeat saying “Please so that children can I have…?”, this time clapping your hands know that the for each syllable as you say it. word “pen” and Children to repeat saying “Please can I the word “pencil” have…?” whilst clapping the syllables. can be used for Repeat this a few times until all the children different types of are saying “Please can I have…?” whilst pens and pencils. clapping the syllables clearly and in unison. Take out each item from the box of resources (one by one), hold it up and say its name for children to copy before placing it on the floor in front of you e.g. hold up one of the pens and say “pen” then children say “pen”, hold up the other pen and say “pen” then children say “pen”, hold up the piece of paper and say “paper” then children say “paper”. Then hold up each item for children to call out the name (correcting pronunciation where needed) before putting it back in the box.

61 Time Activity Steps Notes Evaluation and Next Steps 4 mins Teacher to place items on the Model “good sitting” before floor (spaced out) in the centre starting (and throughout) to of the circle. Children to call out indicate you will be choosing the names of the item as they are children who are sitting placed on the floor. Teacher to sensibly and waiting for their return to where they were sitting turn. in the circle. Depending on the number Teacher to choose a child who is of children, the teacher can sitting sensibly, say their name either repeat this activity so and then ask “Please can I have that every child in the circle the paper?” Child to find the gets a turn or just until the paper, pick it up and return it to box has been refilled once or the teacher. Teacher to say “Thank twice. you!” before placing the paper in the box. Whilst this unit is being taught, encourage children Repeat with different children to use this vocabulary when until all items are back in the box. asking for resources in the classroom (outside of lessons)! 1 min Teacher to hold up each item from the box for children to call out its name one more time (correcting pronunciation where needed) before putting it back in the box. For example:

62 Time Activity Steps Notes Evaluation and Next Steps 2 mins Teacher to say “Please can I have…?” Be aware of younger/newer loudly and clearly whilst clapping children in the group who hands for each syllable. Children may find the noise level at the to copy. Then repeat but whisper end of this activity unsettling. the question and only very lightly Normally simply a smile in clap your hands. Children to copy. their direction (with eye Repeat again even more quietly contact) is enough to reassure whispering to make sure all children them as everyone gets louder! are trying to say the question as quietly as they can! Then continue getting slightly louder (and clapping slightly louder) each time until you and the children cannot get any louder!

All adults in the room and children to sing “If you’re happy and you know it!” with the actions!

63 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Works best with around Unit: 3a 20 children but can be adapted for smaller and much larger numbers of children Lesson unit: Lesson number: Lesson duration: (see notes). 4 of 5 4 of 4 20 minutes Learning goals: By the end of the unit… • Children will be able to ask for resources using the phrase/question “Please can I have…?” followed by “Thank you!” and will be able to ask for some commonly used classroom resources (Paper, Pencil, Pen, Scissors, Sellotape, Glue, Paint, Paintbrush). Key Vocabulary: Resources Needed: Adults Needed: Please can I have…? • “Please can I have…?” symbol card. 1 teacher and Thank you! • “If you’re happy and you know it!” song lyrics 1 assistant. (see Songs document). Paper, Pencil, Pen, Scissors, • A piece of paper, a writing pencil and a Sellotape, Glue, Paint, coloured pencil, 2 different types of pens, a pair Paintbrush of scissors, a roll of sellotape, some glue, some paint and a paintbrush in a small box that has an easy to open (preferably hinged) lid.

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

64 Time Activity Steps Notes Evaluation and Next Steps 2 mins Hold up the “Please can I have…?” symbol Use 2 different types card for all children to see. of pen and 2 different Say “Please can I have…?” loudly and types of pencils so clearly. that children know Place symbol card in front of you so all that the word “pen” children can see it and repeat saying and the word “pencil” “Please can I have…?”, this time clapping can be used for your hands for each syllable as you say it. different types of pens Children to repeat saying “Please can I and pencils. have…?” whilst clapping the syllables. Repeat this a few times until all the children are saying “Please can I have…?” whilst clapping the syllables clearly and in unison. Take out each item from the box of resources (one by one), hold it up and say its name for children to copy before placing it on the floor in front of you e.g. hold up one of the pens and say “pen” then children say “pen”, hold up the other pen and say “pen” then children say “pen”, hold up the piece of paper and say “paper” then children say “paper”. Then hold up each item for children to call out the name (correcting pronunciation where needed) before putting it back in the box. 5 mins Assistant to approach teacher and ask for Model “good sitting” something from the box using the key before starting (and vocabulary. For example: throughout) to Assistant to ask “Please can I have…a pen?” indicate you will be Teacher says “yes” and passes the assistant choosing children a pen from the box. The assistant says who are sitting “Thank you!” before returning to where sensibly and waiting they were sitting with the pen. for their turn. Teacher to then choose a child in the Depending on the circle (who is sitting sensibly) to approach number of children, them and ask for something from the box the teacher can either using the key vocabulary “Please can I repeat this activity so have…?”, followed by the name of the item that every child in the they would like, and “Thank you!” once circle gets a turn or the teacher gives them the item. Child to just until the box has return to where they were sitting in the been refilled once or circle with their item. twice. Once all items have been taken, teacher It can be helpful to to ask “Please can I have the paper?” Child repeat the second with paper to return paper to teacher and activity (clap and say teacher to say “Thank you!” before putting the vocabulary being the paper back in the box. Repeat until all practised for children items are back in the box. to copy) after every 3 or 4 children to remind them. 65 Time Activity Steps Notes Evaluation and Next Steps 8 mins Play “Teacher’s box” Model “good sitting” before starting (and throughout) to Box with items inside to be indicate you will be choosing passed around the circle whilst children who are sitting everyone sings: sensibly and waiting for their turn. “Teacher’s box, pass it round, pass it round, pass it round, Teacher’s If the children have a box, pass it round, what’s in the consistent teacher, their box?” in the tune of the song name can replace the word “London Bridge Is Falling Down”. “Teacher” in the song e.g. “Sadie’s box, pass it round…” When the song ends, the child who is holding the box opens the If the children take too long lid, takes out one item, holds it up to choose an item from the for everyone to see before saying box, introduce the rule that the name of the item. they must close their eyes and take anything from Repeat until there are no more the box. Don’t have sharp items in the box. scissors in the box if doing this! Teacher to take box and ask “Please can I have the paper?” Whilst this unit is being Child with paper to return paper taught, encourage children to teacher and teacher to say to use this vocabulary when “Thank you!” before putting the asking for resources in paper back in the box. Repeat the classroom (outside of until all items are back in the box. lessons)! 1 min Teacher to hold up each item from the box for children to call out its name one more time (correcting pronunciation where needed) before putting it back in the box. For example:

66 Time Activity Steps Notes Evaluation and Next Steps 3 mins Children to be standing in a See Songs document for other circle. Make sure all children are notes and ideas for “If you’re standing sensibly with enough happy and you know it!” space before starting.

All adults in the room and children to sing “If you’re happy and you know it!” with the actions!

67 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Unit: 5a Works best with around Lesson unit: Lesson Lesson duration: 20 children but can be adapted for smaller and 5 of 5 number: 20 minutes much larger numbers of children (see notes). 1 of 4 Learning goals: By the end of the unit… • Children will know the English names of 9 colours (Red, Yellow, Pink, Green, Purple, Orange, Blue, Black and White). Key Vocabulary: Resources Needed: Adults Needed: • Colour splat symbol cards (one set to be used as 1 teacher and Red, Yellow, Pink, flashcards and another set on the wall in the order of the 1 assistant. Green, Purple, “I Can Sing A Rainbow!” song). Orange, Blue, • “I Can Sing A Rainbow!” song lyrics (see Songs document). Black, White • 3 different red pencils, 3 different yellow pencils and 3 different pink pencils (the colour of each pencil needs to be obvious) in a small box that has an easy to open (preferably hinged) lid.

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

68 Time Activity Steps Notes Evaluation and Next Steps 2 mins Teacher to choose a child and give them If working with an action from the song “If you’re happy a larger group of and you know it!” as well as “sit down” and children choose 2 or “stand up” to demonstrate. For example: 3 children to do the “Mohammed, stand up, clap your hands, sit same actions at the down” or same time. Having a “Rojan, stand up, stomp your feet, nod your friend to stand up and head, sit down”. Repeat for a few different do the actions at the children. same time can also help children who are Keep this simple for younger or less able feeling less confident. children by giving one instruction at a time, for example: “Mohammed, stand up” - Mohammed stands up, “Clap your hands” - Mohammed claps his hands, “Sit down” - Mohammed sits down.

For older or more able children give longer lists of instructions before they stand up and repeat some of the actions, for example: “Rojan, stand up, sit down, stand up, stomp your feet, sit down” – Rojan does all the actions in the list one after the other without being reminded of what they were! 1 min Teacher to point to each of the colours on This is just a quick the wall, one by one, saying their name introduction to the loudly and clearly for children to copy. For different colour example, teacher points to the red colour names that the splat and says “red”, children say “red”. children will be learning in this unit so rather than getting all of the children to move out of the circle to see the colours on the wall, simply direct children to turn their heads/bodies so they can see the colour splats.

69 Time Activity Steps Notes Evaluation and Next Steps 1 min Teacher to have red, yellow and pink Younger children find colour splat symbol cards in their lap. it easier to learn a few Teacher to hold them up, one by one, new words at a time. saying their name loudly and clearly for The vocabulary in this children to copy. For example, teacher unit is broken down holds up the red colour splat and says into smaller sections “red”, children say “red”. Repeat with to introduce in each yellow and pink colour splats. lesson. Teacher to then hold up each one without saying anything to see if children can remember the colour name. For example, teacher holds up the red colour splat and the children say “red”. Do this a few times, holding up the colour splats in a random order until children can say the colour name for each one in unison.

9 min Play “Teacher’s box” Model “good sitting” Teacher to start by showing the before starting (and children what is inside the box, holding throughout). each pencil up, one by one, and saying what colour it is, for children to copy. If the children have For example, hold up a pink pencil and a consistent teacher, say “pink pencil” then the children say their name can replace “pink pencil”. the word “Teacher” in Box with pencils inside to be passed the song e.g. “Sadie’s around the circle whilst everyone sings: box, pass it round…” “Teacher’s box, pass it round, pass it round, pass it round, Teacher’s box, Whilst this unit is being pass it round, what’s in the box?” in taught, encourage the tune of the song “London Bridge Is children to use this Falling Down”. vocabulary when When the song ends, the child who is asking for resources in holding the box opens the lid, takes the classroom (outside out one pencil, holds it up for everyone of lessons)! to see before saying the colour of the pencil. For example: “yellow pencil”. Repeat until there are no more pencils in the box. Teacher to take box and ask “Please can I have the red pencils?” Children with red pencils to return pencils to teacher and teacher to say “Thank you!” to each of them before putting the pencils back in the box. Repeat with yellow and pink pencils.

70 Time Activity Steps Notes Evaluation and Next Steps 1 min Teacher to hold up each of the red, yellow and pink colour splat symbol cards, one by one, without saying anything to see if children can remember the colour name. For example, teacher holds up the red colour splat and the children say “red”. Do this a few times, holding up the colour splats in a random order until children can say the colour name for each one in unison. 5 mins Children to be sitting where See Songs document for other they can all see the colour notes and ideas for “I Can Sing A splat symbols on the wall. Rainbow!” Make sure all children are sitting sensibly with their legs When directing children to sit crossed before starting. down or stand up, consistently use the phrases “sit down”/ Introduce children to the song “I “everybody sit down”/“stand Can Sing A Rainbow!” by singing up” or “everybody stand up” the lyrics, pointing to the colour together with these signs: splat symbols on the wall in order as they appear in the song Sit down: Stand up: and modelling the actions for

the end of the song. Then sing again, encouraging the children and any other adults in the room to join in!

