Lesson 8: Autumn

It's autumn, it's autumn,

rain and umbrellas.

It's autumn, it's autumn,

wind, wind, wind.

It's autumn, it's autumn,

all the trees are bare.

It's autumn, it's autumn,

fallen leaves.

Stage 1 – Brief Revision

Revise the previous lesson briefly following the procedure of Lesson 3 Stage 1 (here revise: sky, sun, cloud, day, night, tree, flower, rainbow, moon, star, blue, yellow, red, white, grey, black, brown, green, purple, pink, to paint )

Stage 2 – Vocabulary focus i) SEASONS: autumn ii) WEATHER: rain, wind iii) AUTUMN LANDSCAPE: bare trees, fallen leaves iv) CLOTHES AND ACCESSORIES: umbrella

Prepare flashcards and finger puppets at home that depict the season of autumn and whatever characterises it, such as rain, wind, bare trees, fallen leaves, umbrellas etc. Present the flashcards to Ss, use L1 and ask them: “ Do you know the four seasons? ”, “What can you see in the pictures?”,

“ Look at the pictures and guess which season we are going to talk about.”, “Do you like autumn?” “What is the weather like in autumn?”, “What are the colours of autumn?”. Present and drill the following vocabulary items autumn, rain, wind, bare tree, fallen leaves, umbrella by using the flashcards and rhythmical clapping [wind, tree, leaves (clap one half note, ta-ah), au-tumn, ra-in, ba-re, fa-llen (clap two quarter notes, ta ta), um-bre-lla (clap three quarter notes, ta ta ta), ba-re tree, fa-llen leaves (clap two quarter notes and one half note, ta ta ta-ah)].

Alternatively, if the lesson takes place in autumn, you can ask Ss to look outside their windows and describe the weather, the landscape and the colours that characterise autumn (brown, yellow, grey) as well as collect some fallen leaves and small branches of trees and present them to their classmates. You can also make a recording of the sound of rain and wind (or find one on the Web), play it in the classroom and ask Ss to recognise what they hear.

Tell Ss that they will sing a song in which they describe the season of autumn. 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 word that is heard in the song or, open their umbrellas, reproduce the sound of rain and wind, raise their fallen branches of trees and leaves when these are mentioned in the song iii) to describe what kind of feelings the music evokes by sketching a happy or sad face in their drawing pads 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 scrapers (ta-ah ta-ah), Group B beats 4 quarter notes per measure using their jingle sticks (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 “1 quarter note, 2 eighth notes, 1 quarter note, 2 eighth notes” per measure using their bells (ta ti-ti ta ti-ti). 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 something depicting autumn or make a collage picture by cutting pictures from magazines or printing them from the web. In the end, Ss vote for the best drawing / collage picture and the winner describes his/her drawing / collage picture in class. While drawing, Ss could be listening to music (e.g. Vivaldi “The Four Seasons - Autumn”). Ask Ss to sing goodbye to Mrs Mary (see Lesson 1 Follow-up).

Lesson 7 (7a & 7b): Paint!

Paint the sky light blue!

Paint the sun yellow and red!

Paint the clouds white and grey!

Paint the day white and black the night!

Paint the trees brown and green!

Paint the flowers purple and pink!

Paint a colourful rainbow!

Paint both the moon and stars yellow!

Stage 1 – Brief Revision

Revise the previous lesson briefly following the procedure of Lesson 3 Stage 1 (here revise: mummy, daddy, grandma, grandpa, I love you, kiss me, hug me, play with me, lull me)

Stage 2 – Vocabulary focus i) NATURAL ELEMENTS: sky, sun, cloud, day, night, tree, flower, rainbow, moon, star ii) COLOURS: the ones already been taught plus black, brown, pink iii) VERBS: to paint iv) (optional - secondary ) adjectives: colourful , light

