The animals

SONG : Let's Go To the Zoo.

LYRIC OF THE SONG:

“Let´s go to the zoo”

Let's go to the zoo, zoo, zoo

Me and you to the zoo

Let's go to the zoo, zoo, zoo

Let's go to the zoo

Alligator, alligator

Eat, eat, eat

Rabbit, Rabbit

Hop, hop, hop

Penguin, penguin

Walk, walk, walk

Elephant, elephant

Stomp, stomp, stomp

Monkey, monkey

Scratch, scratch, scratch

Tiger, tiger

Run

• ACTIVITY: “ Let´s go to the zoo ” song

• WHEN AND WHERE: After the assembly, in the middle of the class because this aactivity is good for the children to have activity early in the morning.

• OBJECTIVES:The children learn the names of the animals in English and the correct pronunciation. They sing a song, work on the concentration, the memory and they play games in groups.

• PROCEDURE: 

1. The teacher says the animal´s names while she shows the mask with the faces of the animals and she puts the mask on her face.
2.  The teacher sings the song one time and then she sings it again with the children And she puts the mask on her face for the children TO identify
3.  The game. The teacher has a lucky rulet with the names of the player and one dice with the animals faces ( Alligátor, Rabbit, Penguin, Elephant, Monkey and Tiger ). The teacher explains the children that they have to sit down in a circle. Then the teacher starts to play the game in the middle of the circle. She rolls the dice and the face that is on the top of the dice is the name of the animal the children have to learn and then she chooses the mask with this animal face and puts it on her face . Then the teacher turns the lucky roulette choose the  next player.

• MATERIAL: - A dice with 6 animal´s faces and name 6 mask whith animal´s faces A lucky roulette with the name of the children.

•  AGE: 2 - 6 

• VARIATIONS: The same game but each month we change the animals ( more animals from the zoo, from the farm, from the sea, from the jungle... And we also  play learning the colours because each face in the ha a diferent colour 

•  Other variation is doing the movement of the animals when the teacher ask “What does tiger do?”.

welcome sesions: How are you?

How are you?

• Actividad: How are you?

• Donde y cuando:  Después de  "GOOD MORNING SONG" en la asamblea 

• Objetivos:

1. Que los niños identifiquen sus sentimientos 
2. Que los niños sepan relacionar sus sentimientos con las caras que hay en las tarjeta.
3. Que los niños expresen sus emociones y sentimientos.

• Procedimiento: Después de cantar la canción preguntará a los niños "how are you today?"después sacará las láminas con las diferentes caras y preguntará a cada niño " Are you happy? Are you tired? Are you angry? Are you sad? y cada niño deberá elegir la lámina correspondiente a su estado de ánimo.

• Edad: 3-4 años.

• Material: Láminas con  caras que expresen distintos estados de animo

Cuento: MiMi

Presentacion: 

Good morning Children 
Today, are you happy?

Actividad previa: Presentacion de los personajes del cuento 

Children, Look at the pictures
What animals is it?-

 Is it a dog? no.. Is it a sheep? no... Is it a cat? Yes, very well children

This is mimi 
these are her parents ( her mum, her dad)
These are yellow flowers
This is green grass
This is blue butterfly
This is her red boll

This is fish in the water
This is  Raibow

Ok 
Now I´m going to tell us a story of Mimi.

Hello children! I´m Mimi

 A Story:

Mimi is  learnig the colours

She is grey

Her mum is black

Her dad is white

She Likes yellow flowers

She plays on the green grass

She likes blue butterfly

She plays with  her  red ball

She enjoy´s  seeing the  orange fish in the water

She likes  looking in the raibow ¿ what colours do you see?

 The end 

She Likes yellow flowers



Actividad de después:













Six voluntaries please?

Ok now look this is or puzzle

Is it correct? No.... ok 
Is it correct? Yes, fantastic guys 
Now we are goint to play....

Tania what colour is it? Yellow ok perfect

• Actividad: A story of Mimi

• Objetivos:

1. Trabajar los colores.
2. Trabajar la familia directa padre-madre
3. Trabajar sustantivos cotidianos
4. Trabajar verbos cotidianos
5. Trabajar la psicomotricidad fina.

• Donde y cuando: En clase  en el rincón del cuento después de la asamblea.

• Procedimiento: Primero la educadora les presentará el vocabulario del cuento mediante  unas fichas , luego pasará a contarles la historia  y ya para terminar hará una actividad que consiste que los niños hagan el puzzle que será un repaso del todo el vocabulario del cuento y al final la educadora cuando hayan finalizado el puzzle les dirá a los niños " Is it a flowers? y así con cada ficha del puzzle   y con esto reforzaríamos el vocabulario.

• Material: Cuento de Mimi, un puzzle y fichas de los personajes del cuento ( cartón,folios,  rotuladores, tijeras)

• Edad: 2-3
• Variaciones: Para niños mas mayores poner los nombres en las fichas para que lo lean.
• Variación: Que la mascota "MiMi" cuente su historia ella misma.

The House

 Song “The song house”

Does your house have a roof?

Does your house have walls?

