English Words Everywhere

Activities

Worksheet

1A

Eliciting English words used in the French language. Collecting words and objects to make a class wall display and exhibition.

Vocabulary and grammatical General vocabulary related to food, sport, clothes etc... structures Material

Magazines, catalogues, pictures etc. related to the topic.

Procedure Ask the children to collect (perhaps with the help of their parents and of their teacher) pictures of objects with English names and brand names (cut out of magazines, catalogues, etc.). They could look for words in the following categories: Food and drink: fast food, hamburger, hot dog, sandwich, steak, Smarties, toast, etc. Clothes: jeans, pullover, sweat-shirt, boots, T-shirt etc. Sport: tennis, basketball, squash, rollerblades, body-building, jogging, score etc. Music: rock, best of, CD, Walkman, disc jockey, on/off, tuner, hit parade etc. Brand names: Kickers, Post-it, Timberland, Caterpillar, Kellogg’s Frosties, etc. Famous film characters: Batman, Superman, Wonderwoman, etc. You could do this over several lessons. 1. Put the names or pictures of the objects on the board, point to them, pronounce them and ask the children to repeat them, first together, then individually. 2. Word game Divide the class into two teams. Ask a child from each team in turn to say a word of English origin. Add a point for every correct word. Take a point away for every wrong one. One of the children can keep the score. 3. Class wall display and exhibition Refer back to some of the words and pictures collected from magazines, etc. Ask the children to choose a word. Ask : What's your word? Encourage the children to reply : My word is ....or This is a...../it’s a....... ( if it is an object, e. g. a packet of cereal ). Get the whole class to repeat several times until they feel confident and then ask individual children. Set up a wall display/exhibition (check with the class teacher first if you can do this and where you can do it). Make 'English words everywhere' a regular feature of each class as and when appropriate.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

English-Speaking Countries

Worksheet

2A

Activities

Introducing the English-speaking world. Completing a world map. Colouring flags.

Vocabulary and grammatical structures

Names of English-speaking countries. Colours. What’s this? What’s this country? It’s…/ This is a… Where is …………….? Here/I don’t know.

Material

A large map of the world to be put on the board. A copy of worksheet No. 2 B for each child Documents about English-speaking countries (Big Ben, a Bed and Breakfast sign, the Shuttle, the Statue of Liberty etc.)

Procedure 1. Put the map on the board and point to the country where you come from. 2. Ask the children if they know any countries where English is spoken. Name the main countries. You can say: English is spoken in a lot of countries: in Great Britain, the United States, Australia, Canada, South Africa etc. and point to the countries at the same time. Then say: Look, listen and try to remember the names of the countries where English is spoken. Look! This is Australia. Ask the children to repeat the phrase, together and then individually, and when you are satisfied with their pronunciation, you can move on to another country. Then you can point to a country and say: What country is this? Or What’s this country? If nobody answers, say: This is … or It’s… At this stage, several children will have understood what you want them to do and will answer. If a child can’t answer, introduce the phrase: I don’t know. You can illustrate this sentence very easily through mime. Once the children succeed in answering the question(s), ask some of them to come to the board in order to ask their friends the same question(s). 3. Later you can practise the following language patterns: Where is Canada? Here/I don’t know. 4. Once the children know the names and locations of the different countries, you can use the documents collected asking: What’s this? It’s the Statue of Liberty etc. 5. Help the children to complete their worksheets. Follow-up activities • Ask the children to use the documents they have collected to make a wall display and/or a personal file. • Ask the class teacher to help the children find the flags of the five countries, or draw and colour them.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

English-Speaking Countries

Worksheet 2

B

Match the names to the countries

CANADA

USA

GREAT BRITAIN

SOUTH AFRICA

AUSTRALIA

Mallette pédagogique pour les assistants en primaire CIEP au service de l'éducation dans le monde

My English Notebook Activities

Worksheet

3A

Making a personal notebook.

Vocabulary and grammatical Revision of My name is ... I come from .. Cut. Fold. Page one. Page two. structures English words collected by class. Revision of key vocabulary, structures as per lesson described below.

Material

A copy of worksheet No. 3 B (two sides) for each child. Staples, scissors. Old magazines for children to cut out words.

Procedure In this lesson, children will make their English notebook which will be used throughout the year (see lessons below). The aims of the notebook are: • To provide children with a motivating and visual record of their English lessons • To allow children to personalise their English language learning • To review and revise work done. 1. Revise work done in previous lessons to date. Ask children to add any new English words to their display or exhibition. Revise names of countries where English is spoken and add any new ones the children mention. 2. Tell children they are going to make their own English notebook and what its purpose is. Point to the numbers and introduce page one, page two, etc. (Numbers will be taught in the next lesson.). Distribute worksheets and point to the line and the symbol and word cut. Tell everyone to hold up their scissors and worksheet and show them where to cut. Point to the dotted line and repeat for fold. Children put pages together in correct order. Staple together if possible. 3. Point to the front page and tell children to complete with their name, class and the year. Tell them to cut out some English words (small ones) and to stick these in the box to decorate the cover. 4. Tell children to open their books at page 2, All about me. They complete their name, where they come from and the country. Now look at page 3, All about my assistant and children complete the same information for you. 5. Children write English words of their choice on page 2. We suggest you collect children's notebooks each time you use them, to check writing and to store them safely to ensure they do not get lost.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