Prepare flashcards and finger puppets at home that depict natural elements such as clouds, the sun, the moon, stars, trees, flowers etc. Present the flashcards to Ss, use L1 and ask them: “What can you see in the pictures?”, “Can you tell me what you can see outside your window?”, “Are there any clouds / stars upon the sky?”, “Where is the sun?”, “Does the moon / sun appear during the day or at night?”, “Are there any trees or flowers outside?”, “When does a rainbow appear? Have you ever seen a rainbow?”. Present and drill vocabulary items concerning natural elements sky, sun, cloud, day, night, tree, flower, rainbow, moon, star by using the flashcards and / or rhythmical clapping [sun, tree, moon, star (clap one half note, ta-ah), sky, clo-ud, da-y, ni-ght (clap two quarter notes, ta ta), flo-w-er, ra-in-bow (clap three quarter notes, ta ta ta). Then, revise the colours blue, yellow, white, grey, green, purple, orange, red they have already learnt and introduce the new ones black, brown, pink. You can ask Ss to tell you what the colour of these natural elements is and when it comes to the colours they don't know, you will present and drill them. Tell Ss that they will sing a song in which they are asked to paint these natural elements in specific colours. Use mime to teach the meaning of the verb to paint. 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 natural element that is heard in the song iii) sing the song focusing on vocabulary items concerning natural elements or colours. For example, you can play “Paint the ______ light blue”, where ______ means a short pause and ask Ss to raise their hands, stand up on the board one at a time and sketch the word missing (here the sky). You continue with the following sentence of the song in the same way. You can do the same when focusing on colours e.g. “Paint the sky light _______” (blue) 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 eighth notes, 1 quarter note, 2 eighth notes, 1 quarter note” per measure using their bells (ti-ti ta ti-ti ta). 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 a natural scenery and include some of the colours and natural elements they have just learnt and/or some of the animals they learnt in previous lessons. In the end, Ss vote for the best drawing and the winner describes his/her drawing in class. Or, play a game where one S will pretend of being a painter and draw some natural elements on the board by using his/ her index finger (and not the board markers) and the rest of the class will be trying to find out what he is drawing. During these activities, Ss could be listening to music (e.g. Rimsky - Korsakov “Flight of Bumble Bee”). Ask Ss to sing goodbye to Mrs Mary (see Lesson 1 Follow-up).

Important Note!: Divide the lesson into two parts ( Lesson 7a and Lesson 7b) ! In Lesson 7a, teach the following words: sky → light blue, sun → yellow / red, clouds → white / grey, day → white, night → black. In Lesson 7b teach the rest : trees → brown / green, flowers→ purple / pink, rainbow → colourful, moon → yellow, stars → yellow.

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.

Lesson 5 (5a & 5b): The Fruit Song

Oranges are orange,

strawberries are red,

pineapples yellow,

apples, green and red.

Grapes are purple,

pears are green,

melons are yellow,

cherries are red.

Stage 1 – Brief Revision

Revise the previous lesson briefly following the procedure of Lesson 3 Stage 1 (here revise monkey, mouse, rabbit, bear, banana, cheese, carrot, fish )

Stage 2 – Vocabulary focus i) FRUIT: orange, strawberry, pineapple, apple, grape, cherry, melon, pear ii) COLOURS: the ones already been taught plus orange, green, purple