If the children have become restless, finish here. If not then break down the song into manageable chunks e.g. “Red It always helps for the teacher and yellow, and pink and green” to count down from 3 (using and “Orange and purple and fingers too) before starting a blue”, speak each phrase clearly song! and get the children to copy until they can say it clearly. Finish by getting everyone to sing the song one last time with actions!

Call children’s names one by one to leave the lesson e.g. “Goodbye Ali, goodbye George, goodbye Sherin”. Choose children who are sitting and waiting sensibly.

71 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Unit: 5a Works best with around Lesson unit: Lesson Lesson duration: 20 children but can be adapted for smaller and 5 of 5 number: 20 minutes much larger numbers of children (see notes). 2 of 4 Learning goals: By the end of the unit… • Children will know the English names of 9 colours (Red, Yellow, Pink, Green, Purple, Orange, Blue, Black and White). Key Vocabulary: Resources Needed: Adults Needed: • Colour splat symbol cards (one set to be used as 1 teacher and Red, Yellow, Pink, flashcards and another set on the wall in the order of the 1 assistant. Green, Purple, “I Can Sing A Rainbow!” song). Orange, Blue, • “I Can Sing A Rainbow!” song lyrics (see Songs document). Black, White • 3 different red pencils, 3 different yellow pencils and 3 different pink pencils (the colour of each pencil needs to be obvious) in a small box that has an easy to open (preferably hinged) lid.

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

72 Time Activity Steps Notes Evaluation and Next Steps 2 mins Teacher to choose a child and give them If working with an action from the song “If you’re happy a larger group of and you know it!” as well as “sit down” and children choose 2 or “stand up” to demonstrate. For example: 3 children to do the “Mohammed, stand up, clap your hands, sit same actions at the down” or same time. Having a “Rojan, stand up, stomp your feet, nod your friend to stand up and head, sit down”. Repeat for a few different do the actions at the children. same time can also help children who are Keep this simple for younger or less able feeling less confident. children by giving one instruction at a time, for example: “Mohammed, stand up” - Mohammed stands up, “Clap your hands” - Mohammed claps his hands, “Sit down” - Mohammed sits down.

For older or more able children give longer lists of instructions before they stand up and repeat some of the actions, for example: “Rojan, stand up, sit down, stand up, stomp your feet, sit down” – Rojan does all the actions in the list one after the other without being reminded of what they were! 1 min Teacher to point to each of the colours on This is just a quick the wall, one by one, saying their name reminder of the loudly and clearly for children to copy. For different colour example, teacher points to the red colour names that the splat and says “red”, children say “red”. children will be learning in this unit so rather than getting all of the children to move out of the circle to see the colours on the wall, simply direct children to turn their heads/bodies so they can see the colour splats.

73 Time Activity Steps Notes Evaluation and Next Steps 1 min Teacher to have green, purple and Younger children find orange colour splat symbol cards in it easier to learn a few their lap. Teacher to hold them up, new words at a time. one by one, saying their name loudly The vocabulary in this and clearly for children to copy. For unit is broken down example, teacher holds up the green into smaller sections colour splat and says “green”, children to introduce in each say “green”. Repeat with purple and lesson. orange colour splats. 9 min Teacher to place green, purple and Model “good sitting” orange items in the centre of the circle, before starting (and saying the colour of each item for throughout) to indicate children to copy as each item is placed you will be choosing on the floor. For example, teacher children who are sitting places a purple toy car on the floor sensibly and waiting and says “purple car” then children say for their turn. “purple car”.

Teacher to choose a child who is sitting sensibly (it helps to start with an older or more able child), say their name followed by “Where is something green?” This child to stand up and find something green, pick it up and return to their place in the circle with it.

Repeat with different children, asking for them to find green, purple and orange items, until all items have been taken.

Teacher to ask “Please can I have the green things?” Children with green items to return them to the teacher and teacher to say “Thank you!” for each item. Repeat until all items have been returned.

74 Time Activity Steps Notes Evaluation and Next Steps 1 min Teacher to hold up each of the green, purple and orange colour splat symbol cards, one by one, without saying anything to see if children can remember the colour name. For example, teacher holds up the green colour splat and the children say “green”. Do this a few times, holding up the colour splats in a random order until children can say the colour name for each one in unison. 5 mins Children to be sitting where See Songs document for other they can all see the colour notes and ideas for “I Can Sing A splat symbols on the wall. Rainbow!” Make sure all children are sitting sensibly with their legs When directing children to sit crossed before starting. down or stand up, consistently use the phrases “sit down”/ Teacher to sing “I Can Sing A “everybody sit down”/“stand Rainbow!” whilst pointing to the up” or “everybody stand up” colour splat symbols on the wall together with these signs: in order as they appear in the song and modelling the actions Sit down: Stand up: for the end of the song. Then

sing again, encouraging the children and any other adults in the room to join in!

If the children have become restless, finish here. If not then break down the song into manageable chunks e.g. “Red and yellow, and pink and green” It always helps for the teacher and “Orange and purple and to count down from 3 (using blue”, speak each phrase clearly fingers too) before starting a and get the children to copy song! until they can say it clearly. Finish by getting everyone to sing the song one last time with actions!

Call children’s names one by one to leave the lesson e.g. “Goodbye Ali, goodbye George, goodbye Sherin”. Choose children who are sitting and waiting sensibly.

75 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Unit: 5a Works best with around Lesson unit: Lesson Lesson duration: 20 children but can be adapted for smaller and 5 of 5 number: 20 minutes much larger numbers of children (see notes). 3 of 4 Learning goals: By the end of the unit… • Children will know the English names of 9 colours (Red, Yellow, Pink, Green, Purple, Orange, Blue, Black and White). Key Vocabulary: Resources Needed: Adults Needed: • Colour splat symbol cards (one set to be used as 1 teacher and Red, Yellow, Pink, flashcards and another set on the wall in the order of the 1 assistant. Green, Purple, “I Can Sing A Rainbow!” song). Orange, Blue, • “I Can Sing A Rainbow!” song lyrics (see Songs document). Black, White • 3 different red pencils, 3 different yellow pencils and 3 different pink pencils (the colour of each pencil needs to be obvious) in a small box that has an easy to open (preferably hinged) lid.