My English Notebook

Worksheet

3A

Procedure (part 2) The notebook is to be used in the following lessons. Allow children to personalise their notebooks as they wish with drawings, photos, pictures, etc. Worksheet No. 4 Numbers: children complete page 2 with their age and their telephone number and page 3 with your telephone number. Worksheet No. 5 Colours: children complete page 7 with their favourite colour and page 3 with your favourite colour. Worksheet No. 6 My Classroom: children complete page 4 by counting (help as necessary) and recording number of desks, chairs, windows, doors + colours and they write the name of the child they sit next to. Worksheet No. 7 Months, Days and Birthdays: children complete page 2 by writing in the month of their birthday and page 3 with yours. Worksheet No. 8 The Weather: children complete page 7 with their favourite weather. Worksheet No. 10 Pets: children complete page 5 about their pet. If they haven’t got a pet, they can write about the pet they would like to have. Worksheet No. 11 The Blue Jeans Blues: children complete page 6 with the clothes they wear in the winter and in the summer and complete last sentence based on jazz chant. Worksheet No. 12 Food: children complete page 7 with their favourite food. Worksheet No. 14 School timetable: children complete page 7 with their favourite school subject. Worksheet No. 16 The Last Lesson: children complete pages 7 and 8. My English notebook page 8 and part of page 7 These pages can be completed in the last lesson (see worksheet 16). If this is not possible, make sure they are completed before. Pages 7 and 8 allow pupils to review key vocabulary and structures. Page 7 Ask children to give the names of festivals they have celebrated with you, e.g. Hallowe’en and Christmas and /or any other festivals you have introduced. Children write the name of their favourite festival on page 7. Also ask them to record the title of their favourite song or rhyme they have learnt with you and to sing/say it, time permitting. Page 8 If possible, ask the class teacher to supervise the class while you interview each child individually and sign their notebook. Make sure children feel a sense of achievement: Yes, you can! Well done! etc. Finally, children rate their own level of English and tick the appropriate box.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

My English Notebook

Worksheet

My English

3B

My English Notebook

Can you answer these questions ?

What’s your name ? …………………………………………………………. How old are you ? …………………………………………………………. Name………………………………………………….. What’s you telephone number ? …………………………………………………………. Class…………………………………………………… When’s your birthday ? …………………………………………………………. Year 200…/ 200… What’s your favourite colour ? …………………………………………………………. Yes, I can ! Signed

……….… pupil

…………… assistant

My English is Brilliant ❑

Great ❑

OK ❑

Cut some English words from magazines and stick here

8

1

My clothes

All about my assistant

✃ cut

I wear ………………………………………………………… ……………………………………………… ………………………………………………… in the winter. I wear ………………………………………………………… ……………………………………………… ……………………………………………………

Draw a picture

My assistant’s name is…………………………… He/she comes from………………………(town), in……………..(country)

in the summer I look good in my ………………………………………………………… ……………………………………………… ……………………………………………………

His/her telephone number is……………………... His /her birthday is in…………………(month) His/her favourite colour is………………………...

6

3

Mallette pédagogique pour les assistants en primaire CIEP au service de l'éducation dans le monde

My English Notebook

Worsheet

3B

My favourites

All about me

My favourite colour is ………………………………………………………… Draw a picture or stick a photo here

My name is……………………………………………. I come from …………………………………………(town)

My favourite weather is ………………………………………………………… My favourite food is …………………………………………………………

English words I know : ………………………………………………………… ………………………………………………………… ………………………………………………………… I am …..years old My telephone number is ………………………………

My favourite school subject is ………………………………………………………… My favourite festival is ………………………………………………………… My favourite song or rhyme is ……………………………………………………….

My birthday is in……………………………… (month)

2

7

My classroom

My pet

✃cut

How many ? Look and count.

I’ve got a …………..………………………………..…

There are …….. desks

His/her name is

There are………chairs

………………………………………………………….

There is/ are……….window(s)

He/she is ……………………………..………years old

There is/are ……….door(s) The door(s) is/are ……………………(colour) The window(s) is/are ………………...(colour) I sit next to ……………………………………………..

Draw a picture or stick a photo here

4

5

Mallette pédagogique pour les assistants en primaire CIEP au service de l'éducation dans le monde

Numbers Activities

Worksheet

4A

Recognising and practising numbers. Saying a traditional rhyme. Completing the English notebook. Playing Bingo. Saying telephone numbers.

Vocabulary and grammatical Numbers from 1 to 12. Revise and introduce others regularly. What’s your telephone number? It’s…. Hello, John speaking. structures Material

A set of number flashcards: 0 to 12, and the corresponding numbers in words (e.g. one, two), bingo cards. A copy of children’s worksheet No. 4 B for each child. CD.

Procedure 1. Teach the numbers from 1 to 6, then from 6 to 12. Hold up the number flashcards and ask the children to repeat the numbers after you. Put the numbers on the board. Practise saying them, then ask the class to say them without you. Then show the children the numbers at random and ask them to identify them. You can make this a game by dividing the class into two teams. Now repeat this procedure using the flashcards with the numbers in words. Ask individual children to come to the board to match the words to the numbers. 2. Here are some activities and games to help children practise the numbers. • Rhyme One potato, two potato, three potato, four, Five potato, six potato, seven potato, more! Explain to the children that this is a traditional rhyme to choose someone for a game and show them the procedure. • Bingo Give each child a bingo card. Tell the children to fill in the squares with a choice of numbers from 1 to 12. Call out the list of numbers you have prepared (or let a child do it). Tell the children to cross out the numbers if they have them on their card. The first player to cross out all his numbers shouts BINGO! Check his/her card. If it is correct, he/she is the winner. Variations: use the alphabet, the time, any list of words the children already know. • Telephone numbers Write your home telephone number from your own country on the board saying the numbers aloud. Point out to the children that the figures in English telephone numbers are said one by one. Practise the question What’s your telephone number? and ask the children to give their own home numbers in the English way. Then ask them to write their phone numbers and names on a piece of paper. Put all the pieces of paper in an envelope or a box, pick them out in turn and call out the relevant number. When a child recognises his/her number he/she should answer: Hello, X speaking. Finally get the children to write their number in their English notebooks.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

Numbers

Worksheet

4B

BINGO CARDS

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

What is Pink? Activities

Worksheet

5A

Colouring worksheet No. 5 B according to the instructions. Listening to a poem and having the children create their own versions.

Vocabulary and grammatical Vocabulary related to colours, shapes and objects. What colour is...? The/a...is (red). It's...(red). structures Material

A copy of worksheet No. 5 B for each child. Cut out the drawings on the worksheet and use them as flashcards. CD.

