Masaryk University Brno, Faculty of Education

Department of English Language and Literature

DIPLOMA THESIS

LET’S PLAY IN ENGLISH

Methodology of 35 lessons for children

starting to learn English.

Supervisor: PhDr. Helena Havlíčková Author: Marta Egberts

Brno 2007
Declaration

I declare that I worked on my diploma thesis on my own with supervision of PhDr.

Helena Havlíčková and that I used only the sources mentioned in my bibliography.

....................................................

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Acknowledgement

I would like to express special thanks to my supervisor, PhDr. Helena Havlíčková, for

her expert assistance, valuable advice and kind help she provided me with throughout

my diploma thesis.

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 CONTENTS

Contents ………………………………………………………………………….……...4

Introduction …………………………………………………………………….……….5

1. Theoretical part

1. 1Young learners

1.1.1 General characteristics of young learners……………………….…6

1.1.2 Young learners and their motivation………………………………8

1.1.3 Teaching young learners……………….…………………………11

1. 2 Let’s play in English guide

1.2.1 Something about Let’s play in English…………………………...13

1.2.2 How to use this book……………………………………………...14

1.3 Your lessons

1.3.1 Developing key competences………….………………………….16

1.3.2 English or mother tongue?…………...…………………………...17

2. Practical part

2.1 Methodology book for teachers…………………………………………….18

Conclusion……………………………………………………………………………...99

Summary..……………………………………………………………………………..100

Bibliography…………………………………………………………………………..101

Appendices

1. Working sheets for pupils

2. Additional materials for teachers

4
 INTRODUCTION

English songs, English movies, English books, T – shirts with English signs,
companies with English name, English speaking people in the streets… English
surrounds us almost every our step. Knowledge of this worldwide language is more and
more important not only for individuals but for the whole society. English became an
essential part of school timetables and job requirements.
The best time to start learning English is definitely the childhood. If children are
motivated to learn new language, they are able to absorb the English pronunciation and
new words very easily and with long-lasting effect. Teacher is the one who can motivate
them and be their guide and helper.
Nowadays, there is a growing demand of English teaching to pre-school age children.
Despite of this trend, I think that the optimal age to start learning English as a second
language is the age of seven or eight years. Children have already started compulsory
schooling and have begun to read and write in their mother tongue.
For children, it is a big step to start learning a foreign language as a compulsory subject
at school. For some of them, this step can be as a big leap full of difficulties connected
with strict school regime, bad marks related stress or fear of failure. All these elements
can negatively influence the child’s attitude to English.
English as a free time activity offers teachers a big opportunity to introduce this
language to children in a playful and enjoyable way and to motivate them for their
further study.
Unfortunately, there is a lack of good and quality methodology books concerning this
area of teaching. I faced this problem personally, when I was standing in front of a class
of seven year old pupils. That urged me to make up something on my own considering
child’s needs, interests and development…
Let’s play in English is a methodology book destined for children starting to
learn English and their teachers who are not afraid of new things.

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 1.1 YOUNG LEARNERS

1.1.1 General characteristics of young learners

Children are specific young language learners and to make the most of the lessons with
them you should be aware of certain characteristics. There is something you must
always keep in your mind: “The adult world and the child’s world are not the same.”1
You teach young learners in many ways completely differently from the older learners.
Your lessons can be effective only when you understand child’s mind and the way of
thinking.
There are always some differences between children although they are of the same age.
Some of them can develop earlier than the other ones. They vary in maturity (mental
and physical); writing, reading and overall learning experiences or social family
background. Fortunately, there exist general characteristics of all of them.
Let’s play in English assumes that the pupils are between seven and nine years old.
What should you know about children of this age?

• They LOVE to play.

• They have very vivid imaginations and fantasy.
• They cannot concentrate on one activity for too long time.
• They like playing with words.
• They like stories and fairy tales.
• They are able to work or play on their own and also together with others.
They start to cooperate.
• They have a strong sense of fairness.
• They love to have fun.
• They are very creative, they invent many new things.
• They are very curious and interested in the world around them. They ask
many questions to get the answers and know more.

______________________________________________________________________
1
SCOTT, W.A., YTREBERG, L.H. Teaching English to children. Longman 1990, ISBN 058274606X
(p.3).
6
• They start to distinguish what is fact and what is fiction.
• They learn many things indirectly and subconsciously. They are not often
aware of the learning process.
• They do not like boredom, they need to do something all the time.
• They need certain system and routines to feel secure.
• They like drawing, cutting, sticking.
• They like to be the centre of the attention.
• They cannot make big decisions yet.
• All their senses are involved in the learning process.
• They are not able to stay calm and sit the whole lesson, they need to
change positions and move.
• They like talking about themselves and their world.
• They want to explore and learn.
• They need to be encouraged and praised for what they do.

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 1.1.2 Young learners and their motivation

Your role, as the teacher, is very important. It should be stressed that positive
motivation is your magic key to successful language teaching. You must be careful that
children are not bored during the lessons because that is very discouraging and they can
loose their interest and attention.
“Young children are enthusiastic and positive about learning.”2 It is natural for them to
explore and learn new things. Benefit from this fact and motivate them to keep their
enthusiasm and positive attitude.
You have a whole range of motivational factors that should be taken into account in
your teaching.

• Classroom decoration – Already the first minutes in the classroom can

support child’s interest, motivation and curiosity. Especially young
learners like colourful pictures, wallboards, posters and interesting
objects. You must be careful that the decoration is not disturbing child’s
attention.
• Wide variety of teaching aids and supplementary materials – It is very
exciting for children to see and touch different kinds of things and
objects. You should alter different kinds of puppets, toys, pictures,
flashcards, objects from real life, books…
• Games – Children love games. Playing games is a natural part of child’s
world. It is an essential and vital part of their development. Carefully
selected games definitely increase child’s motivation. “Of course all
language games should be fun, but always keep the language component
at the forefront of your planning.”3 You must vary games from lesson to
lesson not to overdo one favourite game that would not motivate children
the next time.

