Lesson 13: I love toys!

Toys, toys, I love toys

I have got lots of toys:

six model cars and model trucks

seven teddy bears and eight dolls.

Toys, toys, I love toys

I have got lots of toys,

nine toy blocks and puzzles ten

six, seven, eight, nine, ten.

Toys, toys, I love toys

I have got lots of toys!

Stage 1 – Brief Revision

Revise the previous lesson briefly following the procedure of Lesson 3 Stage 1 (here revise: pet, cat, duck, dog, cow, sheep, numbers 1-5, to love, animal sounds)

Stage 2 – Vocabulary focus i) TOYS: toy, model car, model truck, teddy bear, doll, toy blocks, puzzle ii) NUMBERS: six, seven, eight, nine, ten

Prepare flashcards and finger puppets at home that depict toys and numbers 6-10. Present the toy flashcards to Ss, use L1 and ask them: “What can you see in the pictures?”, “Do you like toys?”, “What kind of toys have you got”, “What is your favourite toy?”. Present and drill vocabulary items concerning toys toy, model car, model truck, teddy bear, doll, toy blocks, puzzle by using the flashcards and / or rhythmical clapping [car, truck, doll, blocks (clap one half note, ta-ah), to-y, pu-zzle, te-ddy, mo-del (clap two quarter notes, ta ta), mo-del car, mo-del truck, to-y blocks (clap two quarter notes and one half note, ta ta ta-ah), te-ddy be-ar (clap four quarter notes, ta ta ta ta)]. Then, ask Ss “How many toys have you got?”. Ss answer by using the numbers 1-5 they have already learnt as well as L1 in case they want to use another number. Next, you present them with the flashcards depicting numbers 6-10. First ask Ss to count from number 6 to number 10 in their mother tongue and then, present and drill numbers 6-10 in English by using both the flashcards and rhythmical clapping [six, ten (clap one half note, ta-ah), se-ven, e-ight, ni-ne (clap two quarter notes, ta ta)]. Practise numbers 6-10 further by asking Ss to give you examples of these numbers. For example, you say “seven” and Ss show you seven markers etc. Tell Ss that they will sing a song in which a child expresses his/her love for toys as well as mentions the number of toys s/he has got. Play the song on the piano. Ask Ss to i) stand up and move to the rhythm of the music ii) put the toy flashcards in the correct order based on the song iii) match the number flashcards with the toy flashcards based on the song iv) sing the song and 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 “2 eighth notes, 3 quarter notes” per measure using their sticks (ti-ti ta ta 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

Divide the class into 5 groups and ask groups to choose one number from 6 to 10 as well as a toy from the ones they have just learnt and make a poster illustrating the number in question. Alternatively, you could ask Ss to play a “Guess what I have drawn” game where all Ss choose and draw one of the toys they have just learnt and the rest of the class tries to find it out by making questions. While making the posters or playing the game , Ss could be listening to music (e.g. Shostakovich “Piano Concerto No 2”). In the end, Ss vote for the best poster. Ask Ss to sing goodbye to Mrs Mary (see Lesson 1 Follow-up).

Lesson 12: I love pets!

I love pets, I love pets, one, two, three, four, five! (x2)

I've got one lovely cat, miaw-miaw the cat!

I've got two lovely ducks, quack-quack the ducks!

I love pets, I love pets, one, two, three, four, five! (x2)

I've got three lovely dogs, woof-woof the dogs!

I've got four lovely cows, moo-moo the cows!

I love pets, I love pets, one, two, three, four, five! (x2)

I've got five lovely sheep, baa-baa the sheep!

I really love my pets, my lovely pets!

I love pets, I love pets, one, two, three, four, five! (x2)

Stage 1 – Brief Revision

Revise the previous lesson briefly following the procedure of Lesson 3 Stage 1 (here revise: summer, ice cream, beach, sand, swimming, hot, to play, to go, to eat, to swim)

Stage 2 – Vocabulary focus i) ANIMALS: pet, cat, duck, dog, cow, sheep ii) NUMBERS: one, two, three, four, five iii) SOUNDS OF ANIMALS: miaw, quack, woof, moo, baa