Procedure 1. Teach the names of the colours with the help of coloured pencils, papers, things in the classroom and check by asking: What colour is it? 2. Use the six pictures for the six lines of the poem and show them one by one saying this is a rose, the sun.... Show the pictures again and ask: What is it? It's a rose/What colour is it? It's red. Play the poem on CD to the the class twice, showing the rose, the sky ... What is red? A rose is red. What is blue? The sky is blue. What is white? The snow is white. What is yellow? The sun is yellow. What is green? The grass is green. What is orange? An orange is orange. Just an orange! (Inspired by Christina Rossetti’s poem What Is Pink?) 3. Make the children learn the poem by heart, repeating it after you with the help of the pictures.You can also hand out the pictures in the wrong order and the children should put them in the correct order and stick them on a sheet of paper before colouring them in class or at home depending on the time available. The children can say the poem in pairs, one of them asking the questions, the other one answering. This will involve 12 children and make reciting the poem more lively. 4. Make the children create their own poems on the same pattern using other adjectives: Big/small. Fat/thin. Tall/ short. What is round? A ball is round./What is square?/ What is rectangular?/What is oval? 5. Writing exercise: make labels with the words or word groups for each line of the poem, split it up as follows: A rose is red. The sky is blue ... Hand out a set to each child and ask them to put the labels in the right order under the appropriate pictures. 6. Using the worksheet, match the words and the pictures. 7. Complete the Notebook. Follow-up activities Play a guessing game: Bring a toy, or anything typical of your country and teach them how to ask questions like Is it red, pink, round, square, French? made of wood ?... This is a good way to end a lesson because the winner will be in charge of the game for the next lesson and will have to think of bringing something for the others to guess.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

What is pink?

Worksheet

5B

Match the words to the pictures

rose

sky

grass

sun

snow

orange

Mallette pédagogique pour les assistants en primaire CIEP au service de l'éducation dans le monde

My classroom

Worksheet

6A

Responding to instructions. Labelling a picture. Playing Bingo. Listening to a song and singing. Completing notebook. Vocabulary and grammatical Basic vocabulary of the classroom and imperatives. This is a…/is it a…? Yes, it is/no, it is not. structures A picture of a classroom with blank labels to be filled. Material A copy of children’s worksheet No. 6 B for each child. CD. Blank labels to be put on the different objects in the classroom.

Activities

Procedure Introduce the following words and practise: chair, table, board, window, door... Using the blank labels, get the children to help you write the words. Ask them to repeat correctly after you: this is a chair, this is a table..., ask one child after another to name a few things and then take the labels off and ask the children to show you the items mentioned. Once they know the names of the things in the classroom, make them work in pairs with the whole group listening. For example, Marc will say: Pierre, point to the window or show me your chair. 2. Make the children label the things shown on the worksheet and complete it if necessary. 3. Make the children move around the classroom responding to instructions.

Sit down; stand up; come here; open the door; give me your book; put your book on the table… Then teach them the following song: One, two, three, Point to the ceiling, Point to the floor, Point to the window, Point to the door... You can add anything you wish to this ‘little song’ all year long. For example: point to your nose, mouth, feet... When the children have more vocabulary, you can teach them the names of all their school utensils by showing them and saying their names: this is a rubber/a book. Please, give me your notebook, etc. Follow-up activities • You can start a picture dictionary which they can complete all through the year, adding colours eg.: a blue book, a green door.... • Later on, you can play a game of questions and answers: Have you got a ruler? a green pencil? a pencil sharpener ? and let the children ask each other questions, the way they react will make it easy to check whether they can identify the different things in the classroom. • Make the children draw a map of their own classroom. • Complete notebook. • Bingo: it can be played individually or in pairs with a game leader (teacher or child ). You can either prepare the grids or ask the chidren to make their own with basic colours. The game leader calls out the colours one by one at random while the children cover the appropriate colours with squares of paper. The child who covers his/ her grid first says Bingo and is declared the winner of the game. You can use the written names of the colours either on the grid or on the squares of paper. Use Bingo cards as shown on worksheet No. 4 B.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

My classroom

Worksheet

6B

Label the things in the picture

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

Days, Months and Birthdays

Worksheet

7A

Making a birthday card. Conducting a class birthday survey. Singing Happy Birthday To You. Listening to and reciting rhymes. Vocabulary and grammatical The days of the week, and the months. When is your birthday? It is in June/July…. structures How old are you? I’m…

Activities

Material

Cards with the names of the days and months. A copy of worksheet No. 7 B for each child. Birthday cards. CD.

Procedure Days 1. Listen to the CD and encourage the children to join in: Monday/Tuesday/Wednesday/Thursday/Friday/Saturday/Sunday. (© Penguin) 2. Show the children a homework notebook or a calendar and recite the days of the week. Ask them to repeat the words together then individually. 3. Put the cards with the names of the days on the board and read them. Ask the children to repeat the words. 4. Mix up the cards and ask a child to come to the board and put them in the right order. 5. Sing the song again. Months Introduce the months gradually according to the children’s birthdays. Birthdays 1. Play the CD and sing Happy Birthday To You (© Warner Chappell Music), and show the children a picture of a birthday cake. 2. Say: My birthday’s in November. When’s your birthday? Then ask the children to raise their hands if their birthday is in January when you say: January? 3. Ask: When’s your birthday? and get the children to answer, first: In January and then, My birthday’s in January. 4. Ask the children to repeat the question. Then give each child the worksheet with the grid to make a survey of the class birthdays. Divide the class into two groups and give the survey chart to one group, then change over. 5. Ask the children to fill in their birthday cards on the worksheet. 6. Ask the children: How old are you ? I’m 10/11 years old. Complete English notebook.

Follow-up activity Thirty days has September April, June and November All the rest have thirty-one Except for February alone. And that has twenty-eight days clear And twenty-nine in each Leap Year.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

Days, Months and Birthdays

Worksheet

7A

Ask your friends and write their names in the appropriate columns January

February

March

April

May

June

July

August

September October

November December

MY BIRTHDAY IS IN………….………………………….… I AM…………………………..

Mallette pédagogique pour les assistants d’anglais en primaire Ciep au service de l’éducation dans le monde

What’s the Weather Like?