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

76 Time Activity Steps Notes Evaluation and Next Steps 2 mins Teacher to choose a child and give them If working with an action from the song “If you’re happy a larger group of and you know it!” as well as “sit down” and children choose 2 or “stand up” to demonstrate. For example: 3 children to do the “Mohammed, stand up, clap your hands, sit same actions at the down” or same time. Having a “Rojan, stand up, stomp your feet, nod your friend to stand up and head, sit down”. Repeat for a few different do the actions at the children. same time can also help children who are Keep this simple for younger or less able feeling less confident. children by giving one instruction at a time, for example: “Mohammed, stand up” - Mohammed stands up, “Clap your hands” - Mohammed claps his hands, “Sit down” - Mohammed sits down.

For older or more able children give longer lists of instructions before they stand up and repeat some of the actions, for example: “Rojan, stand up, sit down, stand up, stomp your feet, sit down” – Rojan does all the actions in the list one after the other without being reminded of what they were! 1 min Teacher to point to each of the colours on This is just a quick the wall, one by one, saying their name reminder of the loudly and clearly for children to copy. For different colour example, teacher points to the red colour names that the splat and says “red”, children say “red”. children will be learning in this unit so rather than getting all of the children to move out of the circle to see the colours on the wall, simply direct children to turn their heads/bodies so they can see the colour splats.

77 Time Activity Steps Notes Evaluation and Next Steps 1 min Teacher to have blue, black and white Younger children find colour splat symbol cards in their lap. it easier to learn a few Teacher to hold them up, one by one, new words at a time. saying their name loudly and clearly for The vocabulary in this children to copy. For example, teacher unit is broken down holds up the black colour splat and into smaller sections says “black”, children say “black”. Repeat to introduce in each with blue and white colour splats. lesson.

Teacher to then hold up each one without saying anything to see if children can remember the colour name. For example, teacher holds up the blue colour splat and the children say “blue”. Do this a few times, holding up the colour splats in a random order until children can say the colour name for each one in unison. 6 min Play “Teacher’s box” Model “good sitting” before starting (and Teacher to start by showing the throughout). children what is inside the box, holding each pen up, one by one, and saying If the children have what colour it is, for children to copy. a consistent teacher, For example, hold up a black pen and their name can replace say “black pen” then the children say the word “Teacher” in “black pen”. the song e.g. “Sadie’s Box with pens inside to be passed box, pass it round…” around the circle whilst everyone sings: “Teacher’s box, pass it round, pass it Whilst this unit is being round, pass it round, Teacher’s box, taught, encourage pass it round, what’s in the box?” in children to use this the tune of the song “London Bridge Is vocabulary when Falling Down”. asking for resources in When the song ends, the child who is the classroom (outside holding the box opens the lid, takes of lessons)! out one pen, holds it up for everyone to see before saying the colour of the pen. For example: “white pen”. Repeat until there are no more pens in the box.

Teacher to take box and ask “Please can I have the blue pens?” Children with blue pens to return pens to teacher and teacher to say “Thank you!” to each of them before putting the pens back in the box. Repeat with black and white pens.

78 Time Activity Steps Notes Evaluation and Next Steps 1 min Teacher to hold up each of the blue, black and white colour splat symbol cards, one by one, without saying anything to see if children can remember the colour name. For example, teacher holds up the blue colour splat and the children say “blue”. Do this a few times, holding up the colour splats in a random order until children can say the colour name for each one in unison. 5 mins Children to be sitting where See Songs document for other they can all see the colour notes and ideas for “I Can Sing A splat symbols on the wall. Rainbow!” Make sure all children are sitting sensibly with their legs When directing children to sit crossed before starting. down or stand up, consistently use the phrases “sit down”/ Teacher to sing “I Can Sing A “everybody sit down”/“stand Rainbow!” whilst pointing to the up” or “everybody stand up” colour splat symbols on the wall together with these signs: in order as they appear in the song and modelling the actions Sit down: Stand up: for the end of the song. Then

sing again, encouraging the children and any other adults in the room to join in!

Call children’s names one by one to leave the lesson e.g. “Goodbye Ali, goodbye George, goodbye Sherin”. Choose children who are It always helps for the teacher sitting and waiting sensibly. to count down from 3 (using fingers too) before starting a song!

79 Lesson Plan Age: 4 - 7 Level: Beginner Subject area: English as an additional language. Class size: Unit: 5a Works best with around Lesson unit: Lesson Lesson duration: 20 children but can be adapted for smaller and 5 of 5 number: 20 minutes much larger numbers of children (see notes). 4 of 4 Learning goals: By the end of the unit… • Children will know the English names of 9 colours (Red, Yellow, Pink, Green, Purple, Orange, Blue, Black and White). Key Vocabulary: Resources Needed: Adults Needed: • Colour splat symbol cards (one set to be used as 1 teacher and Red, Yellow, Pink, flashcards and another set on the wall in the order of the 1 assistant. Green, Purple, “I Can Sing A Rainbow!” song). Orange, Blue, • “I Can Sing A Rainbow!” song lyrics (see Songs document). Black, White • 1 or 2 items/toys in each of the colours learnt during this unit e.g. a red toy car and a red pencil, a yellow toy lion and a blue pair of scissors etc (the colour of each item needs to be obvious).