Prepare flashcards and finger puppets at home that depict pets and numbers 1-5. Present the pet flashcards to Ss, use L1 and ask them: “What can you see in the pictures?”, “Have you got any pets?”, “Do you love them?” “What is your favourite pet?”. (If you want, you can explain the difference between pets and animals by presenting Ss with another flashcard depicting wild animals, apart from the one depicting pets. In this case, tell Ss that both pets and wild animals are animals, but pets are looked after by humans). Present and drill vocabulary items concerning pets pet, cat, duck, dog, cow, sheep by using the flashcards and / or rhythmical clapping [cat, duck, dog, sheep (clap one half note, ta-ah), co-w (clap two quarter notes, ta ta)]. Then, ask Ss if they know what sounds these pets make. Ss answer based on the way these sounds are rendered in their mother tongue and then, you present them with their English equivalents. Practice these animal sounds further by making an animal sound e.g. miaw and by asking Ss to show you the correct animal flashcard and label it in English e.g. cat and / or vice versa. Having taught Ss the pets mentioned in the song, it's time you presented them with the flashcards depicting numbers 1-5. First ask Ss to count from number 1 to number 5 in their mother tongue and then, present and drill numbers 1-5 in English by using both the flashcards and rhythmical clapping [one, two, three, four (clap one half note, ta-ah), fi-ve (clap two quarter notes, ta ta)]. Practise numbers 1-5 further by asking Ss to give you examples of these numbers. For example, you say “one” and Ss show you one ball / pencil etc. Revise the verb to love by sketching a heart on the board. Tell Ss that they will sing a song in which they express their love for pets. Play the song on the piano. Ask Ss to i) stand up and move to the rhythm of the music ii) put the pet flashcards in the correct order based on the song iii) match the number flashcards with the pet flashcards based on the song iv) sing the song and 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 “1 quarter note, 2 eighth notes, 1 half note” per measure using their sticks (ta 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

Divide the class into 5 groups and ask groups to choose one number from 1 to 5 as well as a pet from the ones they have just learnt and make a poster illustrating the number in question. While making the posters , Ss could be listening to music (e.g. Shostakovich “Waltz No. 2”). In the end, Ss vote for the best poster. Ask Ss to sing goodbye to Mrs Mary (see Lesson 1 Follow-up).

Lesson 11: Summer

It's summer, summer,

it's a hot summer!

Eat an ice cream,

ice cream!

It's summer, summer,

it's a hot summer!

Go to the beach

and play with the sand!

It's summer, summer,

it's a hot summer!

Go swimming,

swim swim swim!

Stage 1 – Brief Revision

Revise the previous lesson briefly following the procedure of Lesson 3 Stage 1 (here revise: spring, butterfly, bee, bird, tree, daisy, rose)

Stage 2 – Vocabulary focus i) SEASONS: summer ii) WEATHER: hot iii) SUMMER LANDSCAPE: beach, sand iv) FOOD: ice cream v) VERBS: to eat, to go, to play, to swim

Prepare flashcards and finger puppets at home that depict the season of summer and whatever characterises it, such as the beach, the sea, ice cream, swimming, sunbathing, sandcastles, buckets and shovels, holidays, sunny and hot weather etc. Present the flashcards to Ss, use L1 and ask them: “What can you see in the pictures?”, “ Look at the pictures and guess which season we are going to talk about.”, “Do you like summer?” “What is the weather like in summer?”, “What are the colours of summer?”. Present and drill the following vocabulary items summer, ice cream, beach, sand, swimming by using the flashcards and rhythmical clapping [beach, sand (clap one half note, ta-ah), su-mmer, swi-mming (clap two quarter notes, ta ta), i-ce-cream (clap three quarter notes, ta ta ta). Also, use mime and teach the verbs to eat, to go, to play, to swim as well as the adjective hot.

Alternatively, if the lesson takes place in summer, you can ask Ss to look outside their windows and describe the weather (it's sunny, it's hot), the kind of clothes people wear in summer (T-shirts, shorts, sandals, hats etc), the food and drinks people eat ( ice cream, refreshments etc) and the colours that characterise summer (yellow, blue etc). You can also make a recording (or find one on the Web) of the sound of the sea and waves, 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 summer. 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 iii) reproduce the sound of waves and the sea. iv) describe what kind of feelings the music evokes by sketching a happy or sad face on paper v) 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 tambourines (ta ta ta ta), Group C beats “4 eighth notes, 2 quarter notes” per measure using their jingle sticks (ti-ti ti-ti ta 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 make a collage picture of their favourite summer holiday destination. In the end, Ss vote for the best collage picture and the winner describes it in class. While drawing, Ss could be listening to music (e.g.Vivaldi “The Four Seasons - Summer”). Ask Ss to sing goodbye to Mrs Mary (see Lesson 1 Follow-up).

Lesson 10: Spring

It's spring, it's spring, 

it's spring, it's spring! 

Butterflies and bees,

birds on the trees

oh, it's spring!

It's spring, it's spring, 

it's spring, it's spring!

Yellow daisies,

roses red and pink

oh, it's spring!