Prepare flashcards and finger puppets at home that depict the following fruit orange, strawberry, pineapple, apple, grape, cherry, melon, pear. Present the flashcards to Ss, use L1 and ask them: “What can you see in the pictures?”, “Have you ever eaten any of these fruit?”, “Which of these fruit do you like eating?”, “Which of these fruit do we eat in winter/ spring/ autumn/ summer?”. Present and drill vocabulary items concerning fruit in English by using the flashcards and / or rhythmical clapping [ straw-be-rry (clap three quarter notes, ta ta ta), pi-ne-a-pple (clap 4 quarter notes, ta ta ta ta), o-ran-ge, a-pple, gra-pe, pe-ar, me-lon, che-rry (clap two quarter notes, ta ta)]. Then, revise, present and drill colours as follows: You use L1 and ask Ss “What is the colour of grapes (grapes in Lf)?” and the Ss answer in L1 “purple or green”. Then, you present them with the flashcards depicting purple and green grapes, you label them in English (purple, green in Lf) and ask Ss to repeat etc. Practise colours further by distributing colouring pages to Ss and asking them to colour them correctly e.g. they should colour grapes either purple or green. Next, tell Ss that they will sing a song in which they will say what the colour of the fruit they have just learnt is. 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 fruit that is heard in the song iii) sing the song focusing on colours orange, red, yellow, green, purple. In other words, you can pause before colours and wait for the Ss to say the word missing e.g. You play “Oranges are (pause)?”. The Ss shout “orange” and then, 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 4 eighth notes and 1 half note per measure using their bells (ti-ti ti-ti 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 a fruit salad by using some of the fruit and colours they have just learnt. While drawing, Ss could be listening to music ( e.g. Johannes Brahms “Hungarian Dance No.5”). In the end, Ss vote for the best drawing. Ask Ss to sing goodbye to Mrs Mary (see Lesson 1 Follow-up).

Important Note!: Divide the lesson into two parts ( Lesson 5a and Lesson 5b) ! In Lesson 5a, teach the following fruit and colours: oranges → orange, strawberries → red, pineapples → yellow, apples → green and red). In Lesson 5b teach the rest : grapes → purple, pears → green, melons → yellow, cherries → red ).

Lesson 4 : Monkey, mouse, rabbit, bear, do you like...?

Monkey, monkey, monkey, monkey,

do you like bananas?

Mouse, mouse, mouse, mouse,

do you like cheese?

Rabbit, do you like carrots?

Bear, do you like fish?

Stage 1 – Brief Revision

Revise the previous lesson briefly following the procedure of Lesson 3 Stage 1 (here revise balloon, horse, ship, train, hen, red, white, yellow, blue, grey)

Stage 2 – Vocabulary focus i) ANIMALS: monkey, mouse, rabbit, bear ii) FOOD: banana, cheese, carrot, fish

Prepare flashcards and finger puppets at home that depict animals eating food monkey, mouse, rabbit, bear, banana, cheese, carrot, fish. Present the flashcards to Ss, use L1 and ask them: “What can you see in the pictures?”, “Have you ever seen any of these animals and if yes, when and where?”, “What are these animals doing?”, “What kind of food are they eating?”. Present and drill vocabulary items concerning animals and food in English by using the flashcards and / or rhythmical clapping [ mon-key, mo-use, ra-bbit, be-ar, ca-rrot (clap two quarter notes, ta ta), cheese, fish (clap one half note, ta-ah), ba-na-na (clap three quarter notes, ta ta ta) ]. Then, remove the above flashcards and present Ss with another set of flashcards this time depicting the words banana, cheese, carrot and fish. Divide Ss into 2 groups and ask them if they remember which animal eats bananas / fish etc. The group that answers most questions correctly is the winner. When a group gives a wrong answer, the opponent group gets one point (Ss should check the correctness of their answers by being presented with the flashcards depicting animals eating food). Next, tell Ss that they will learn a song in which they will ask animals if they like the food they eat. Play the song on the piano. Ask Ss to i) stand up and move to the rhythm of the music as if they were monkeys, mice, rabbits, bears ii) raise the correct flashcard or finger puppet of the animal which is heard in the song iii) sing the song focusing on the words monkey, mouse, rabbit, bear, bananas, cheese, carrots, fish. In other words, you can pause before some words and wait for the Ss to say the word missing e.g. You play “Monkey, monkey, monkey, monkey, do you like?”, you pause and once Ss have shouted “bananas”, 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) and Group C beats 8 eighth notes per measure using their sticks (ti-ti ti-ti ti-ti ti-ti). 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 dramatise the song and vote for the best dramatisation. Or, make a survey as to the most popular food (among bananas, cheese, carrots and fish) in the classroom. Ask Ss: “How many of you do you like bananas / cheese / carrots / fish?”. Ss raise hands, you count, write down and announce the results. During these activities, Ss could be listening to music (e.g. Aram Kaciaturian “Sabre Dance”). In the end, ask Ss to sing goodbye to Mrs Mary (see Lesson 1 Follow-up).