Time Activity Steps Notes Evaluation and Next Steps 1 min Children to be sitting in a This activity will take longer Use this section to help circle. Make sure all children if trying for the first time but you to reflect upon the are sitting sensibly with is a great way for the teacher lesson and think of ways their legs crossed before to learn the children’s names, to improve future lessons. starting. for the children to learn each Think about: other’s names and for each of Teacher to begin by saying the children to feel welcome What went well? Why? their own name whilst and part of the group. This is clapping their hands for each especially the case for when syllable e.g. Hannah (clap there are new children in the What was the children’s once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why? once whilst saying “nah”). All a constantly changing group children to then copy. of children it is a nice way to What did the children find start off every lesson. too easy or too difficult? Teacher to then say the name of the child next to them If the group of children does At the end of the unit: Have whilst clapping their hands not change often and they the children reached the for each syllable for all of the become more confident, try learning goals? children to then copy. getting each child to say their own name (whilst clapping Repeat this for the next child their hands for each syllable) What steps can you take to and so on until all children’s for the rest of the children to improve/what can you do names have been said. Include copy! This is much slower than differently next time or in adult helpers who are in the if the teacher leads so allow the next lesson? room too! extra time!

80 Time Activity Steps Notes Evaluation and Next Steps 2 mins Teacher to choose a child and give them If working with an action from the song “If you’re happy a larger group of and you know it!” as well as “sit down” and children choose 2 or “stand up” to demonstrate. For example: 3 children to do the “Mohammed, stand up, clap your hands, sit same actions at the down” or same time. Having a “Rojan, stand up, stomp your feet, nod your friend to stand up and head, sit down”. Repeat for a few different do the actions at the children. same time can also help children who are Keep this simple for younger or less able feeling less confident. children by giving one instruction at a time, for example: “Mohammed, stand up” - Mohammed stands up, “Clap your hands” - Mohammed claps his hands, “Sit down” - Mohammed sits down.

For older or more able children give longer lists of instructions before they stand up and repeat some of the actions, for example: “Rojan, stand up, sit down, stand up, stomp your feet, sit down” – Rojan does all the actions in the list one after the other without being reminded of what they were! 1 min Teacher to point to each of the colours on This is just a quick the wall, one by one, saying their name reminder of the loudly and clearly for children to copy. For different colour example, teacher points to the red colour names that the splat and says “red”, children say “red”. children have learnt in this unit so rather than getting all of the children to move out of the circle to see the colours on the wall, simply direct children to turn their heads/ bodies so they can see the colour splats.

81 Time Activity Steps Notes Evaluation and Next Steps 2 mins Teacher to have all colour splat symbol cards in their lap. Teacher to hold them up, one by one, saying their name loudly and clearly for children to copy. For example, teacher holds up the black colour splat and says “black”, children say “black”. Repeat with all colour splats.

Repeat with different children, asking for them to find different coloured items, until all items have been taken.

Teacher to ask “Please can I have the green things?” Children with green items to return them to the teacher and teacher to say “Thank you!” for each item. Repeat with different colours until all items have been returned.

82 Time Activity Steps Notes Evaluation and Next Steps 1 min Teacher to hold up each of the colour splat symbol cards, one by one, without saying anything to see if children can remember the colour name. For example, teacher holds up the blue colour splat and the children say “blue”. Do this a few times, holding up the colour splats in a random order until children can say the colour name for each one in unison. 2 mins Children to be sitting where See Songs document for other they can all see the colour notes and ideas for “I Can Sing A splat symbols on the wall. Rainbow!” Make sure all children are sitting sensibly with their legs When directing children to sit crossed before starting. down or stand up, consistently use the phrases “sit down”/ Everyone to sing “I Can Sing A “everybody sit down”/“stand Rainbow!” with actions! Teacher up” or “everybody stand up” to point at colour splats on the together with these signs: wall as each one is mentioned in the song. Sit down: Stand up:

Call children’s names one by one to leave the lesson e.g. “Goodbye Ali, goodbye George, goodbye Sherin”. Choose children who are sitting and waiting sensibly.

It always helps for the teacher to count down from 3 (using fingers too) before starting a song!

83 Games

These games are given as examples. They have been chosen as they have proven to work well with groups of refugee children who are learning English at a beginner’s level. These games work best with children who are aged 7 or older but can be adapted for smaller groups of younger children. There are many other games that would work well too and different groups of children will have different favourites!

These games all have a competitive element. Therefore it is important to remember that some children may find loosing/not winning difficult. Children who have experienced trauma in their lives can find this especially difficult. Some competition in adult-led games can be really fun, and most children will enjoy it, if managed well by the adults. Learning how to be a “good loser” is an important yet difficult skill to learn and takes time and support, however, if it appears to become distressing for any of the children in the group then these games should be avoided. Also, if the same children win every time it will become boring and possibly upsetting for the other children in the group. It is important to vary which games are played, to not play competitive games too often and to try to find ways to stop the same children winning every time! There are a few simple ways to do this; for example: by adding new levels of challenge for the more able children or by repeating the game a few times in one session, not allowing the winner from the previous game to be a winner in the next round (the runner up would be the winner) or the previous winner could be a judge with the adult leading the game!

If there is a child in the group who speaks good English or knows how the play the game, ask them to explain the rules to the rest of the class! If not, it will be helpful to find someone to translate the rules to the group. If this is not possible, model the game with another adult/small group of adults for the children to watch.

Simon Says! Rules/Instructions Notes Children to be standing in a space in front of the teacher. Make As some of the children may not sure all children are standing sensibly with enough space before recognise the word “Simon” as starting. a name, it can help to use the Teacher to be facing the children. If there is a large group of name of the teacher e.g. “Sadie children, it helps if the teacher stands on a chair in order to see Says”. This is a great game to all of the children in the group. The teacher takes on the role of practise the vocabulary for body “Simon” and gives the children instructions/actions that they must parts and other actions taught copy. It helps if the teacher/Simon does the action whilst saying in the lessons through learning it e.g. The teacher/Simon touches their head whilst saying “Simon “Heads, Shoulders, Knees and says, touch your head”. Toes!” and “If You’re Happy And The basic rule of the game is that the children only do the action You Know It!” It is also a good given by the teacher/Simon if “Simon says” to do it. For example: game to play to help children When the teacher says “Simon says, touch your head” whilst develop their listening skills. touching their head, the children should touch their head and Once older children become when the teacher says “touch your knees” whilst touching their confident in playing this game, knees, the children should stay standing still (or performing the and with the language involved, last action given). the children could take turns If a child touches their knees they are out and must sit down. The being “Simon” and leading the winner is the last child standing. game for the rest of the group.