Worksheet

8A

Talking about the weather. Completing a weather chart. Listening to and reciting weather rhymes. Completing notebook. Vocabulary and grammatical Weather-related vocabulary. It’s sunny/Is it sunny? Yes, it is/No, it isn’t. structures

Activities

Material

A set of flashcards illustrating, It’s sunny/it’s windy etc. Magnets. A copy of worksheet No. 8 B for each child CD.

Procedure 1. Put the flashcards on the board, saying the phrases once or twice as you do so. Ask the children to repeat the phrases together, then individually. 2. Ask the children to come in turn to the board and point to the card representing the phrase you say. 3. Then ask the children in turn to come to the board. Tell them to say the two phrases you point to, then three phrases and so on. 4.

Teach the question: What’s the weather like? and ask a child to come to the board to ask his friends the question pointing to the different cards.

5. Guessing game: put the cards into a pile and ask a child to take one. Tell him not to show it to the class. Provide a model for the children: Is it rainy? No, it isn’t…Then the chosen child continues until someone guesses correctly. He/she will then choose the next card and the game starts over again. Follow-up activities 1. Talk about the weather in spring, summer, autumn, winter. 2. Talk about the weather in Australia in December, etc. 3. Weather and feelings: It’s snowy, I’m very happy. 4. Don’t forget to complete the weather chart each lesson and the notebook p. 7. Rhymes Rain, rain, go away, Come again another day. I hear thunder, (sung to tune of Frère Jacques) I hear thunder, Oh, don’t you? Oh, don’t you? Pitter, patter, raindrops, Pitter, patter, raindrops I’m wet through, So are you! Rain on the green grass, And rain on the tree, Rain on the roof top, But not on me.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

What’s the weather like? It’s cold

It’s hot

0 ° C.

25°C.

It’s sunny

Worksheet

It’s cloudy

It’s rainy

It’s snowy

It’s windy

8B

It’s stormy

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

SUNDAY

Don’t forget to fill in the chart every day! Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

Worksheet

A Snowman Activities

9A

Playing ‘Simon Says’. Picture dictation. Listening to and singing a traditional song. Following instructions.

Vocabulary and grammatical Clothes: hat, scarf, gloves, buttons. Face vocabulary: head, eyes, nose, mouth. structures Body: arms, legs. Draw a hat. My snowman's got...

Material

A copy of worksheet No. 9 B for each child. CD.

Procedure 1. Revise the date asking children what day it is, what month it is, etc. Revise the weather: It's cold. It's snowy, etc. Show children a picture of a snowman and say Look, a snowman! Ask if children have ever made a snowman and elicit the things they need: hat, gloves, scarf, tangerine/carrot for the nose, coal, stones, etc. for the eyes and buttons. Revise face vocabulary from the Hallowe'en lesson, head, eyes, nose, mouth, etc. 2. Introduce other body parts: body, arms, legs. Play ‘Simon Says’ to check understanding and to give further practice. Children mime the actions only when the command is preceded by the words Simon says, for example, Simon says touch your head! Those who mime when they shouldn't are 'out'. 3. Picture dictation. Distribute worksheet No. 9 B and dictate the following: Draw two eyes. Draw a nose. Draw a mouth. The snowman is happy. (Mime to convey meaning). Draw a hat. Draw five buttons. Draw a scarf. Draw gloves. Add other items if appropriate. You could also include colours e.g.: Draw five red buttons. Give children time to finish off their drawings and add any other details they wish. You may like children to label their pictures. Write the key words on the board for children to copy. If appropriate, ask them to talk about their snowman e.g.: My snowman's got a black hat, five red buttons, two eyes, blue gloves, etc. Display pictures around the classroom (check with class teacher first). 4. Song. Play the song through so children can listen to the tune, then introduce line by line, making sure they understand the words. There were five little snowmen, With scarves and woolly hats, Out came the sun And melted one. It's sad But that was that!

There were no little snowmen, Just scarves and woolly hats, Sitting in a puddle In a very wet muddle. It's sad But that was that!

There were four little snowmen .... Children can act out the song in groups of five and if possible use props such as hats and scarves.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

A Snowman

Worksheet

9B

Listen and draw

Eyes

Nose

Mouth

Hat

Buttons

Scarf

Gloves

Mallette pédagogique pour les assistants en primaire CIEP au service de l'éducation dans le monde

Pets

Worksheet

10 A

Conducting an interview. Listening to a poem. Completing a wall chart. Describing animals. Vocabulary and grammatical Domestic animals. Have you got a (dog?) Yes, I have. No, I haven't. structures It's got (two legs…).

Activities

Material

A wall chart with the names of the children. Pictures of cats, dogs to be cut from magazines. The poem My Cat. A song. CD.

Procedure 1. Show the pictures you have collected to make the children learn the names of animals. 2. Introduce the question Have you got a…? Then send two children to the board where they will "interview" each other in turn, saying Have you got a cat? a dog? Yes, I have/No, I haven’t. What's his/her name? Draw a chart on the board with the names of the children and the names of the animals. Make the children complete the appropriate boxes according to the answers. Names

Cat Dog Mouse Bird + Usually, this activity makes the lesson very lively.

Guinea pig +

No pet

3. Ask the children to bring a picture of their own pets, stick it on a chart prepared on the previous pattern and keep it up to date. 4. If you feel like it, sing The animals went in two by two, hurray, hurray (2) The animals went in two by two, the elephant and the kangaroo And they all went into the ark Just to get out of the rain. 5. Teach the following poem: My cat I have a cat His name is Ned He has two ears

Upon his head And on his legs, Are four small feet Don't you think My cat is sweet? 6. Complete English Notebook page 5.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

Pets

Worksheet

10 B

Write the words in the correct pictures. Draw a pet in the empty box.

?

Cat

Dog

Guinea Pig

Bird

Mouse

?

Mallette pédagogique pour les assistants en primaire CIEP au service de l'éducation dans le monde

The Blue Jeans Blues

Worksheet

11 A

Talking about clothes and seasons. Listening to and chanting a Jazz Chant. Doing a puzzle. Completing notebook. Vocabulary and grammatical I’m/he/she/is wearing.... What colour is... ? structures Names of different clothes. Revising the names of colours and seasons. A copy of worksheet 11 B for each child. Material CD.