Stage 1 – Brief Revision

Revise the previous lesson briefly following the procedure of Lesson 3 Stage 1 (here revise: winter, snow, snowman, snowball, cold, mittens)

Stage 2 – Vocabulary focus i) SEASONS: spring ii) ANIMALS: butterfly, bee, bird iii) PLANTS: tree, daisy, rose iv) COLOURS: yellow, red, pink

Prepare flashcards and finger puppets at home that depict the season of spring and whatever characterises it, such as flowers (roses, daisies, tulips etc), birds, butterflies, bees, green fields, sunny weather etc. Present the flashcards to Ss, use L1 and ask them: “What can you see in the pictures?”, “ Look at the pictures and guess which season we are going to talk about.”, “Do you like spring?” “What is the weather like in spring?”, “What are the colours of spring?”. Present and drill the following vocabulary items spring, butterfly, bee, bird, tree, daisy, rose by using the flashcards and rhythmical clapping [spring, bee, bird, tree (clap one half note, ta-ah), ro-se (clap two quarter notes, ta ta), bu-tter-fly, da-i-sy (clap three quarter notes, ta ta ta). Also, briefly revise colours.

Alternatively, if the lesson takes place in spring, you can ask Ss to look outside their windows and describe the weather (it's sunny), the landscape (green fields / trees, flowers, birds) and the colours that characterise spring (green, yellow, red, pink etc) as well as collect some roses, daisies and other flowers and present them to their classmates. You can also make a recording (or find one on the Web) of the sound of singing birds and the buzzing of bees, 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 spring. 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 iii) fly like butterflies / bees / birds and reproduce their sound and raise their daisies and roses when these are mentioned in the song iv) to describe what kind of feelings the music evokes by sketching a happy or sad face on paper v) 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

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 one-dotted quarter notes per measure using their bells (ta-i ta-i) , Group B beats 6 eighth notes per measure using their jingle sticks (ti-ti-ti  ti-ti-ti), Group C beats “1 quarter note, 1 eighth note, 1 quarter note, 1 eighth note” per measure using their sticks (ta ti ta 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 spring 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 - Spring”). Ask Ss to sing goodbye to Mrs Mary (see Lesson 1 Follow-up).

Lesson 9: Winter

It's winter, winter,

snow is falling,

make a snowman

with the white snow!

It's winter, winter,

snow is falling,

make snowballs

with the white snow!

It's winter, winter,

a cold, cold winter,

wear your mittens,

and play with the snow!

Stage 1 – Brief Revision

Revise the previous lesson briefly following the procedure of Lesson 3 Stage 1 (here revise: autumn, rain, wind, bare tree, fallen leaves, umbrella)

Stage 2 – Vocabulary focus i) SEASONS: winter ii) WEATHER: snow, cold iii) WINTER LANDSCAPE: snowman, snowball iv) CLOTHES: mittens v) COLOURS: white vi) (optional - secondary) VERBS: to fall, to make, to wear, to play

Prepare flashcards and finger puppets at home that depict the season of winter and whatever characterises it, such as snow, snowman, snowballs, mittens, white trees, woolen clothes, scarves etc. Present the flashcards to Ss, use L1 and ask them: “What can you see in the pictures?”, “ Look at the pictures and guess which season we are going to talk about.”, “Do you like winter?” “What is the weather like in winter?”, “What are the colours of winter?”, “What kind of clothes do people wear in winter?”. Present and drill the following vocabulary items winter, snow, snowman, snowball, mittens by using the flashcards and / or rhythmical clapping [win-ter, sno-w, mi-ttens (clap two quarter notes, ta ta), sno-w-man, sno-w-ball (clap three quarter notes, ta ta ta)]. Use mime and teach the verbs to fall, to make, to wear, to play as well as the adjective cold.

Alternatively, if the lesson takes place in winter, you can ask Ss to look outside their windows and describe the weather, the landscape, the clothes people wear and the colours that characterise winter (white, grey).

Tell Ss that they will sing a song in which they describe the season of winter. 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 iii) sing the song focusing on the following vocabulary items snowman, snowballs, mittens by pausing before these are heard in the song and asking Ss to sketch the word missing on paper iv) to describe what kind of feelings the music evokes by sketching a happy or sad face in their drawing pads v) 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 triangles (ta-ah ta-ah) , Group B beats 4 quarter notes per measure using their jingle sticks (ta ta ta ta) and Group C beats “4 eighth notes, 2 quarter notes” per measure using their bells (ti-ti ti-ti ta 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 something depicting winter 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 it in class. While drawing, Ss could be listening to music (e.g. Vivaldi “The Four Seasons - Winter”). Ask Ss to sing goodbye to Mrs Mary (see Lesson 1 Follow-up).

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.