84 Number Splat! Rules/Instructions Resources Notes Children to be split into 2 teams Whiteboard mounted on the A similar alternative to this of the same size. Each team to wall at child height and 3 game would be to have all be sitting on either side of the different coloured whiteboard the children sitting in a circle whiteboard, so that all children pens (in this example a black, and have either a large piece can see the whiteboard. green and red pen). of paper on the floor with Teacher to write around 12 numbers written on it or numbers on the whiteboard in This would also work with a flashcards spread out in the random spaces (numbers to be blackboard and chalk or a large centre of the circle and children appropriate to the children’s piece of paper stuck to the wall. have to step on the correct level or what they are learning number! Remember to keep a e.g. 0 – 20) with the black record of points won. pen. Children to call out each Try to split the teams fairly so number as it is written. that there are more and less Teacher to then point to each able children on each team. number (in random order) for If one child pushes the other children to call out. child out of the way in order to One team of children is the circle the number, give the point green team (they will use the to the other team! This should green pen) and the other team stop any pushing! is the red team (they will use the It is helpful to remind children red pen). of what the numbers are before Choose 2 children of similar each turn e.g. one child from ability, one from each team, to each team is standing in front have the first go! Both children of the whiteboard ready to to stand in front of the board have their turn, teacher points with the correct colour pen for to the number 17 and says “17”, their team. teacher points to the number 20 Teacher to call out a number and says “20” etc. from the board. The first child to This is a great game to play circle that number wins a point with children who struggle for their team! This normally with losing games as children happens so fast that it is more of play and win or lose as part a “splat” than a circle (hence the of a team. However be wary name Number Splat!). of children being unkind to Repeat until all the numbers their teammates if they make have been circled/all children a mistake. It is important to have had a turn (add more “know” your group of children numbers if needed). when introducing games like Keep a tally of points for each this – will it work with the group team on one of the corners of dynamics? Will children be able the boards. The team with the to support and encourage each most points wins! other (with your support)? This is a group challenge – for the group to work on together! You can always stop the game if children are being unkind to each other (make it clear that this is why the game is being stopped) and move on to the next activity.

85 Bingo! Rules/Instructions Resources Notes Children to be sitting where Whiteboard (on the wall for Bingo is a great game that they can all see the whiteboard the teacher) and a whiteboard reinforces what children have on the wall. Hand out bingo pen (or similar alternatives e.g. been learning. It can be adapted cards and pens for every child. blackboard and chalk). to many different subjects, ages Make sure all children are sitting and group sizes from numbers 0 sensibly with their legs crossed Bingo teacher’s cards and tin (or – 10 for small groups of younger before starting. small box/hat etc). children to numbers 0 – 100 for Teacher to have teacher’s cards Laminated bingo cards and a larger group of older children. in a tin and to take one out whiteboard pens for each child. Bingo can also be used to help without looking. Teacher to call children practice the vocabulary out number/vocab and then they are learning e.g. colours, write it on the whiteboard. emotions or the alphabet. Children to check if they have Teacher, assistant and any other this number/vocab on their adults in the room to support bingo card and draw a cross children in finding the numbers/ over it if so. Repeat with other vocab on their cards. number/vocab cards from the Teacher to check that all the tin. winner’s numbers/vocab are on The winner is the first child to the board and that they have have all of their numbers/vocab not made any mistakes or are crossed out on their bingo cheating! cards! This is when they should If working with a large group call out “Bingo!” of children and there are not Continue until there are 2 or 3 enough bingo cards or there is winners! a very large difference in ability Children to clean their bingo or age in the group, pair up cards. Teacher to collect bingo children so that there is one cards, assistant to collect pens. more able or older child in a pair with one less able or younger child. Each pair to share one bingo card and help each other to find the numbers/vocab. Bingo can be a good game for giving small prizes to the winners as it is not an ability based game and every child has a chance of winning!

86 1, 2, 3/3, 2, 1! Rules/Instructions Notes Children to be standing in a circle. Make sure all children are Once children are confident standing sensibly with enough space before starting. with these numbers and this Teacher to also be standing in the circle and say “0”, child next to game, do not start again after teacher to say “1”, next child to say “2”, next child to say “3” and so 20 but continue with 21, 22, 23 on until “20” when the next child will start at “0” again. etc, until the children cannot go If a child makes a mistake they sit down. The winner is the last any higher! child standing. Once they can continue past 200 try counting backwards (this is why the game is called 1, 2, 3/3, 2, 1)! Start the children off with a high number e.g. “289” and the next child should say “288” and the next child “287” etc. Children have to listen carefully to what the child before them said. To make the game slightly more challenging, and to encourage children to really listen to the game and the child before them, do not remind children of what the child before them said (if they ask)! However some children may need extra support e.g. if a less able child is struggling, the teacher can say the last 3 numbers again to help them. After playing this game with the same group of children a few times the teacher should be able to tell which children need more support and which children need a higher level of challenge! This game should not be played competitively with groups of more than 35 children as otherwise the first children to sit down will have a very long wait! If working with a larger group of children simply count around the circle, forwards or backwards and starting from different numbers, without children sitting down if they make a mistake.

87 Songs

These songs are given as examples. They have been chosen as they have proven to work well with groups of refugee children who are learning English at a beginner’s level. There are many other songs that would work well too but the best ones are songs with simple vocabulary and lots of actions!

