Lesson 6 (6a & 6b): Family, I love you!

Mummy, mummy, I love you!

Daddy, daddy, I love you too!

Mummy, mummy, mummy, kiss me!

Daddy, daddy, daddy, hug me!

Grandpa, grandpa, play with me!

Grandma, grandma, lull me!

Stage 1 – Brief Revision

Revise the previous lesson briefly following the procedure of Lesson 3 Stage 1 (here revise: orange, strawberry, pineapple, apple, grape, cherry, melon, pear, orange, red, yellow, green, purple)

Stage 2 – Vocabulary focus i) FAMILY MEMBERS: mummy, daddy, grandma, grandpa, (optional – secondary) brother, sister, cousin, uncle, aunt ii) VERBS-EXPRESSIONS: I love you, kiss me, hug me, play with me, lull me

Prepare flashcards and finger puppets at home that depict family members. Present the flashcards to Ss, use L1 and ask them: “What can you see in the pictures?”, “Have you got grandparents?”, “Have you got any brothers or sisters?”, “How old is your mum / dad / brother / sister / grandma / grandpa ?”, “What is their name?”, “Where do your grandparents live?”, “Do you love them?”. Present and drill vocabulary items concerning family members mummy, daddy, grandma, grandpa, (secondary) brother, sister, cousin, uncle, aunt by using the flashcards and / or rhythmical clapping [mu-mmy, da-ddy, grand-pa, grand-ma etc. (clap two quarter notes, ta ta), aunt (clap one half note, ta-ah)]. Then, teach the expressions I love you, kiss me, hug me, play with me, lull me through mime e.g. You should mime the verb to hug and the Ss should try and find out what you are doing. When they find out the verb in question, present and drill it. Tell Ss that they will sing a song in which they express their love to their family. Play the song on the piano. Ask Ss to i) stand up and move to the rhythm of the music ii) raise the correct flashcard or finger puppet of the family member that is heard in the song iii) sing the song focusing on the above-mentioned expressions. For example, you can pause before the expression “kiss me” and wait for the Ss to say as well as mime it. In other words, you play “Mummy, mummy, mummy”, you pause and once Ss have both said and mimed “kiss me”, you continue with the following sentence of the song in the same way iv) clap their hands (4 quarter notes per measure ta ta ta ta)

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

Divide the class into groups and give them the percussion instruments they are going to use in this song (Always give instructions by following the procedure of Lesson 1 Stage 3). Group A beats 2 half notes per measure using their maracas (ta-ah ta-ah), Group B beats 4 quarter notes per measure using their tambourines (ta ta ta ta), Group C beats 8 eighth notes per measure using their sticks (ti-ti ti-ti ti-ti ti-ti) and Group D beats 2 quarter notes and 1 half note per measure using their bells (ta ta ta-ah). Practice separately and then altogether as a band. Last, ask Ss to play and sing the song as much as they can.

Stage 4 – Follow-up activities

Ask Ss to draw their family or to play a mime game with the words/expressions they have just learnt as a class or to dramatise the song. During these activities, Ss could be listening to music (e.g. Tchaikovsky “Swan Lake Part 3”). In the end, Ss vote for the best drawing/mime/dramatisation. Ask Ss to sing goodbye to Mrs Mary (see Lesson 1 Follow-up).

Important Note!: Only if the Ss are strong enough, should you teach them the optional – secondary family members mentioned above. Then again, you should divide Lesson 6 into two parts (Lesson 6a and Lesson 6b). Teach the secondary family members in Lesson 6b and add verses to the song by substituting the present family members with the new ones.

Furthermore, you could teach the words love, kiss and hug by using flashcards depicting a heart, lips and two teddy bears hugging each other accordingly.