Does your house have windows?

Does it have a door?

Is the roof

And the walls

Here are the windows

And here is the door

Is your house very big?

Is your house very small?

Is your house very short?

Or is it very tall?

This is big

This is small

This is short

And this is tall

• Game: “La búsqueda de las partes de la casa”

Los niños tendrán que distinguir y buscar las partes de la casa que previamente hayamos visto en clase. Mediante este juego los niños recuerdan las partes de la casa y seguidamente cantaríamos la canción
El vocabulario en el que nos centrariamos:


- Windows
- Door
- Walls
- Roof
- Tall
- Short
- Small
- Big

• When and Where: En el aula durante la asamblea, cantaríamos la canción después de a ver realizado el juego para recordar el vocabulario  

• Objetivos:

• Reconocer las partes de la casa
• Mover el cuerpo a través de la mímica
• Diferenciar distintas dimensiones y tamaño
• Visualizar en laminas el diferente vocabulario
• Aprender vocabulario en ingles a través de la canción

• Procedure:

Colocaremos en la clase varias láminas de distintas imágenes de las partes de la casa como el tejado, ventanas, casas grandes, pequeñas altas, bajas…
Preguntaremos: Where is the … (window)? (por ejemplo)
Los niños tendrán que ir por la clase buscando todas las láminas en las que haya en este caso ventanas.

• Materials: Audio  canción Rotuladores, dibujos de las partes de la casa y de la casa, tijeras,pegamento, celo, pinturas de colores y cartulina.

• Age: 2-3 años se puede adpatar para otras edades

• Variation:Para niños más mayores pueden esconderse láminas con las imágenes y otras con los nombres y tienen que hacer parejas Podríamos hacer un mural de la casa con ellos, pintándola, poniéndole nombres a las partes de la casa...

Welcome Sesions : How Are You Today?

How Are You Today?

• Actividad: How are you today?

• Donde y cuando: Después de la asamblea en el aula

• Procedimiento: La profesora les pondrá este vídeo 2 0 3 veces  y  después de ver el vídeo les dirá a los niños How Are You Today? y para ello con ayuda de dibujos que estarán colocados en el suelo, el niño cogerá el dibujo y la educadora por ejemplo le dirá You are Sad? y el niño tiene que decir Yes/No y así sucesivamente.

• Objetivos:

1. Aprender el vocabulario que sale en el vídeo 
2. Asociar la palabra en inglés con el dibujo que la representa
3. Aprender la expresión How Are you Today? y saber su significado.

• Material: Dibujos de distintas expresiones faciales, un Dvd, una Tele altavoces.
• Edad: 2-3 años

• Variación: En vez de darle los dibujos con las distintas expresiones fáciles que cada niño dibuje la suya propia.

 

The Finger Family

The Finger Family(song)

Daddy finger, daddy finger, where are you? 

 Here I am, here I am, how do you do? 

 Mommy finger, mommy finger, where are you? 

 Here I am, here I am, how do you do? 

 Brother finger, brother finger, where are you? 

 Here I am, here I am, how do you do? 

 Sister finger, sister finger, where are you? 

 Here I am, here I am, how do you do? 

 Baby finger, baby finger, where are you? 

 Here I am, here I am, how do you do?

• Game: Each member of the family is represented by a finger, like the pictures below

• When and where: 

The workshop can be made before the break or after lunch, because it's a relaxing activity that doesn´t require much concentration. The workshop is indicated for children over 3 years, and in spite of that, the teacher has to help them to stick the face and clothes. The teacher can also draw the face and body of the finger family and the kids only have to colour the drawing with the colours indicated by the teacher. With this option, we can reforce another aknowledgement about the colours, too. For example: 

“the daddy finger has to be coloured with a blue pen, the mommy´s finger has to be coloured with the green pen...” and so on. 

 The song can be taught and sung in the Assembly or after the Assembly, but it's important to get the attention of the children, that they are sitting down in half a circle.

• Objectives: 

1.   To work Finger psychomotricity
2.   To learn the family members 
3.   To represent the family members (symbolic image) 
4.  To learn to work in groups 
5.  To coordinate the dance in groups

• Produce:

The first time, the teacher sings the song to teach the vocabulary to the kids. This variation can be made for 1-2 aged children. 
To help to learn the vocabulary, in a previous lesson, the teacher has explained the children who the members of a family are with flash cards and other pictures, and with the photos of the children with their own family. 

At the time the teacher is singing the song “Finger family”, she shows the named finger with a finger puppet that represents the faces of the different members. 
After she has sung the first time, the children can imitate the teacher and repeat the lyrics as well as the gestures.

• Materials: 

5 finger puppets representing each member of the family. With children 
older than 3, they can previously make a workshop to make some finger 
puppets with cards and cryons. In groups, each of them will create one 

member of the family.

• Age:  

• Variations: 

For older children, 3-5 aged, we can make it more difficult. 