______________________________________________________________________
2
SCOTT, W.A., YTREBERG, L.H. Teaching English to children. Longman 1990, ISBN 058274606X
(p.3).
3
LEWIS, G.; BEDSON, G. Games for children. Oxford University Press 1999, ISBN 0194372243 (p.7).
8
 • Songs, rhymes and chants – Children like playing with words. Through
songs and rhymes they can easily remember many new words, phrases
and learn correct pronunciation, intonation and rhythm. “You can use
songs and chants to teach children the sounds and rhythm of English, to
reinforce structures and vocabulary, or as Total Physical Response
activities – but above all to have fun.”4 Song is a very motivating
element of your lesson and you can use them at any stage of the lesson
you want.
• Stories and fairy tales – “Once upon a time…” few magic words that
motivate every child to listen what is coming next. Using colourful
pictures can help children to understand the meaning of new or unknown
words. Selection of the book is very important and should always
consider child’s age and level of English.
• Variety during the lesson – You must keep in your mind that children
still have a short attention and concentration span. They cannot
concentrate on one thing for too long period. It is your must to vary the
activities, organisation, teaching techniques and supplementary materials
frequently.
• Encouragement – “Good, great, well done, excellent…” Also for you –
an adult person, it is incredibly motivating to hear these words from
someone’s mouth. For children, this word encouragement has the same
amazing effect. They need to hear it although they make mistakes
sometimes. Besides word compliments, you can clap your hands, stroke
child’s head, touch the shoulder or simply smile and nod your head. As
another way of appreciation for child’s work, you can give him/her a
picture to colour, write his/her name on the board or expose the product
of his/her work. This everything gives children a huge sense of
achievement and satisfaction. You should only avoid giving physical
rewards – they do not study English for piece of sweet!

______________________________________________________________________
4
PHILLIPS, S.; MALEY, A. Young learners. Oxford University Press 1993, ISBN 0194371956 (p.100)

9
• Teacher – You, with your personality, are already a leading motivational
factor for children. You should be yourself and should not act or pretend
– children can recognize it very fast. You must be very patient, sensitive
and open-minded. Children surely appreciate your sense of humour and
every smile. You should not forget to use many gestures and mimes and
vary your voice.
• Atmosphere in the classroom – The last but no less important element of
the motivation is the atmosphere in the classroom. Children should feel
secure, relaxed and comfortable. They should not be afraid to speak
English.

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 1.1.3 Teaching young learners

Teaching English to children is a demanding, challenging and also incredibly rewarding

experience.
Every carefully prepared lesson with young learners has a big meaning; your effort and
time you spend on making the lesson plan is not lost but definitely worth it. To get the
maximum of your lessons, you can benefit from few basic rules considering the general
characteristics of young learners as mentioned in 1.1.1.

• Plan your lessons! “Your lesson planning will depend on your children
and how long you see them for.”5
• At the beginning of every lesson planning, determine the aims of the
lesson. This step is necessary. You can only hardly plan the lesson
without knowing the main purpose and expected result.
“Teachers need to know what it is they want their students to be able to
do at the end of the lesson that they couldn't do before.“6
• Consider children’s interests and hobbies.
• Be flexible and prepared to adapt your plans. Prepare some activities for
quick finishers (colouring sheets, crosswords, exercises, jigsaw,
pictures...) so that they do not disturb those who are still working.
• Vary the activities during the lesson to keep children’s concentration and
attention.
• Never forget the motivational factors (see the previous chapter 1.1.2)!
• Instead of lots of words, demonstrate what you want children to do. Ask
them questions to be sure they understand what to do.
• Revise, revise, revise…
• Monitor and observe children during the lessons and make notes about
their progress, discuss with them your results.

______________________________________________________________________
5
REILLY, V.; WARD, S. M. Very young learners. Oxford University Press 1997, ISBN 019437209X
(p.14).
6
http://www.teachingenglish.org.uk/think/methodology/planning1.shtml#3

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 • Be patient and do not worry to repeat your words several times.
• Your lessons should be fun not only for your pupils but also for you. Join
the games and activities together with the children, enjoy them and do
not feel shy to play with them.
• Select activities and games which involve all the children’s senses.
• Praise all the children and do not give compliment to the same child all
the time. Not everybody can be excellent at English – try to find also
other reasons of your positive reaction. You can praise the children for
their work, behaviour, cooperation, activity, effort or attitude.
• Make your lessons varied but keep them simple and not too complicated.
• Give the children space to talk and express their opinions. Listen to them
and do not ignore them.
• Make up the rules of every game and activity. Say them clearly just at the
beginning of the game and follow them strictly.
• Be yourself.
• Correct child’s mistakes carefully so that the child does not feel ashamed
or embarrassed for his/her mistakes. Explain the children that mistakes
are a natural part of every learning process. “Without risks and mistakes
we could not learn anything.”7
• Keep smiling and be positive.
• Be objective.
• Never give up! Your work is worth it although your results are not
always seen immediately.

______________________________________________________________________
7
HALLIWELL, S. Teaching English in the primary classroom. Longman 1992, ISBN 0582071097
(p.12).

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 1.2 LET’S PLAY IN ENGLISH GUIDE

1.2.1 Something about Let’s play in English

Let’s play in English is a methodology book covering 35 lessons for 7 to 9 year old
children starting to learn English as a second language. The lessons are focused
especially on basic topic-based vocabulary such as animals, numbers, family, clothes,
human body, colours… To learn vocabulary is for this age group of children essential,
because “young children are quick to learn words, slower to learn structures.”8 Besides
the vocabulary, children learn few simple phrases and they start to discover first
structures and grammar although they do not analyse them at this age. “Both vocabulary
and grammar need to be taught in context”8 and that is why each lesson plan offers you
interesting games and activities to learn and train the new items.
This book assumes that your pupils have already started compulsory schooling and they
have start to read and write in their mother tongue. During your course, children are
supposed to develop their speaking and listening skills in English. They slowly start to
read separate words or short sentences with your help, but they do not learn to write in
English yet.

______________________________________________________________________
8
PHILLIPS, S.; MALEY, A. Young learners. Oxford University Press 1993, ISBN 0194371956 (p.74).

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 1.2.2 How to use this book

Methodology book for teachers

This part of the book is divided into 35 topic-based lessons – one lesson is planned for
45 minutes. It is assumed that the frequency of the lessons is once a week.
Each lesson is characterised by a simple table. What do you know about the lesson after
reading it?
• Aim of the lesson
• New vocabulary
• New phrases
• Grammar
• Aids and supplementary materials
To get the clear picture of the whole lesson, read the ‘Lesson plan.’ Do not read the
lesson plan just the last five minutes before your lesson! Prepare all the aids and
additional materials mentioned in the table.
Optimal class size is between 6 to 10 children.
Many activities and games are based on pair or team work. Give children freedom to
choose the partner but not always. Sometimes it should be you or a coincidence that
decides about it. “If you make different teams each time you play, the children will get
used to working with all their classmates.”9

Working sheets for pupils

Almost for each lesson, there is a prepared working sheet for your pupils. According to
the class size, make the appropriate number of copies – one copy for each child. Copy
them before the beginning of the lesson.
The right moment of using the working sheet is written in every lesson plan together
with the instructions of every exercise.

______________________________________________________________________
9
PHILLIPS, S.; MALEY, A. Young learners. Oxford University Press 1993, ISBN 0194371956 (p.85).