Activities

Procedure • Divide your class into two groups, one of boys, one of girls. Point to the girls wearing skirts, shirts, sweaters, trousers…Point to the boys wearing jeans, T-shirts… Say: She’s wearing a skirt/he’s wearing jeans. Describe your own clothes: I’m wearing jeans and a T-shirt. Ask : What colour is X’s T-shirt ?/what colour are Y’s trousers ? Tell them the answer: it’s white/ they’re blue. Then ask the children to work in pairs to check that the colours are right. • The children will then listen to the chants. Split up the phrases to make it easier for them to learn. Then they can join in. Help them keep the rhythm by clapping. The boys will chant She wears short shorts She wears shorts (clap, clap, clap) short shorts She wears shorts (clap) short shorts She looks good (clap) in her short shorts She looks good (clap) in her short shorts She wears shorts in the summer, shorts in the fall Shorts in the winter, anytime at all She wears shorts (clap) short shorts She wears shorts, short shorts. The girls will chant The Blue Jeans Blues He wears jeans (clap, clap, clap) blue jeans He wears jeans (clap) blue jeans He wears jeans (clap) not new jeans He wears jeans (clap) blue jeans He wears jeans in the summer, jeans in the fall Jeans in the winter, anytime at all He wears jeans (clap) oh, yes ! He wears jeans, blue jeans. © Carolyn Graham/recording Bayard Presse. (You’ll hear more verses on the CD.) Once they know the chants they can sing them together. Give the children the written names of the chants and tell them they will need the words to complete the crossword on the worksheet. • Puzzle. Hand out the worksheet and explain that the words are in the chant and that the pictures will help them to find the words. Three words have the letters ER in common. (The words are: winter, summer, sweater, shirt, shorts, T-shirt.) • Complete page 6 of notebook. Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

The Blue Jeans Blues

Worsheet 11

B

Do the puzzle

① ② ③ ④

ER ⑤

① ② ③ ④ ⑤

⑥ ⑥

Mallette pédagogique pour les assistants en primaire CIEP au service de l'éducation dans le monde

Food Activities

Worksheet

12 A

Talking about likes and dislikes. Learning and singing a rhyme and a jazz chant. Acting out a sketch. Completing notebook.

Vocabulary and grammatical Food related vocabulary. Do you like…? Yes, I do/no, I don’t. structures I don’t like it/I hate it. I prefer...

Material

Empty boxes of cereals, noodles, chocolate etc. CD.

Procedure 1. Draw two faces on the board, one showing a happy face (mouth turned up) and the other a sad face (mouth turned down). Say and the ask the children to repeat: He’s happy, he likes hamburgers/she’s not happy, she doesn’t like hamburgers. 2. Make the children work in pairs, giving them an example: Mary, do you like pizza ? Yes I do/no, I don’t. 3. Then, once they know how to do this, teach them to reply: I do too/I don’t like it or I hate it. 4. The children then listen to the chant Pizza Pie that you will teach over several sequences as it is fairly long. (For teaching the chant, see worksheet 11 A.) You can also make the children learn and sing Ten Fat Sausages if there’s time. 5. Write a short sketch like this: the children can pretend they are customers in a restaurant ordering a meal. A child can act as the waiter and the others as customers. Waiter: Good evening madam/sir, what would you like? First customer: Can I have a pizza, please? Waiter: And you, madam? Second customer: A pizza for me too. Waiter: And you sir? Third customer: A hamburger for me please. Waiter: And to drink? All together: Water, please. Waiter: And for dessert? All together: Chocolate ice cream, please. Waiter: Thank you! 6.

Complete notebook page 7.

Follow-up activities Let the children stick food labels which they have cut out of magazines or packages on a board. Perhaps they can find some that are written in English or in a language they don’t know. When they have collected enough labels, sort out which is sweet/which is not/which are vegetables/which are fruit… You can practise I like/I don’t like over several lessons. When you talk about school, ask the children about their likes and dislikes: Peter, what do you like?I like Maths, but I prefer English.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

Food

Worksheet 12 B

Pizza Pie Ten Fat Sausages Pizza, pizza, pizza pie He loves pizza So do I. Pizza and mushrooms, Ham and cheese I like a slice of pizza, Please. Pizza with tomatoes, sausage too I’d like a large one, How about you? Pineapple pizza? That’s OK We eat pizza every day. Pizza, pizza, pizza pie They love pizza So do I.

Ten fat sausages sizzling in the pan One went POP! and another went BANG! Eight fat sausages sizzling in the pan, etc . Six fat sausages sizzling in the pan, etc . No fat sausages sizzling in the pan, But all of a sudden, the pan went BANG! All gone !

I’d like a milkshake, I would too. I’d like a big milkshake, I would too. I’d like a chocolate milkshake, So would I. I’d like a great big chocolate milkshake, We’re having chocolate milkshakes, How about you ? I’d like a great big chocolate milkshake too. Milkshakes, milkshakes, chocolate milkshakes Chocolate milkshakes, one, two, three, Milkshakes, milshakes, chocolate milkshakes, One for you, two for me! I like hamburgers I do too, I like hamburgers So does Sue. She likes hamburgers So does Ray. He eats hamburgers Every day. We love hamburgers So do they, They eat hamburgers every day. They eat hamburgers every night. Hamburgers every night? That’s right! I want a hamburger/I do too. I want a cheeseburger/ I do too. I want a veggieburger/ Not me. I want a hamburger/So do we! © Carolyn Graham/recording

Bayard Presse.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

Worksheet 13

What is the Time? Activities

A

Telling the time/Making a clock/Time dictation /Playing Bingo. Learning and reciting a traditional rhyme. Listen and tick.

Vocabulary and grammatical What’s the time? It’s… Numbers. structures Material

A cardboard clock. Individual clocks. Bingo cards. A map with time zones for optional activities A copy of worksheet No. 13 B for each child. CD.