Heads, Shoulders, Knees and Toes! Lyrics Actions/Resources Notes Head, shoulders, knees and toes Touch body parts as they are Children should be standing in a Knees and toes mentioned with both hands. circle, evenly spaced out before Head, shoulders, knees and toes starting the song. Knees and toes Also works well if all children are And eyes and ears and mouth sitting in a circle with their legs and nose stretched out in front of them Head, shoulders, knees and toes (this can be done to simply add Knees and toes variety but is also helpful when there is a very large number of children/lots of children who find it difficult to stand still). It can be difficult for young learners/children learning English as an additional language to hear the separation of words in songs. Before singing this song it is helpful to start by simply pointing to each body part mentioned in the song and speak each word clearly for children to copy (point to your head with both hands and say “head” – children to copy). This helps children to learn the individual words from the song and avoids children learning the word for knees as “knees-an” etc! Can be extended for older/ more able children by taking turns to miss out a word: Start by singing the whole song with actions. Next sing the whole song with actions but replace the word “head” with a “mmm” sound. Then sing the whole song with actions but replace both the word “head” and the word “shoulders” with a “mmm” sound. Continue until the whole song is all actions and no body part words.

88 If You’re Happy And You Know It! Lyrics Actions/Resources Notes If you’re happy and you know it This is a great song for actions! Children should be standing in a clap your hands. Where you sing “clap clap” clap circle, evenly spaced out before (clap clap) twice in time with the song. starting the song. If you’re happy and you know it Where you sing “nod nod” nod clap your hands. your head twice etc. There are many different actions (clap clap) that you can add to this song to If you’re happy and you know it add variety e.g. “turn around” is and you really want to show it. often a favourite! If you’re happy and you know it clap your hands. Sometimes children who are (clap clap). learning English as an additional language find “and you know it” If you’re happy and you know it or “and you really want to show nod your head. it” too complicated to sing so (nod nod) there is a simpler version: If you’re happy and you know it nod your head. If you’re happy happy happy (nod nod) clap your hands. If you’re happy and you know it (clap clap) and you really want to show it. If you’re happy happy happy If you’re happy and you know it clap your hands. nod your head. (clap clap) (nod nod). If you’re happy happy happy clap your hands, clap your If you’re happy and you know it hands. stomp your feet. If you’re happy happy happy (stomp stomp) clap your hands. If you’re happy and you know it (clap clap). stomp your feet. (stomp stomp) It can also be helpful to practise If you’re happy and you know it the actions before starting the and you really want to show it. song by saying each action If you’re happy and you know it clearly and demonstrating the stomp your feet. accompanying action for the (stomp stomp). children to copy e.g. “clap your hands” followed by clapping If you’re happy and you know it your hands twice. do all 3. (clap clap, nod nod, stomp stomp) If you’re happy and you know it do all 3. (clap clap, nod nod, stomp stomp) If you’re happy and you know it and you really want to show it. If you’re happy and you know it do all 3. (clap clap, nod nod, stomp stomp).

89 I Can Sing A Rainbow! Lyrics Actions/Resources Notes Red and yellow and pink and Display colour symbols (with This is a simplified/shortened green, words) on the wall in order of version of the full “I can sing Purple and orange and blue. the colours mentioned in this a rainbow” song. It is most song to point to as they are effective when sung slowly. I can sing a rainbow, sing a sung. rainbow, Children should be seated Sing a rainbow too. Use the British Sign Language so they can all see the colour signs for sing and rainbow for symbols on the wall. the second part of the song:

Sing:

Rainbow:

The signs for each colour can be used too but this can over- complicate the song.

90 The Days Of The Week! To the tune of “The Adam’s Family” Lyrics Actions/Resources Notes The days of the week. Click your fingers where it says Children often speed up when (click click) (click click) in the lyrics. singing this song, making it The days of the week. difficult to sing each day of the (click click) Display symbols (with words) week clearly. Keep it slow and The days of the week, days of for the days of the week on the steady! the week, days of the week. wall to point to when each day (click click). is mentioned in the song. Children should be seated so they can all see the symbols on There’s Monday and there’s the wall. Tuesday, There’s Wednesday and there’s It helps to practise the words Thursday, for each day of the week before There’s Friday and there’s singing this song. Simply point Saturday, to the symbols for each day of And then there’s Sunday. the week for the children to call out each word. The days of the week. (click click) The days of the week. (click click) The days of the week, days of the week, days of the week. (click click).

These Are The Months Of The Year! Lyrics Actions/Resources Notes January, February, March and Display symbols (with words) Children should be seated so April. for the months of the year on they can all see the symbols on May, June, July and August. the wall to point to when each the wall. September, October, November, month is mentioned in the December. song. It helps to practise the words for each month of the year before These are the months of the singing this song. Simply point year! to the symbols for each month for the children to call out each word. Do this in order starting with January then randomly point to different months.

91 10 Green Bottles! Lyrics Actions/Resources Notes Ten green bottles, sitting on the wall. Symbols/pictures of green There are many different Ten green bottles, sitting on the wall. bottles with the numbers ways that children can join in But if one green bottle should accidently fall, 1 – 10 on them. with this song but try to use There will be nine green bottles sitting on symbols/pictures of green the wall. Children to show the bottles with the numbers Nine green bottles, sitting on the wall. number of bottles with 1 – 10 as often as possible Nine green bottles, sitting on the wall. their fingers throughout and encourage children who But if one green bottle should accidently fall, the song together with are not taking part in acting There will be eight green bottles sitting on a few other actions, for out the song etc to use the the wall. example: actions/signs whilst singing Eight green bottles, sitting on the wall. along. Eight green bottles, sitting on the wall. For “Ten green bottles” But if one green bottle should accidently fall, - hold up all 10 fingers, The children could simply sit There will be seven green bottles sitting on “sitting on the wall” – hold in a circle/semi-circle facing the wall. out left hand with palm the adult/activity leader Seven green bottles, sitting on the wall. facing up (a wall) and who leads the actions whilst Seven green bottles, sitting on the wall. use right hand to place singing for the children to But if one green bottle should accidently fall, imaginary bottle on left copy. There will be six green bottles sitting on the hand, keep your hands wall. like this because for “but Another option is to have Six green bottles, sitting on the wall. if one green bottle should 10 children standing in front Six green bottles, sitting on the wall. accidently fall” knock of the other children each But if one green bottle should accidently fall, right hand off left hand to holding a numbered green There will be five green bottles sitting on the indicate a bottle has fallen bottle (in order 1 – 10 for wall. off the wall. Then hold up the song but you could get Five green bottles, sitting on the wall. 9 fingers for “there will be them to order themselves Five green bottles, sitting on the wall. 9 green bottles sitting on before starting). As the song But if one green bottle should accidently fall, the wall”. is sung the children sit down There will be four green bottles sitting on (fall down like a bottle falling the wall. If you prefer to use slightly off a wall) one by one at “but Four green bottles, sitting on the wall. different actions, that if one green bottle should Four green bottles, sitting on the wall. could work too, as long as accidently fall”, starting with But if one green bottle should accidently fall, you consistently use the the child holding the bottle There will be three green bottles sitting on same actions each time. with the number 10 on it. the wall. Three green bottles, sitting on the wall. Alternatively you could Three green bottles, sitting on the wall. display the symbols/pictures But if one green bottle should accidently fall, of bottles on the wall and There will be two green bottles sitting on the take them down one by one wall. as the song progresses or Two green bottles, sitting on the wall. choose different children to Two green bottles, sitting on the wall. take one down at each step. But if one green bottle should accidently fall, There will be one green bottle sitting on the Finger puppets of green wall. bottles numbered 1 – 10 One green bottle, sitting on the wall. and numbered green plastic One green bottle, sitting on the wall. bottles could also be used But if one green bottle should accidently fall, as props! Aim to use lots of There will be zero green bottles sitting on different methods to keep the wall. children hooked!