14
Be sure that children understand your instructions and know what you want them to do
with the working sheet. Do not worry to demonstrate, say an example or just repeat the
instructions once again.
While children are working at their working sheets, do not sit and watch out of the
window! Be active – go round the classroom to monitor the children’s work and check
how they complete their sheets. Help them if necessary.
Do not collect their working sheets – they keep them and put them into their language
portfolio. “The children are in control of their portfolios and can develop them in ways
that express their individuality.”10

Additional materials for teachers

Additional materials are also an important part of this book – you can find there many
pictures (can be used as flashcards), texts of songs or chants, board games (better to
copy them on a big format of paper). Instructions for their using are written in the lesson
plan. Just to copy them is not always enough. Be prepared to cut, glue or colour. Do not
throw them away after the lesson – you can reuse them in the future.

______________________________________________________________________
10
IOANNOU-GEORGIOU, S.; PAVLOU, P. Assessing young learners. Oxford University Press 2003,
ISBN 0194372812 (p.23).
15
 1.3 YOUR LESSONS

1.3.1. Developing key competences

During your English lessons, children are fully exposed to the language learning
process. But that is not everything. They can learn much more besides English. They
can learn something very important. Something that can be helpful in their further study
and the whole life. They can learn how to behave towards others, how to study, how to
work or cooperate. It is only up to you – the way you talk with them, the activities and
games you use in your lessons, the way you encourage and evaluate children, the way
you solve problems or arguments...

There are six main domains of key competences that should be developed. Here is a
simple overview:

• Learning-to-learn competence – Children can organise their own learning

and manage their time effectively. They make decisions.
• Solving problems competence – Children can look up the information
and work independent. They suggest a solution of some problem.
• Communicative competence – They express their ideas and listen to
someone else.
• Social and personal competences – They cooperate with others and they
behave responsible.
• Interpersonal and civic competences – They respect others and follow the
rules and norms.
• Working competence – They are aware of the importance of education in
their life.

To develop these key competences is not easy. It is not a question of one or two years. It
is a long and hard journey but step by step you can move further and see the results...so
do not give it up!

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 1.3.2. English or mother tongue?

English or mother tongue? Just one short question can give you many different answers
back. But definitely, there is tremendously increasing tendency to teach English
completely in English.
On one hand, there is a big plus for English because “children can pick up a lot of
language through the normal day-to-day routine”11 of what they do in class. On the
other hand, some of them hear English for the first time in their life and it can be very
difficult and confusing not to hear even a word in their mother tongue, which is natural
for them. In my opinion, the best way is to compromise.
Greetings, classroom commands, instructions, word encouragement...all these you
should say in English. In this case, you should use English as much as possible. But if
you do not speak English all the time, it is not a mistake. Be sure that “the more the
children learn, the broader the use of the target language becomes.”12

______________________________________________________________________
11
REILLY, V.; WARD, S. M. Very young learners. Oxford University Press 1997, ISBN 019437209X
(p.16).
12 LEWIS, G.; BEDSON, G. Games for children. Oxford University Press 1999, ISBN 0194372243
(p.14).

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LET’S PLAY IN ENGLISH

Methodology book

for teachers

18
 TOPICS OF THE LESSONS

1. Hello

2. Colours

3. Colours

4. World around us

5. Numbers 0 – 10

6. Happy birthday!

7. Numbers 11 – 20

8. Halloween

9. English alphabet

10. English alphabet

11. Animals

12. Animals

13. Christmas

14. House

15. My room

16. Where is Spot?

17. Human body

18. Human body

19. Human body

20. Assessment lesson

21. Family

22. Family

23. Clothes
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24. Clothes

25. Food and drinks

26. Food and drinks

27. Easter

28. Fruit and vegetables

29. Fruit and vegetables

30. The very hungry caterpillar

31. The very hungry caterpillar

32. Numbers 0 – 100

33. Shopping

34. Hobbies

35. Goodbye

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 Lesson 1

HELLO

Aim of the lesson: To introduce and practise basic greetings and introductions. To ask
and answer about a name. To know English speaking countries in the mother tongue.
New vocabulary: Hello, name, my, your, goodbye, aeroplane.
New phrases: What is your name? My name is …
Grammar: Possessive adjectives my and your.
Aids and supplementary materials: A straw hat, a picture of an aeroplane, a map of the
world. Working sheets ‘Hello’and ‘My English progress.’

Lesson plan:
• Flight – Enter the classroom with a hat on your head. Greet the children ‘Hello’
and lift up the hat and put it back. Repeat this greeting until they answer back.
Tell them that they are going to fly to some English speaking country – where
can that be? They give you answers, translate them into English and show them
on the map of the world. Let them choose where they would like to fly today and
say something about this country. Show them the picture of an aeroplane, say the
word loudly and they repeat it several times. Say that you are a pilot and
organize the chairs like on the board of the aeroplane; pupils sit down and close
their eyes. Make wind noises with your mouth. Then everybody opens the eyes...
10 minutes
• Greeting in the park – Say to the children, that it was a long flight and they are
tired from sitting on the aeroplane all the time. Invite them for a short walk to a
park to stretch their body. Ask them to imagine that it is a beautiful sunny day
and there are a lot people walking in the park. Children walk in the classroom -
when they meet someone, they pretend to lift up a hat from their head, smile and
greet each other ‘Hello’… 5 minutes
• Pass the hat! – Write the phrases you are going to teach on the board. Sit the
class in a circle on the floor; you (having a hat on) are a part of the circle as
well. Turn to the child sitting next to you and shake his/her hand.
T: “Hello”
Ch: “Hello”
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 T: “My name is Marta” say this sentence aloud, slowly and repeat it several
times pointing to you. “What is your name?” point to the child and help him/her
with the answer paying a big attention to the correct pronunciation.
Ch: “My name is …”
After the pupil’s answer, put the hat on his/her head. Now he/she turns to the
next child and the whole class repeats the same question.
Class: “What is your name?”
Ch1: “My name is …”
Class: “What is your name?”
Ch2: “My name is …”
Play until the hat comes back to you.
Afterwards another version of this game is also possible. Throw the hat to
someone and ask him/her what is his/her name. The child answers, throws the
hat to someone else and asks the question without any help of the class…15
minutes
• Working sheet – Give each child a photocopied working sheet (‘Hello’). They
draw a picture of themselves, write their name into the bubble and put the sheet
into their portfolio…10 minutes
• Flight home – Look at your watch and act very surprised. Say that in few
minutes their aeroplane is leaving and they must catch so that their parents
(friends) are not looking for them in an empty classroom. Children sit on the
chairs as at the beginning of the lesson, closed eyes and you make wind noises
with your mouth. When the aeroplane lands, they open their eyes. Go to each
child shake his/her right hand, wave to him and say ‘Goodbye’. If necessary,
repeat it again until the child responds back…2 minutes
• My English progress – Give each child a working sheet ‘My English progress.’
Ask them, what they can see in the picture (a clown). Explain them, that the
clown is only black and white now. But children can very slowly colour him.
Not immediately everything! After each learnt topic, they can colour the
appropriate part of the clown. Today, they can colour a part of clown’s arm
(children colour the part, where ‘hello’ is written).
______________________________________________________________________
‘My English progress’ is a part of each lesson although it is not mentioned in the lesson plan.