Procedure As soon as the children know the numbers (1 to 12), you can start teaching them to tell the time. 1. First revise the numbers from 1 to 12. 2. Move the hands of your clock to 1 o’clock and say: Look, it’s one o’clock. Ask: What’s the time?, and tell the children to repeat the question. Encourage them to answer it without your help as soon as they can. 3. Ask the children to make their own clocks with the help of the class teacher. Use these clocks as follows: one child says: It’s … o’clock. The other children move the hands of their clocks accordingly, and when you give the signal they all show their clocks. 4. Time dictation: hand out the worksheet with the 10 clocks on it. Get the children to ask, Number 1: What’s the time? Answer: It’s 3 o’clock etc. They should then draw the hands in the appropriate position on the clock. 5. Later in the year, you can introduce past, quarter past, half past, quarter to etc. using the same procedure. Ask the children in what way it is different from what they say in French. 6. Listening comprehension Tell the children to look at the times on worksheet No. 13 B. Point to the times and ask children to read them aloud. Help as necessary. Dictate the following and children listen and tick the correct time : Nine o'clock// Six o'clock// Five o'clock// Ten o'clock// Eight o'clock// Twelve o'clock 7. Follow-up activities • Bingo (Worksheet No. 4) • The time difference: the meridians are part of the curriculum, so ask the children to inquire about the time difference between France and other countries. It’s 6 o’clock in France. What time is it in New York? etc. • What do the letters : a.m. and p.m. stand for? • Where is Greenwich? What is G.M.T.? What do the children know about Big Ben? A rhyme Hickory Dickory Dock, The mouse ran up the clock The clock struck one The mouse ran down. Hickory, Dickory Dock.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

What time is it?

Worksheet 13

B

TIME DICTATION 1

6

2

3

4

7

8

9

FIVE O’ CLOCK?

TWELVE O’CLOCK?

SIX O’CLOCK?

TEN O’CLOCK?

5

10

NINE O’CLOCK? EIGHT O’CLOCK?

THIS IS TO CERTIFY THAT _____________________________________ ________

CAN TELL THE TIME. SIGNED:___________________________________DATE:__________________________

Mallette pédagogique pour les assistants d’anglais en primaire Ciep au service de l’éducation dans le monde

Worksheet 14

My School Timetable Activities

A

Talking about school subjects and likes and dislikes. Completing a school timetable. Interviewing friends. Completing notebook.

Vocabulary and grammatical Maths, French, English, Music etc. What’s your favourite subject? History (is my favourite subject). structures I like/I don’t like ………Do you like sport? Yes, I do/No, I don’t.

Material

Flashcards symbolising the different subjects. Word cards giving the names of the subjects. Timetable worksheets. A copy of worksheet No. 14 B for each child.

Procedure 1. Revise telling the time and the days of the week. 2. Introduce the words the children need to fill in their timetables (subjects, break, lunch…). • Ask some children to give you their class books. Say: This is a Geography book, a Maths book etc. Ask the class to repeat. The word break can be introduced a few lessons earlier. Each time the children have a break, clap your hands and say: Break!, or : It’s time for break. Off you go! • Put the flashcards symbolising the different subjects on the board. Ask the children to say the names of the subjects. Then ask: What’s your favourite subject? They say which subjects they like and don’t like. Get them to answer: Sport or Sport is my favourite subject, but I don’t like Maths, etc. • Read and match: Put the word cards on the board, read them as you do so and ask the children to repeat the words together, then individually. Then put the cards at random and ask the children to match the flashcards and the word cards. • Divide the class into pairs. Using worksheet No. 14 B, the children ask their friend: Do you like…? (demonstrate the exercise with two children). First they fill in the first column, then they interview each other and fill in the second column according to their friend’s answers: Do you like Music? Yes, I do/No, I don’t. They can put a tick for Yes and a cross for No. • Ask the children to complete their own timetables. • Complete notebook page 7. Follow-up activities • Talk about school in your country. • Teach the children some playground games (Hopscotch etc.).

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

My school timetable Maths

Worksheet

French

English

Geography

History

Sport

Art

Great Britain

France

Science

14 B

Music

Civics

Complete your own timetable Monday

Tuesday

Wednesday Thursday

Friday

Saturday

8.30 9.00 9.30 10.00 10.30 11 11.30 1.30 2.00 2.30 3.00 3.30 4.00 4.30 Ask your friend: SUBJECTS

Do you like…? ME

Yes , I do/ No, I don’t. MY FRIEND

MATHS FRENCH ENGLISH GEOGRAPHY HISTORY SCIENCE CIVICS SPORT MUSIC ART

Mallette pédagogique pour les assistants d’anglais en primaire Ciep au service de l’éducation dans le monde

Worksheet 15

The Alphabet Activities

A

Recognising and practising the letters of the alphabet. Singing a song. Playing Bingo and Hangman. Making a coloured alphabet.

Vocabulary and grammatical The letters of the alphabet. What colour is A? A is grey. structures Material

Worksheet No.4 B (Bingo cards) for each child. CD

Procedure Here are some activities to help children learn and practise the alphabet in English. 1. Listen and repeat Write the alphabet on the board and say the letters. Ask the children to repeat them several times in the right order then out of order. 2. Listen and point Ask the children in turn to come to the board and point to the letters you say. 3. Point and say Ask the children in turn to come to the board and tell them to say the letters you or they point to. 4 Let’s sing The alphabet song as recorded on the CD. A, B, C, D, E, F, G, etc./Now I know my alphabet/Next time round you’ll sing with me. 5. Listen and classify Ask the children to classify the letters according to the way the vowel is pronounced. For example the vowel in B is not pronounced the same way as the vowel in A but the vowels in C, D, and E are the same. You can ask also the children to complete a grid on the board. A/H/J/K----B/C/D/E/G/P/T/V----F/L/M/N/S/X/Z----I/Y----O----Q/U/W----R. 6. Let’s play Bingo (see worksheet No. 4 Numbers). 7. Match letters and colours When the children know the colours, you can associate the sounds of the vowels in letters and colours. For example A is pronounced the same way as grey . You could also ask them to make a coloured alphabet they will pin up on a wall in their classroom (A, H, J, K are grey, B, C etc. are green, F, L etc. are red, I, Y are white, O is yellow, Q, U and W are blue. Why not say R is black?). Get the children to ask: What colour is A? A is grey etc. 8. Dictation Dictate letters, then words the children already know. 9. Let’s play Hangman Write a number of dashes on the board, each dash representing one letter of a word you have chosen. Then ask the children to call out any letter of the alphabet they wish. If the letter is in the word, you write it on the board, if it isn’t, you start drawing the ‘hangman’.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