92 5 Little Ducks Went Swimming One Day! Lyrics Actions/Resources Notes Five little ducks went swimming one Symbols/pictures of There are many different day, ducklings with the ways that children can join in Over the hills and far away. numbers 1 – 5 on them with this song but try to use Mother duck said, “Quack, quack, and a mother duck. symbols/pictures of little ducks quack, quack,” with the numbers 1 – 5 as often But only four little ducks came Picture book (optional): as possible and encourage swimming back. “Five Little Ducks” by children who are not taking Annie Kubler. part in acting out the song etc Four little ducks went swimming one to use the actions/signs whilst day, Children to show the singing along. Over the hills and far away. number of little ducks The children could simply sit in Mother duck said, “Quack, quack, with their fingers a circle/semi-circle facing the quack, quack,” throughout the song adult/activity leader who leads But only three little ducks came together with a few other the actions whilst singing for swimming back. actions, for example: the children to copy. Another option is to have 5 Three little ducks went swimming one For “five little ducks” hold children acting as little ducks day, up 5 fingers, for “went who disappear one by one as Over the hills and far away. swimming one day, over the song progresses (perhaps Mother duck said, “Quack, quack, the hills and far away” hiding behind an adult) and quack, quack,” take your right hand and then return at the end of the But only two little ducks came create a wave like motion song. Another child or adult swimming back. to indicate swimming/ could take on the role of going over the hills, for mother duck. Each child could Two little ducks went swimming one “quack, quack, quack, hold a picture of a little duck/ day, quack” use your thumb mother duck, carry a toy duck, Over the hills and far away. together with your fingers have one duck finger puppet or Mother duck said, “Quack, quack, to make a duck beak even wear a mask/costume! quack, quack,” opening and closing. Alternatively you could display But only one little duck came Then hold up 4 fingers the symbols/pictures of little swimming back. for “but only 4 little ducks ducks on the wall and take came swimming back”. them down one by one as the One little duck went swimming one song progresses or choose day, If you prefer to use different children to take one Over the hills and far away. slightly different actions, down at each step. Mother duck said, “Quack, quack, that could work too, as Sharing Annie Kebler’s “Five quack, quack,” long as you consistently Little Ducks” picture book with But zero little ducks came swimming use the same actions each the children, turning the pages back. time. and looking at the illustrations is another great option. If Zero little ducks went swimming one possible keep the book in the day, children’s reading area as they Over the hill and far away. will want to re-visit the story Mother duck said “Quack, quack, and may even try out being the quack, quack,” “teacher” re-telling the story/ And five little ducks came swimming song to other children. back! Always aim to use lots of different methods to keep children hooked!

93 Alphabet Song! Lyrics Actions/Resources Notes a, b, c, d, e, f, g, Display alphabet symbols Children should be seated so h, i, j, k, l, m, n, o, p, (letters – each with a they can all see the symbols on q, r, s, picture are best) on the the wall. t, u, v, wall in the correct order w, x, y and z and point to each letter as It helps to practise speaking Now I know my a, b, c, it is sung. each letter before singing Next time won’t you sing along with me? this song. Simply point to the symbols for each letter for the children to call out one at a time. Do this in order starting with “a” then randomly point to different letters.

Download a copy of the British Sign Language fingerspelling signs for each letter of the alphabet and teach them to the children! Then sing the alphabet song slowly whilst signing along. It takes a bit of practice but even the oldest children enjoy learning the signs and it helps children to learn the letters of the alphabet too!

Think of your own signs for the last part of the song! It doesn’t matter what they are – as long as they are simple and consistent!

Other great songs:

The Hokey Cokey! Alice The Camel! Five Little Monkeys Jumping On The Bed! 10 Fat Sausages!

94 Useful Websites for Activity Ideas and Printable Resources

Pinterest: https://uk.pinterest.com/ Great for searching for activity ideas!

Activity Village: http://www.activityvillage.co.uk/ Great for themed and educational printable sheets and colouring sheets. Also has activity and game ideas.

Red Ted Art: http://www.redtedart.com/ Wide range of different activity ideas.

The Artful Parent: http://artfulparent.com/ Wide range of different activity ideas.

Colouring Book: http://www.coloring-book.info/coloring/ Colouring sheets of children’s film and cartoon characters.

Sparklebox: http://www.sparklebox.co.uk/ A wide range of educational printable resources, including vocabulary mats, resources that can be printed, laminated and used for handwriting, magnetic boards etc and lots of playdough activity mats.

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