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 Lesson 2
COLOURS
Aim of the lesson: To introduce and practise colours. To ask and answer about colour.
New vocabulary: Red, orange, blue, green, white, yellow, pink, black, brown, colour,
stork, frog.
New phrases: What colour is it?
Grammar: To be – it is – affirmative.
Aids and supplementary materials: Crayons, a picture of a stork in a sock and frogs of
different colours (see additional materials ‘Stork’ and ‘Frogs’), small pictures of frogs
(two pieces of each colour). Working sheet ‘Stork’ for each child.

Lesson plan:
• Curious stork – Come to the classroom, smile and greet the children “Hello.”
Say to them, that a special visitor is coming today. He is waiting behind the door
– shell we invite him? Children nod their head, go slowly to the door and open.
“Come in!” Wave your arm like you are inviting someone inside. Then go for a
second behind the door and enter the classroom walking like a stork greeting
“Hello.” Wait for children’s answer and then ask them if they recognize who
visits them. They answer in their mother tongue, you translate into English and
they repeat. Ask the class to sit in a circle, to make ‘a pond’ for the stork. Sit
with them in a circle and hold a picture of the stork. Say that the stork is very
curious and he would like to know their names. Look at the stork, disguise your
voice and move with the picture like the stork was alive.
S: “ What is your name?”
T: “My name is Marta.” Answer with your voice.
Now turn to the child sitting on your left, turn the stork to the child and again
disguise your voice. “And what is your name?” and the child answers. Give
him/her the picture. Continue in this way until all the children ask and answer
about the name and the picture is back in your hand...10 minutes
• Stork’s snack – Children remain sitting in the circle, put the picture of the stork
to the centre of the circle. Look at the watch and say that the stork might be a
little hungry and would like to have a snack. What can we offer him? Children

23
 say their suggestions. If they do not mention ‘frog’ help them by miming. Take
pictures of colourful frogs, but do not show them yet. Say that the stork can
choose, because you have a lot of frogs. Each of them tastes different. Now
show them a yellow frog.
T: “Yellow.” Children repeat.
S: “ Yellow? “ Say it with a disguised voice of a stork that is very surprised.
T: “Yes, yellow!” Children repeat once again and you place the yellow frog next
to the stork.
Continue in this way until all the colourful frogs lie around the stork… 10
minutes
• Stork’s rhyme – Say that the stork liked his colourful snack very much and the
frogs of different colours inspired him. While he was eating them he invented a
rhyme with a game. Hold the picture of the stork in front of your body, walk
slowly in the classroom and say the following rhyme:

The stork in a sock,

Has got a frog.
What colour is the frog?
PINK!

At the end of the rhyme, add always a different colour and show the pupils the
corresponding frog. Children run and touch something having this colour. After
few turns, call out a colour but do not show the frog any more… 5 minutes
• Working sheet – Give each child a working sheet (‘Stork’). They colour the
frogs and put the sheet into their portfolio… 5 minutes
• Colourful frogs – Sit the class in a circle on the floor, put the flashcards of frogs
face down to the middle of he circle.
T: “ What colour is it?” Take one frog and ask children to repeat the whole
question after you, whenever you ask. Then point to a child and she/he answers.
Ch1: “Blue”
T: “Good, IT IS blue.”
Take another card, show it, ask the same question and children repeat. As soon
as children have no difficulties with saying the question, encourage one of them

24
 to choose one frog and ask about its colour. Continue in this way until all the
children get a chance to ask the question… 10 minutes
• Lost frogs – Give to every child one small picture of a frog of certain colour
(pay attention that there are two children with the same picture). Children keep
the picture in their hand very carefully so that nobody else can see it. They walk
in the classroom and try to find a person who has got a frog of the same colour.
Ch1: “What colour is it?”
Ch2: “Blue, what colour is it?”
Ch1: “Blue!”
Wait until all the children are in pairs…5 minutes
• Goodbye, stork! – Say to the children that the stork is happy to be with them
today but he must leave now. Walk like a stork across the classroom, children
imitate you walking behind. Then stop, wave to the children and greet them
“goodbye.”

25
 Lesson 3
COLOURS
Aim of the lesson: To practise colours. To sing a song about a rainbow.
New vocabulary: Rainbow, sing.
New phrases: None.
Grammar: To be – it is – affirmative.
Aids and supplementary materials: CD – song ‘Sing a rainbow’, coloured pencils,
flashcards of colours. Working sheet ‘Rainbow’.

Lesson plan:
• Painting in the sky – Say to the children that once you were walking outside and
all of sudden you saw a beautiful painting in the sky. But you did not see any
painter! Go to a blackboard, take a piece of white chalk and draw six long lines
above each other. Say that it could look like that, but it was colourful. “What is
it?” Ask children if they have any idea what it can be. They answer in their
mother tongue; you smile and nod your head.
T: “Yes! RAINBOW!” Children repeat after you.
Ask children if they know when they can see this beautiful painting in the sky.
Have they ever seen a rainbow? … 5 minutes
• Rainbow - Ask children to take their chairs and go to sit in a circle. Show one
flashcard of a colour, so that everybody can see it.
T: “What colour is it?”
Ch1: “Green.”
T: “Yes, it is green. Here you are.” Give the green flashcard to Ch1 and show
another card.
Continue until all the children have one colour flashcard. Then they put the card
on the floor in front of the chair. Start by standing in the centre of the circle and
calling out two different colours. Those children who have pictures of them must
get up and quickly move to an empty chair, including you. Whoever ends up
without a chair then stays in the middle of the circle and calls out another two
colours to swap. To get everyone to move all at once, the person in the middle
calls out ‘rainbow.’…15 minutes

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• Colours of the rainbow - Pupils sit at their desks; they have coloured pencils in
the hand. Call out a colour and they lift up the corresponding coloured pencil
above their head. Start slowly but call out the colours faster and faster. Then
invite some child to the board instead of you… 5 minutes
• Sing a rainbow - Tell the children that they are going to listen to a song about a
rainbow. They must listen very carefully and they must find out the rainbow’s
colours. They hold all the crayons in their hand. As soon as they hear some
colour, they put the corresponding coloured pencil on the desk. After first
listening check with them the colours. Play the song once again and now the
pupils put the crayons to the correct order as they follow each other in the song.
Give them the opportunity to listen to the song twice and check it.
Sing the song together with the CD. While children are singing, they point to the
crayons at the same time.
• Working sheet – Each child gets a working sheet (‘Rainbow’). There is a picture
of a rainbow, they colour it according to the organised crayons on their desk. At
the end of the lesson, sing the song again and children point to their rainbow..