The Last Lesson

Activities

Worksheet

16 A

Choose from below

Vocabulary and grammatical Review of work covered structures Material

A copy of Worksheet No. 16 B for each child

Procedure Your final lesson should (as always!) be an enjoyable one that leaves your pupils with the desire to continue foreign language learning and with a feeling of success and achievement. This lesson can take many forms and here are just a few suggestions which will depend on many factors. Discuss your plans first with the class teacher. A class party Bring some music from your country and some things to eat (British biscuits, American cookies, etc). Children choose their favourite activities and songs to do and sing. A class presentation This could feature the class's favourite songs, rhymes, games, or acting out of a story. If possible, invite parents and children from other classes. Children could design and write an invitation beforehand for this. (See worksheet No.16 B for an example. Here the children complete the name of their class, write the name of the people invited, the event, e.g. party, presentation, play, open day, date and time. They could also decorate the invitation with flags, English words, etc. Explain the use of RSVP on invitations in English). A class open day Again this could feature the class's favourite activities (as above) as well as displays of their work, favourite storybooks, exhibitions (English-speaking countries, English words everywhere, My personal notebook, etc.) to which parents and other classes are invited. All of the above could also include a class awards ceremony at which each child is awarded a certificate signed by you (see worksheet No.16 B for an example. Write in date, name of pupil and your name.). Ask each child to come to the front of the class to collect their certificate and to say Thank you + your name with the rest of the class applauding.You may also like to spend some time reviewing work done: displays, exhibitions, songs, activities, asking pupils to tell you their favourites and what they have learnt. Make sure pupils are given all their work and especially their personal notebooks as a record of their time learning English with you. Song Goodbye (Peter), Goodbye (Anne) Goodbye (William). It's time for me to go home! Repeat until all the children have had their goodbye. This can be speeded up if necessary by saying three names at a time on the same note. Finish with Goodbye girls, goodbye boys, Goodbye children, It's time for me to go home!

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

The Last Lesson

Worksheet 16

B

Mallette pédagogique pour les assistants en primaire CIEP au service de l'éducation dans le monde

Festivals and Celebrations: An Advent Calendar

Worksheet

A

Completing an Advent calendar with drawings and words. Making Christmas decorations. Decorating a Christmas tree and/or the classroom. Vocabulary and grammatical Words related to Advent calendars. Numerals (1st to 24th). structures Giving the date An individual Advent calendar to be completed. Material A Christmas tree. A copy of worksheet B for each child. CD.

Activities

Procedure Saying the date should have become a routine by now. 1. Before the end of November, buy an Advent calendar. (Cheap ones are available in supermarkets.) 2. Give the children small squares of paper and ask them to write their names on them and fold them in four. Put them in a basket. 3. Find out who in the class knows what an Advent calendar is. If necessary explain what it is and show them the one you have bought. 4. Every day from December 1st onwards, ask one of the children to pick a name from the basket. They should read the name (It’s so and so). 5. Ask the selected child to come and open the window corresponding to the day’s date in the calendar you have bought. 6. Then ask him/her to say what the object is (in French or in English). 7. If nobody knows the word in English, say it yourself. 8. Make the children repeat the new word, then draw the object in the appropriate box on their worksheets and write its name. Ask them to colour their drawings. 9. As you don’t meet the children every day, you won’t be able to have them open a window daily. You can: • Ask their teacher to do it for you. When you see the children again, ask them: What was the object for December…?/yesterday?/the day before yesterday? • Or let them open in advance the days when you won’t be there and ask them: What’s the object for December…?/tomorrow?/the day after tomorrow?

Follow-up activities At this time of the year, you can create a festive atmosphere by having the class decorate a Christmas tree and/or the classroom. You can ask the children to bring Christmas decorations, or make their own if there is time. Teach the children a Christmas song. We wish you a merry Christmas, We wish you a merry Christmas,(2) And a happy New Year. Good tidings we bring, To you and your kin, We wish you a merry Christmas And a happy New Year.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

Festivals and Celebrations: An Advent Calendar

Worksheet

B

Draw an object in each box and write the name. DEC. 1st

DEC. 2nd

DEC. 3rd

DEC. 4th

A snowman DEC. 5th

DEC. 6th

DEC. 7th

DEC. 8th

DEC. 9th

DEC. 10th

DEC. 11th

DEC. 12th

DEC. 13th

DEC. 14th

DEC. 15th

DEC. 16th

DEC. 17th

DEC. 18th

DEC. 19th

DEC. 20th

DEC. 21st

DEC. 22nd

DEC. 23rd

DEC. 24th

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

Festivals and Celebrations: Hallowe’en Activities

Worksheet

A

Matching words to pictures. Listening to and chanting a Hallowe'en chant. Making a pumpkin lantern. Following instructions.

Vocabulary and grammatical Hallowe'en related vocabulary: cat, witch, skeleton, pumpkin, ghost… Face vocabulary: head, eyes, nose, mouth, teeth. structures What's this? It's a ...

Material

Prepare flashcards by enlarging and cutting out pictures on the worksheet. A copy of worksheet B for each child. A pumpkin lantern you have prepared in advance. CD.

