Lesson 2: Ball, kite, aeroplane, bike

Ball, ball, ball. (x2)

Kite, kite, kite. (x2)

Aeroplane. (x2)

Bike, bike, bike.

Stage 1 – More greetings [How are you?, (We're) Fine, thank you!] and brief revision of the previous lesson

Mrs Mary greets Ss by singing Hi, hi, hi! Hi, hi, hi! How are you? How are you?. Ask Ss to follow your example and sing Hi, hi, hi! Hi, hi, hi! (We're) Fine, thank you! (We're) Fine, thank you! (in the tune of “Hi, I'm Mrs Mary! What's your name?”). Explain the meaning of these greetings and drill them. Mrs Mary asks Ss if they remember the expressions they learnt the previous time and you elicit answers Hi!, Bye-bye!, What's your name?, I'm... . Mrs Mary asks Ss if they want to sing the “Hi, I'm Mrs Mary!” song again as well as play their percussion instruments and move. Revise the song.

Stage 2 – Vocabulary focus i) TOYS: ball, kite ii) TRANSPORT: aeroplane, bike

Prepare flashcards and finger puppets at home that depict the words ball, kite, aeroplane, bike. Present the flashcards to Ss, use L1 and ask them: “What can you see in the pictures?”, “Have you got a ball / kite?”, “Have you ever travelled by air?”, “Have you got a model aeroplane?”. Label the pictures in English and ask Ss to repeat (presentation, drilling). Apart from the flashcards, you could use rhythmical clapping while drilling e.g. ball (clap one half note, ta-ah), ki-te, bi-ke (clap two quarter notes, ta ta), ae-ro-plane (clap two quarter notes and one half note, ta ta ta-ah). Give each S a finger puppet and ask them to raise the correct finger puppet whenever you shout it e.g. You shout “ball” and the Ss that have the finger puppet depicting ball, raise it and repeat the word. Having been taught these words, Mrs Mary asks Ss if they want to sing them. Divide Ss into groups of 4. In each group each S holds a different finger puppet. Go to the piano and play the song “Ball, kite, aeroplane, bike”. Tell each group of Ss to: i) form a circle, walk slowly (stride) as well as wave their bodies in the rhythm of the song ii) raise the correct finger puppet based on the song and iii) sing the song as well as clap their hands (6 eighth notes per measure, ti-ti-ti  ti-ti-ti) .

Stage 3 – Incorporating percussion instruments into our activities & practising rhythmical patterns

Provide Ss with the percussion instruments they are going to use e.g. the sticks and the bells (Always give instructions by following the procedure of Lesson 1 Stage 3). Practise the pattern 6 eighth notes per measure (ti-ti-ti ti-ti-ti) with the Ss playing the sticks. Then, practise the pattern 2 one-dotted quarter notes per measure (ta-i ta-i) with the Ss playing the bells. Practise separately and then, altogether as a band. In the end, ask Ss to play and sing the song as much as they can.

Stage 4 – Follow-up activities

Ask Ss to draw something based on the words they have just learnt. While drawing, Ss could be listening to music (e.g. Schubert “Moment Musical No.3”). Ask Ss to sing goodbye to Mrs Mary (see Lesson 1 Follow-up).