27
 Lesson 4

WORLD AROUND US
Aim of the lesson: To introduce and practise basic vocabulary items with the indefinite
article, to ask and answer about new objects.
New vocabulary: Book, bag, table, chair, pen, pencil, car, umbrella, house, orange,
apple, yes, no.
New phrases: What is it? It is…
Grammar: To be – it is – affirmative; indefinite article a/an.
Aids and supplementary materials: Objects or flashcards of new vocabulary, a colourful
cotton bag, two big paper bags. Working sheet ‘World around us.’

Lesson plan:
• Surprise in the bag – Show the pupils a colourful cotton bag.
T: “What is it?” Look at the bag, turn it round and look very curious.
T: “It’s a bag! BAG.” And children repeat it after you.
Shake the bag to make noise, put your ear close to it and act very surprised.
T: “There is something inside! What is it?” Ask the children to guess what can
be hidden in the bag. Put your hand mysteriously inside and take one object or
flashcard slowly out. Show it to the pupils, say the English expression and they
repeat - first everybody together and afterwards ask one child to repeat it on
his/her own and then give him/her this object. Continue in this way until the bag
is empty…10 minutes
• Filling the bag - Now go with the empty bag to the pupils who have an object or
flashcard from the previous activity.
T: “What is it?” and point at the thing.
CH: “Table.”
T: “Yes, IT IS A table” and ask the child to repeat the whole sentence after you.
CH: “It is a table” imitates the child.
Go from child to child until the bag is full again…10 minutes
• Two bags – Sit the class in a circle on the floor; take the things out of the bag
and put them into the middle of the circle. Tell the children that they are going to
divide these things into two different paper bags – on one of them is written ‘A’
and on the other one ‘AN.’
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 Take the flashcard or an object of a car and ask
T: “What is it?”
CH: “It is car.”
T: “Yes, it is A CAR!” Children repeat after you and you put the flashcard on
the bag where ‘A’ is written.
T: “And what is this?” Show them a picture of an umbrella.
CH: “It is umbrella.”
T: “Well done, it is AN UMbrella.” Everybody repeats. Now put the picture on
the ‘AN’ bag.
Ask the children if they know what is the difference, listen to their suggestions
and help them to find the key. Explain in their mother tongue that in English,
words beginning with consonants use the indefinite article ‘a’ and those
beginning with vowels take the indefinite article ‘an.’
Then the children divide the rest of the flashcards without your help. When they
are finished, check it with them together…15 minutes
• Working sheet – Children get the working sheet (‘World around us’). There is a
picture of two bags and pictures of new vocabulary items. They divide the
pictures into the bags… 5 minutes
• Drawing on the board – Draw one of the new items on the board and ask ‘What
is it?’ The pupil, who answers first using the indefinite article correctly, comes
to the board and draws another picture…5 minutes

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 Lesson 5

NUMBERS 0 – 10
Aim of the lesson: To introduce and practise numbers 0 – 10 and to sing a song.
New vocabulary: Numbers 0 – 10, number, teddy bear.
New phrases: What number is it?
Grammar: Cardinal numbers from 0 to 10.
Aids and supplementary materials: CD – song ‘Ten little teddy bears’, big number
cards, a picture of a teddy bear. A cotton bag filled by ten clothes pegs, ten buttons, ten
chestnuts… Working sheet ‘Teddy bears.’

Lesson plan:
• Let’s count it! – Sit the class in a circle on the floor and show them a cotton bag
filled with three different kinds of things, all of them in sets of ten pieces. Shake
the bag until it makes noise and the pupils guess what is inside. Then turn the
bag upside down and empty it. Now all the things are mixed in the middle of the
circle and you are going to count the pieces of each kind.
Show the kids empty hands and say very sadly “Zero.” They try to repeat it after
you; don’t worry to say the word more times before they pronounce it correctly.
Now take one chestnut, smile and say loudly “One”, children repeat and you put
it on the side. Take another piece and continue this way until you have all the
chestnuts counted on one heap. Continue counting exactly the same way using
buttons and clothes pegs putting each kind on a different pile…10 minutes
• Counting in groups – Divide the class into three groups and give each of them
one set of objects from the previous activity. Call out numbers from 0 to 10 and
each group counts this amount of their objects… 10 minutes
• Fingers – Show the class three fingers on your hand and ask.
T: “What number is it?”
CH: “Three.”
T: “Yes, well done. And now? What number is it?” Show them six fingers and
wait for their answer.
Repeat several times so that children learn the numbers automatically without
counting always from ‘one.’ Then ask children get in pairs, sit opposite each

30
 other and play this finger game. One child shows his/her fingers and the other
one says the number. After you clap your hands, they exchange the roles… 10
minutes
• Ten little teddy bears – Stick or draw a picture of a teddy bear on a board. Ask
them what they can see in the picture, they answer in their mother tongue and
you translate it into English. Ask them if they have a teddy bear at home. What
is its name? Tell them that you have got a nice song about teddy bears for them.
Do they want to listen to it? Children nod their head and you invite them to the
free space in the classroom.
Sit the class in a circle; give each child a big card with a number and encourage
him/her to say the number in English. (If you have more then 10 children in your
class, the number cards can repeat and two children hold the same number and
stand up at the same time.) Ask children to hold the number card in front of their
body so that everybody can see it. Explain them that they are going to listen to a
song. When they hear their number they must stand up. At the end of the song
the whole class is standing. Play the song the second time and now the children
sit down when they hear their number.
Play the song more times and encourage children to sing with the CD…10
minutes
• Working sheet – Each child gets a working sheet ‘Teddy bears.’ Read the words
in the table, children match them with the corresponding pictures… 5 minutes

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 Lesson 6
HAPPY BIRTHDAY!

Aim of the lesson: To revise the numbers from the previous lesson, to ask and answer
about the age. To sing a birthday song.
New vocabulary: Old, birthday, birthday cake, candle, balloon, present.
New phrases: How old are you? I am … Happy birthday!
Grammar: Verb to be – I am, you are - affirmative.
Aids and supplementary materials: CD – song ‘Happy birthday to you’, pictures of
birthday cakes (see additional materials ‘Birthday cakes’) - each cake is in two copies, a
balloon, a teddy bear. Working sheet ‘Happy birthday!’