These kids know who the family members are, so the first time the teacher sings the song around the formed Assembly (everyone is sitting down), she shows the named finger and repeats the song twice, and after the children have learned the song, the teacher makes 5 groups. 
Each group will represent a family member. When the song says “daddy”, 
“Mommy”, “brother” and so on, each group has to stand up and dance 
moving their entire body, until the next family member is named and sung. 

The last time the song is sung, everybody is singing, but when the song 
names “daddy”, mommy”, “brother” and so on, the teacher gives anyone an object (tie for daddy, a handbag for mummy, a cap for the brother, a 
hairband for the sister, and a rattle for the baby). 

At the time the child is receiving the object, he/she has to stand up and dance imitating a daddy, mommy, brother and so on, depending on the case.

Healthy food.

 Healthy Food (song)

Do you like apples?

Do you like apples?

Yes, I like apples. 

Yes, I like apples.

Do you like oranges?

Do you like oranges?

Yes, I like oranges.

Yes, I like oranges.

Do you like candies ?

Do you like candies?

No, I don’t like candies.

No, I don’t like candies.

Do you like chips?

Do you like chips?

No, I don’t like chips.

No, I don’t like chips.

I like to eat.

I like to eat.

I like to eat.

I like to eat.

Healthy food!!

Healthy food!!

Not junk food!!

Not junk food!!

• Game: Highway to health.

• When and where  : Se realizar después del recreo y antes de la comida. Todos los niños estarán sentados en las colchonetas del aula y en círculo.

• Objetives:

1. Conocer los tipos de alimentos.
2.  Diferenciar los alimentos saludables.
3. Aprender los alimentos en Ingles.
4.  Practicar los números tanto en Ingles como en español.

• Procedure: El juego consiste en realizar el recorrido del tablero, desde la casilla número 1 hasta la 12 con la ayuda de un dado que les indicara cuantas casillas han de avanzar. Cada casilla contiene un tipo de alimento tanto saludable como poco recomendado. Ellos mismos deben de reconocer que casilla es saludable o no. El objetivo del juego es que todos lleguen a la casilla numero 12.

• Materials: Cartulina,folios,dado,pintura,rotuladores, pegamento.

• Age: 2-3

• Variation: En la letra de la canción ha habido una modificación en el orden de aparición de los alimentos para alternar según sea saludables o no. Después de la canción preguntaremos a los niños si conocen el color de los alimentos citados.

HALLOWEEN

“H-A- double L-O” song for kids.

H-A-LL-O-W-EE-N (X2)

Spells Halloween (X2)

Halloween means ghosts and goblins

Skeletons, monsters and howling cats

Witches and devils and big black bats.

Spooky masks and jack-o-lanterns

H-A-LL-O-W-EE-N (X2)

Spells Halloween (X2)

Halloween means ringing doorbells

Scaring the people who open the door

Trick-or-treat gets you candy and apples

then go to the next HOUSE and get some more

H-A-LL-O-W-EE-N (X2)

Spells Halloween (X2)

• Activity: “H-A- double L-O” song for kids.

• When and where: In the Assembly and throughout the morning.

• Objectives:

1. Learn the vocabulary related to Halloween.

2. Have fun.

3. Learn what the translation.

4. Learn typical objects.

• Procedure: In the Assembly, we will talk about this day, “Halloween”.We will play the song to hear it and then we will sing it all together watching the video. After singing, we will paint the characters that are in the song. Finally we will also give out candies.

• Materials: Song, masks, drawings, paintings, pumpkin, candy.

• Age: 2-3 ages

My Body

MY BODY

1. Song lyric 

Ten Little fingers, ten Little toes

Two little ears, and one little nose

Two little eyes that shine so bright

 One little mouth to kiss mother goodnight.

• Objectives : 

1.   Aprender las partes del cuerpo e identificarlas.
2. Aprender el número de partes que cada miembro. Por ejemplo: los 10 dedos de la mano.
3.  Relacionar las partes del cuerpo con la palabra.
4. Coordinar los movimientos al ritmo de la canción.

•  When and where: en la Asamblea, todos tienen que sentarse en lacolchoneta después de la  bienvenida, para que los niños despierten.

• 5. Procedure: Antes de realizar esta clase de actividad, se han trabajadolas partes del cuerpo. Durante la asamblea, los niños se colocan en un círculo y cantamos la canción juntos. Después de haber cantado dos veces, señalando en nuestro propio cuerpo, se introduce el muñeco diciendo:

Hello!

This is baby joe

He is very happy to be here

And he wants to sing with us

Let´s sing together!

Repetiremos la canción señalando las partes del cuerpo del muñeco, 

para que los niños lo asimilen mejor.

• Material :muñeco de cartón, voz y audio.

•  Age: apartir de 3 años.

• Variations: se puede empezar a trabajar las partes del cuerpo con esta actividad, en vez de trabajarlo previamente. Otra variación sería que el muñeco se haga en la clase como un taller con los niños cuando estemos  empezando a trabajar las partes del cuerpo.

• Game:

 The children are placed around the classroom, the teacher with 

Baby Joe anger saying "Baby Joe says touch your ______" while she is 

playing the part indicated, you can also say "Baby Joe says do not touch 

_______ " while she shakes her finger.