Lesson 3: One, two, red balloon

One, two, red balloon.

Three, four, white horse.

Five, six, yellow ship.

Seven, eight, blue train.

Nine, ten, grey hen.

Stage 1 – Revising the previous lesson briefly

Mrs Mary greets Ss by singing Hi, hi, hi! How are you? and Ss greet her back by singing Hi, hi, hi! (We're) Fine, thank you!. Then, Mrs Mary asks Ss if they remember the song they learnt the previous time and you elicit answers ball, kite, aeroplane, bike by using the flashcards: e.g. Do you remember the song we learnt last time about a …...(you show them the flashcard)? Ss answer: ball and so on. Having revised all words, ask Ss if they want to sing this song again as well as play their percussion instruments and move. Revise the song.

Stage 2 – Vocabulary focus i) TOYS: balloon ii) ANIMALS: horse, hen iii) TRANSPORT: ship, train iv) COLOURS: red, white, yellow, blue, grey

Prepare a flashcard at home that depicts red, white, yellow, blue and grey balloons. (Alternatively, you could use real balloons). Present the flashcard to Ss, use both L1 and Lf and ask them: “What can you see in the picture?”, “What colour is this?”, “Do you like balloons?”, “What is your favourite colour?”. Present the words balloon, red, white, yellow, blue, grey in English and ask Ss to repeat (presentation and drilling). You could also use rhythmical clapping [ ba-lloon, ye-llow, whi-te, gre-y (clap two quarter notes, ta ta), red, blue (clap one half note, ta-ah) ].Then, practise colours further by asking Ss to run around the classroom and touch something that is red, blue etc. For example, Ss touch a red basket in the classroom and shout 'red'. Having learnt the colours to be used in the song, the Ss are presented with a set of flashcards this time depicting the words horse, ship, train, hen. Use both L1 and Lf and ask Ss: “What can you see in the pictures?”, “What do they have in common? (2 animals and 2 means of transport)”, “Have you got a horse / hen?”, “Have you ever travelled by ship /train?”. Present the words in English and ask Ss to repeat (drilling). Again use flashcards and rhythmical clapping while drilling [ tra-in (clap two quarter notes per measure, ta ta), horse, ship, hen (clap one half note per measure, ta-ah) ]. Go to the piano and play the song “One Two Red Balloon”. Ask Ss to stand up and walk around the classroom in the rhythm of the song e.g. step – step, 2 smaller steps – jump down. Stop playing the piano before important words (balloon, horse, ship, train, hen), show Ss the flashcard depicting the word missing and have Ss fill in the gaps with the correct word. Play the song again and ask Ss to sing it as well as clap their hands (4 quarter notes per measure, ta ta ta ta).

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 maracas (Always give instructions by following the procedure of Lesson 1 Stage 3). Practise the pattern 4 quarter notes per measure (ta ta ta ta) with the Ss playing the sticks. Then, practise the pattern 2 half notes per measure (ta-ah ta-ah) with the Ss playing the maracas. Practise separately and then, altogether as a band. Or, divide the class into two groups Group A: sticks, Group B: maracas. Play the song on the piano and ask group A to accompany you only for the first two measures. Group B accompanies you for the next two. Group A again, Group B and the last two measures will be accompanied by all (Question-Answer every two measures). 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 a clown holding balloons and colour it with the colours they have just learnt. Or, ask them to draw something that will include some of the following words balloon, horse, ship, train, hen, red, white, yellow, blue, grey. Ss listen to music (e.g.“Eine kleine Nachtmusik Part 1 Allegro”). Ask Ss to sing goodbye to Mrs Mary (see Lesson 1 Follow-up).

Important note!: Do not teach / focus on numbers 1-10! 

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).