Lesson plan:
• Teddy’s birthday party – Come to the classroom with a teddy bear in your hand.
Stop at the door and show the teddy bear to the children. Move with the teddy
bear like he was very curiously looking around. Say to the children that you
found him in front of the school. He was sitting on the stairs, very sad and
crying. You felt very sorry for him and took him with you.
T: “Hello.” Talk to the teddy bear.
TB: “Hello.” Say very sadly; disguise your voice.
T: “What is your name?”
TB: “My name is Teddy.”
Now speak in your mother tongue and ask Teddy if he got lost - turn with his
head and say quietly “No.” Ask him if he has anything painful - turn with his
head again, “No.” Shrug your shoulders and look at the children. Look at Teddy
once again and ask him what happened to him. Teddy says that he has got
birthday today. But everybody forgot it! Act, like he was crying and stroke him.
Ask children what to do. Suggest celebrating Teddy’s birthday in the classroom.
Children agree and the teddy bear is jumping up and down… 5 minutes
• Number balloon – Invite the children to stand in a circle. You, holding a balloon,
are a part of this circle.

32
 T: “A balloon!” Children repeat. Toss the balloon to a child, say a number,
he/she translates it and tosses the balloon to someone else saying a number (0-
10) to be translated. Start slowly and fasten up… 5 minutes
• Teddy’s birthday cake – Draw a birthday cake on the board.
T: “Look! A cake.” Children repeat after you.
T:”A BIRTHDAY cake!” They repeat again. “A birthday cake for Teddy” and
point to the teddy bear.
TB: “A birthday cake for me?”
T: “How old are you, Teddy?” Encourage children to repeat the question after
you. Do not translate it into children’s mother tongue.
TB: “I am five.” Draw five candles on the birthday cake; count them loud while
you are drawing them… 5 minutes
• Curious Teddy – Now go with Teddy to a child, ask with disguised voice “How
old are you?” and point with Teddy’s arm to the child. Encourage the class to
repeat Teddy’s question and help the child with the answer. Continue in this way
until Teddy asks all the children… 15 minutes
• Find your twin – Every child gets a small picture of a birthday cake with
candles. Children hold their picture carefully so that nobody else can see it. Say
to them that they must find someone with the same number of candles – that is
their twin.
Ch1: “How old are you?”
Ch2: “I am four. How old are you?”
Ch1: “I am three.” Children walk in the classroom; they ask and answer about
the age until they find the twin… 10 minutes
• Working sheet – Every child gets a working sheet ‘Happy birthday!’ There are
three teddy bears and three birthday cakes. Children must draw candles on each
cake according to the speech bubbles.
• Happy birthday – Go to the board and draw a present. Hold Teddy in your arms,
he is looking at the picture on the board.
TB: “What is it?” (Disguise your voice.)
T: “It is a present.”
TB: “A present?” Say very surprised.
T: “Yes, a present!” Now ask children to insure him.

33
Ch: “A present” Say the children in chorus. Now draw a teddy bear on the board
– Teddy is not lonely anymore. Play the song ‘Happy birthday to you,’ and
invite children to join in first humming, later singing the words… 5 minutes

34
 Lesson 7
NUMBERS 11 – 20

Aim of the lesson: To introduce and practice numbers from 11 to 20.

New vocabulary: Numbers from 11 to 20.
New phrases: None.
Grammar: Verb to be – I am, you are - affirmative.
Aids and supplementary materials: Pictures of a mobile phone (better real size, glued on
carton or laminated), big cards with numbers from 0 to 20, a soft ball, two pieces of a
chalk. Working sheet ‘Numbers.’

Lesson plan:
• Telephone – This game is good as a warm up activity at the beginning of the
lesson and as a revision of the last two lessons.
Go to the blackboard and draw a mobile phone – “What is it?” Then give the
children a paper mobile phone and ask them to invent their telephone number
consisting of 5 digits. Ask them what would they do, if they wanted to call their
friend and did not know his/her telephone number. Afterwards draw a big open
book on the blackboard, write ‘Yellow pages’ and invite the pupils to write their
numbers in the book.
Write the following dialogue on the board:
A: “Hello”
B: “Hello.”
A: “How old are you?”
B: “I am … How old are you?”
A: “ I am … Goodbye”
A: “Goodbye.”
Then encourage one child to ‘phone’ somebody. He/she pretends to dial a
number from the board on his/her telephone and says it loudly at the same time.
The pupil whose number was dialled makes a noise of a ringing telephone,
answers it and starts the dialogue as A. After this conversation it is his/her turn
to dial another number from the ‘Yellow pages.’ …10 minutes

35
• One more dot - Draw nine dots randomly on the board, ask the class to count
them and say the number loud.
Ch: “Nine.“
T: “Yes, nine. Good.“ Add one dot and ask again to count them. “And now? “
Ch: “Ten.“ Children react immediately.
T: “Great! Ten.“ Draw a circle around the ten dots and write ‘10’above the
circle. Then add another dot outside the circle – now the children are quiet.
T: “ELEVEN!” Children repeat after you. Point to the circle with ten dots “Ten”
and point to the new dot “Eleven.” Repeat the same action once again and
children repeat “Ten, eleven.”
Now draw one more dot - “Twelve.” Children repeat, point to the circle with ten
dots saying “Ten” and count the separate dots saying “Eleven, twelve.”
Continue in this way, until you reach twenty… 10 minutes
• Moving numbers - Sit the class in a circle. Show them a big number card; say it
in English and all the children repeat in chorus. Then go to one child and
encourage him/her to repeat it once again and give him/her the card. Continue in
this way until everybody has a card. Ask children to hold their card in front of
their body so that it is visible for everybody. Call out a number; the child who
has the corresponding card stands up, repeats after you and sits down again.
After you call out all the numbers, clap your hands and children put their cards
on the floor and runs to the other one. Continue the game as before. Let the
children change numbers more times… 10 minutes
• Working sheet - Children get a photocopied working sheet ‘Numbers.’ Read the
numbers (one by one) in the table. Children repeat and match the word with a
picture. There is one picture without a number – children write it…5 minutes
• Chinese whisper – Divide the class into two teams, stand the players in each
team close behind each other. Stand the teams an equal distance from the board.
Give the children at the front of each line a chalk. Go to the back of the lines and
whisper a number (0 – 20) to the players standing at the end of each line.
Children whisper it from ear to ear and the player with the chalk writes the
number on the board. The team with correct and faster answer gets a point…10
minutes

36
 Lesson 8

HALLOWEEN

Aim of the lesson: To introduce the traditions of Halloween. To introduce and practise
plurals.
New vocabulary: Pumpkin, ghost, Jack-o-lantern, witch, skeleton, bat, cat.
New phrases: Trick or treat.
Grammar: Plural (only regular).
Aids and supplementary materials: CD – chant ‘Halloween colours,’ glue, crayons, a
game board and pictures of bags (see additional materials ‘Halloween route’), two
dices, two counters, flashcards of new vocabulary. Working sheet ‘Halloween.’