Procedure 1. Begin the lesson by asking children what they know about Hallowe'en. Use your mother tongue or ask the class teacher to help. Background information: Hallowe'en is an old Celtic festival and is celebrated on October 31, the eve of All Hallows or All Saints' Day. On All Saints’ Day Christians remember the dead. In preChristian times, many people believed in ghosts and witches and were often afraid of the dark. Today Hallowe'en is celebrated by children as a festival of fun. Children dress up as witches, ghosts, skeletons, etc. and have parties. They make jack-o'-lanterns out of pumpkins. These have become the main symbol of the festival today. 2. Introduce Hallowe'en vocabulary by holding up flashcards, saying the words several times and getting children to repeat them. Stick the flashcards on the board and point to cards at random inviting children to say the words. Point to a card and ask: What’s this? Encourage children to reply: It’s a (cat). Continue until they are confident. 3. Distribute worksheet B. Hold it up and point to each word reading it out aloud, cat, etc. Children match the words to the pictures. Check. 4. Refer children back to the flashcards on the board and introduce the following chant line by line, getting children to repeat and clapping the rhythm. Once they are confident, play the version on CD and invite them to join in. Witches, witches, skeletons and bats, Scary ghosts and big black cats. Whooo! Whooo! What a fright! It's scary, scary on Hallowe'en night! 5. Hold up the pumpkin lantern and ask : What's this? (It's a pumpkin). Tell children they are going to make one. They cut out pumpkins from worksheets. Show them how to fold in half and cut out nose, eyes and mouth. Fold here! Cut here! Watch carefully. Cut carefully. Be careful! Well done! Lovely! etc. Repeat the instructions several times and demonstrate helping children as necessary. Children colour their lanterns orange. When the lanterns are finished, get children to hold them up and point to the following as you call them out: eyes, mouth, nose, teeth. Lanterns can be used to decorate the classroom (hanging on a washing line, stuck on windows or walls) but check with the class teacher first. Finish class by inviting children to recite the chant again.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

Festivals and celebrations: Hallowe’en

Worksheet B

Match the words to the pictures

Cat Skeleton

Ghost

Witch Pumpkin

Bat

✃ cut

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

Festivals and Celebrations: An Advent Calendar

Worksheet

A

Completing an Advent calendar with drawings and words. Making Christmas decorations. Decorating a Christmas tree and/or the classroom. Vocabulary and grammatical Words related to Advent calendars. Numerals (1st to 24th). structures Giving the date An individual Advent calendar to be completed. Material A Christmas tree. A copy of worksheet B for each child. CD.

Activities

Procedure Saying the date should have become a routine by now. 1. Before the end of November, buy an Advent calendar. (Cheap ones are available in supermarkets.) 2. Give the children small squares of paper and ask them to write their names on them and fold them in four. Put them in a basket. 3. Find out who in the class knows what an Advent calendar is. If necessary explain what it is and show them the one you have bought. 4. Every day from December 1st onwards, ask one of the children to pick a name from the basket. They should read the name (It’s so and so). 5. Ask the selected child to come and open the window corresponding to the day’s date in the calendar you have bought. 6. Then ask him/her to say what the object is (in French or in English). 7. If nobody knows the word in English, say it yourself. 8. Make the children repeat the new word, then draw the object in the appropriate box on their worksheets and write its name. Ask them to colour their drawings. 9. As you don’t meet the children every day, you won’t be able to have them open a window daily. You can: • Ask their teacher to do it for you. When you see the children again, ask them: What was the object for December…?/yesterday?/the day before yesterday? • Or let them open in advance the days when you won’t be there and ask them: What’s the object for December…?/tomorrow?/the day after tomorrow?

Follow-up activities At this time of the year, you can create a festive atmosphere by having the class decorate a Christmas tree and/or the classroom. You can ask the children to bring Christmas decorations, or make their own if there is time. Teach the children a Christmas song. We wish you a merry Christmas, We wish you a merry Christmas,(2) And a happy New Year. Good tidings we bring, To you and your kin, We wish you a merry Christmas And a happy New Year.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

Festivals and Celebrations: Hallowe’en Activities

Worksheet

A

Matching words to pictures. Listening to and chanting a Hallowe'en chant. Making a pumpkin lantern. Following instructions.

Vocabulary and grammatical Hallowe'en related vocabulary: cat, witch, skeleton, pumpkin, ghost… Face vocabulary: head, eyes, nose, mouth, teeth. structures What's this? It's a ...

Material

Prepare flashcards by enlarging and cutting out pictures on the worksheet. A copy of worksheet B for each child. A pumpkin lantern you have prepared in advance. CD.

Procedure 1. Begin the lesson by asking children what they know about Hallowe'en. Use your mother tongue or ask the class teacher to help. Background information: Hallowe'en is an old Celtic festival and is celebrated on October 31, the eve of All Hallows or All Saints' Day. On All Saints’ Day Christians remember the dead. In preChristian times, many people believed in ghosts and witches and were often afraid of the dark. Today Hallowe'en is celebrated by children as a festival of fun. Children dress up as witches, ghosts, skeletons, etc. and have parties. They make jack-o'-lanterns out of pumpkins. These have become the main symbol of the festival today. 2. Introduce Hallowe'en vocabulary by holding up flashcards, saying the words several times and getting children to repeat them. Stick the flashcards on the board and point to cards at random inviting children to say the words. Point to a card and ask: What’s this? Encourage children to reply: It’s a (cat). Continue until they are confident. 3. Distribute worksheet B. Hold it up and point to each word reading it out aloud, cat, etc. Children match the words to the pictures. Check. 4. Refer children back to the flashcards on the board and introduce the following chant line by line, getting children to repeat and clapping the rhythm. Once they are confident, play the version on CD and invite them to join in. Witches, witches, skeletons and bats, Scary ghosts and big black cats. Whooo! Whooo! What a fright! It's scary, scary on Hallowe'en night! 5. Hold up the pumpkin lantern and ask : What's this? (It's a pumpkin). Tell children they are going to make one. They cut out pumpkins from worksheets. Show them how to fold in half and cut out nose, eyes and mouth. Fold here! Cut here! Watch carefully. Cut carefully. Be careful! Well done! Lovely! etc. Repeat the instructions several times and demonstrate helping children as necessary. Children colour their lanterns orange. When the lanterns are finished, get children to hold them up and point to the following as you call them out: eyes, mouth, nose, teeth. Lanterns can be used to decorate the classroom (hanging on a washing line, stuck on windows or walls) but check with the class teacher first. Finish class by inviting children to recite the chant again.

Mallette pédagogique pour les assistants d’anglais en primaire CIEP au service de l’éducation dans le monde

Festivals and Celebrations

Worksheet

B

Mallette pédagogique pour les assistants d’anglais en primaire Ciep au service de l’éducation dans le monde