Lesson plan:
• Spooky day – Come to the classroom and say that you are very afraid today. Let
the class guess why. Write on the board ‘Halloween’ and ‘October 31’ and say
that Halloween is celebrated on the night of October 31(in the USA, in
England). Children dressed in costumes go door-to-door to collect sweet. They
dress costumes of a witch (show them a flashcard, children repeat after you and
you put it on the board), a skeleton, a bat or a ghost… 5 minutes
• Halloween colours – Act very frightened and mysterious; say to the children that
you wanted to sing a chant with them today. But something terrible happened
last night. Now talk very quietly, turn your head round and round like you were
afraid that someone else could be in the classroom and hear you. Say that you
had the text of that chant written on the paper yesterday evening. In the morning
you found it cut on pieces. After a short pause ask the children if they want to
help you to put the pieces of the text to the correct order again.
Give each child a set of cut text of the chant. Now tell the pupils that they are
going to listen to the chant and they must put the sentences to the correct order
on their desk. Play the CD twice and then read the chant very slowly that they
can check it.
Now give children a working sheet ‘Halloween’ and encourage them to glue the
text of the chant and decorate it.

37
 Now they have their own text. Read the first sentence, everybody repeats after
you and points to the words in the workbook with the index finger. Ask the
children if they understand the chant, translate unknown words… 20 minutes
Sing the chant (both verses) without the CD in the following way:
‘Black cat’ …girls
‘Orange pumpkin’ …boys
‘White ghost’ …girls
‘Green eye monster’…boys
‘Black, orange white, green – these are the colours of Halloween’…g + b
• One cat but two cats – Say to the children to look at the first line of the first and
the second verse of the chant – is there any difference? Ask a pupil to read the
first lines of each verse. Children probably say that there is a mistake in the
second verse (‘Black cats’). Insure them that there is not any mistake, but it
means that in the first verse, there is only one black cat but in the second verse,
there are already more of them. Explain them they when they want to express
that they have more of something, they add mostly only ‘s’ at the end of that
word. Spur them to look at the chant again and find some other words in plural
and circle them… 5 minutes
• Trick or treat – When children dressed in costumes go door-to-door, someone
opens and children shout “Trick or treat” and the person gives or do not give
them a sweet.
Sit the class in a circle, divide them into two teams – red A and yellow B. Put a
game board (see additional materials – ‘Halloween route’) to the middle of the
circle. Each team has a dice, a counter and a picture of a big bag.
Ask somebody from the red team to roll the dice and move the red counter. All
the children count the numbers loud. If the child lands on an empty space, it is
the yellow team’s turn. But if the child lands on a space with a picture of a
sweet, the whole class says in chorus “Trick or treat.” You say a word (that
children already know, it is not irregular) and the child that rolled the dice must
say this word in plural. If he/she answers correctly, the team draws a sweet into
their bag). Then some pupil from the green team rolls a dice. As soon as both
counters are at the end of the route, children count the sweets they collected…
10 minutes

38
 Lesson 9

ENGLISH ALPHABET

Aim of the lesson: To introduce and practice the English alphabet.

New vocabulary: Letters from A to Z, alphabet, stop.
New phrases: None
Grammar: None
Aids and supplementary materials: Cards of the letters, CD – record of the ‘Alphabet
chant.’ White, yellow, green and red piece of chalk. Working sheet ‘Alphabet.’

Lesson plan:
• Cross the letter out – Write ’A B C’ on the board. Ask the class to continue in
the mother tongue and you write the Czech alphabet on the board. Explain them,
that what is written on the board is our Czech alphabet. Say that the English one
is similar, but first they must remove some letters. Then take a white chalk, cross
out one letter and invite pupils to try it also until all the typical Czech letters are
crossed out.
T: “Well done, this is the English alphabet now.” Point to the board and spur the
pupils to compare both alphabets. What is the difference between them? Which
one has got more letters – count them… 10 minutes
• Working sheet – Give each child a working sheet ‘Alphabet.‘ Children write the
letters from the vase into the flowers ...5 minutes
• Colourful letters – Now explain to the pupils that some letters in the English
alphabet sound exactly the same like in the Czech one. These letters we circle
with a yellow chalk (these letters are very easy for us and we do not have to
learn them). Say slowly the English alphabet (point to the letters on the board at
the same time) and as soon as you say letter ‘F’ circle it with the yellow chalk on
the board. Continue with the alphabet and as soon as you say another letter with
the same pronunciation, stop and invite a pupil to the board to circle that letter.
After you say the whole alphabet, take a green chalk and say the alphabet again.
Now circle the letters that sound similar in English and in Czech alphabet (B,
D…).

39
 The third time you say the alphabet, circle the remaining letters with a red chalk
(these letters are completely different and we must learn them)… 10 minutes
• Working sheet – Children work on exercise 2. They divide the letters from the
first exercise into three flowers (yellow, green and red). Yellow flower – letters,
that sound exactly the same like in the Czech alphabet; green flower – similar
pronunciation and red flower - different sound, we must learn them carefully.
The guideline is on the board from the previous activity... 5 minutes
• Alphabet chant - Play the ‘Alphabet chant,’ children listen and point to the
corresponding letters in their working sheet. Play it two or three times and
support the class to sing with you…10 minutes
• Stop me – Stand that everybody can see you. Hold in your hands big cards with
letters; choose one of them and show it to the class. Say various letters and as
soon as you mention the one from the card, children say “stop!” and repeat the
letter after you…5 minutes

40
 Lesson 10

ENGLISH ALPHABET

Aim of the lesson: To practice the English alphabet. To spell names.

New vocabulary: Letters from A to Z.
New phrases: None
Grammar: None
Aids and supplementary materials: Cards of the letters, CD – record of the ‘Alphabet
chant,’ sheets for alphabet dictation (see additional materials ‘Alphabet’) – photocopied
for each child.

Lesson plan:
• Alphabet chant - It is nice to start the lesson with a song children know already
and to get them to the mood of coming lesson. Play the ‘Alphabet chant,’
children sing with the CD… 5 minutes
• Listen and stand up! – Sit the class in a circle on the floor so that everybody can
see each other. Every child has got one or two letter cards (at the beginning of
this game use all the letters, later especially those that can be problematic – a, e,
i, u, k, q, h, j, g, y). Say a letter and the pupil who has the corresponding card
stands up and lift the card up above his/her head. When you see that children are
quite familiar with the alphabet, ask a child to call out the letters instead of
you… 10 minutes
• Back writing – Ask the children to get into pairs. Children in pairs sit behind
each other. The one who is at the back writes with the finger a letter on the back
of his/her partner at the front and he/she says the letter. When you clap your
hands, children exchange their roles… 10 minutes
• Letter dictation with a surprise –. Give one child from each pair a photocopied
sheet of paper with shuffled letters and the other child a smaller sheet with
letters written in certain order (additional materials – ‘Alphabet –A, B’). Be
careful that the child with shuffled letters does not see what the partner gets. The
child with the organized row dictates the letters to the partner and he/she joins

41
 them in the sheet to get some picture. When the first picture is discovered,
children exchange their roles and get new sheets… 10 minutes
• Name spelling – Spell some pupil’s name. The child whose name was spelled
stands up and spells a name of someone else… 10 minutes

42
 Lesson 11

ANIMALS

Aim of the lesson: To introduce and practice the animal based vocabulary. To ask and
answer about an animal. To make a negative sentence.
New vocabulary: Dog, cat, elephant, fish, rabbit, mouse, lion, spider, monkey, snake,
horse, pig, parrot.
New phrases: What animal is it?
Grammar: Verb to be – it is - question and negative.
Aids and supplementary materials: Flashcards – animals, animal pelmanism, a cut
poster of an animal (you can use a photo from a big wall calendar or you can draw your
own picture of large format – cut approximately 49 square pieces).

Lesson plan:
• Secret picture – Put your cut poster of an animal on a magnetic board inside out
so that the children cannot see the picture. Put it in 7 columns next to each other.
Above each column write one letter and in front of every row write a number
(choose those letters and numbers that are problematic and need to be trained).
Ask some pupil to choose one piece of the poster and to describe the position of
the square by number and letter. If he/she says it correctly (A9, E13, I15…)
invite him/her to turn that piece. Play until all the pieces are turned and children
can see the whole poster.
T: “What animal is it?” Children probably answer in their mother tongue,
translate it into English and they repeat. Ask them if they have any animal at
home, if yes, what is its name…10 minutes
• Pelmanism – Sit the class in a circle on the floor and divide them into pairs - just
as they are sitting next to each other. Shuffle the cards and place them face down
in a grid form in the middle of the circle. Explain the children that they are going
to turn two cards face up. If they match they can keep them and have another
turn. If the cards do not match, the pair puts the cards face down again and the
other pair turns over two cards.

43
 Ask one pair to start and turn two cards. Point to one picture, say the English
word and children repeat after you. Then point to the second picture, say it in
English and children imitate you. Whenever children turn a picture, point to it
and say the English equivalent - although you have already said it once before.
More times they hear and repeat the English word, the better. Play until there are
no cards left.
At the end of this game, ask each pair to tell you the animals they found…15
minutes
• Clever parrots – Draw a parrot on the board and ask pupils what is interesting
about this animal. You expect the answer that parrots can speak and repeat what
they hear. Tell the pupils that they are very clever parrots now and they repeat
what you say only when it is true.
Show them the picture of an animal and make a statement about it – e.g. ”It is a
mouse.” If this statement is true, the pupils repeat it. If the statement is false they
remain silent… 5 minutes
• Working sheet - Read the animals written in the table and children match the
word you are reading with the correct picture… 5 minutes
• Curious – Write an animal on the back of the board that no one can see it.
Children try to figure out what animal is written there.
T: “OK, it is a nice animal”
Ch1: “An elephant?”
T: “IS IT an elephant?” Make a question, write it on a board and encourage the
child to say the whole sentence after you. Then look at the board like you
already forgot what you wrote there, frown and shake your head. “No, it is NOT
an elephant.” And write the negative sentence again on the board.
Ch2: “Is it a dog?”
T: Look at the board again, smile and say happily “Yes, it is a dog. Well done!”
Invite the child to the board to write or draw another animal.
This game can be played also as a competition. Class is divided into two or three
teams; they get a point for every correct answer… 10 minutes

44
 Lesson 12

ANIMALS

Aim of the lesson: To revise the vocabulary from the previous lesson and to enlarge it
by new animals. To practise listening and singing of the song. To introduce plurals.
New vocabulary: Duck, hen, cow, horse, sheep, farm.
New phrases: None.
Grammar: None.
Aids and supplementary materials: Flashcards – animals, CD – a simple version of a
song ‘Old MacDonald had a farm’, cards with written animals’ noises, blu-tack.

• Clap your hands– This game is good as a warm-up activity to revise the
vocabulary from the previous lesson. Sit the class in a circle on the floor and
give to each pupil one animal flashcard. He/she puts it on the floor in front of
him/her that everybody can see it. Spur the kids to say their animals loudly for
everybody. You are a part of this circle, put your flashcard (e.g. a cat) in front of
you and start the game.
T: ”Cat, cat,” and at the same time clap twice your hands together – ask the
whole class to clap quietly with you, “snake, snake,” clap your hands twice on
your thighs.
Ch1: The child with a picture of the snake reacts, calls twice his/her animal and
then another one.
Start slowly and clap faster and faster. Who makes a mistake is out of the
game… 10 minutes
• On the farm – Draw a big circle on a board and say that it is a farm (you can
decorate it by drawing a fence, few tress, a small house and a farmer). Hold in
your hands flashcards of animals and ask children which of them can we see on
a farm.
Ch1: “A pig.”
T: “Well done. Come here.” Invite the child to the board, let him choose the
right flashcard and put it on the board into the circle (use blu-tack). If the child

45
 wants to say some animal that was not taught last lesson, he/she says it in the
mother tongue and you teach them now.
Continue until ‘the farm’ is full of animals and children have no more ideas…
10 minutes
• How do animals talk? – Say to the children that although we do not understand
them, also animals have their own language. Ask them to imitate some animals
in their mother tongue. Then take cards with written animals’ noises, read one of
them, ask the pupils which animal can talk like that and put it on the board next
to the animal they say even though it is not correct. Pretend that you do not
know if it is good or not. Match all the cards with the animals… 5 minutes
• Old MacDonald had a farm - Say to the children that they are going to listen to a
song about one old farmer. Point to the one on the board, say that his name is
MacDonald and he had a farm where he had some animals. They must find out
which ones. If they listen to the song carefully they can hear how these animals
talk.
Children are given the working sheets for this lesson. In the middle of this sheet,
there is a farmer and many farm animals around him. While children are
listening to the song (play it twice) they circle those animals they hear.
Afterwards check with them together which animals old MacDonald had on his
farm. Ask the children to come to the board and remove the animals that do not
belong there and encourage them to try to correct also the animals’ noises.
Play the song again and children, working with their workbooks, mark the order
of the animals in the song. Then invite someone to organise the animals on the
board.
Sing the song together with the CD. (A possible variant is to give to each child a
card of an animal or animals’ noise – as soon as they hear about their animal in
the song, they stand up. Keep all the time the flashcards on the board – children
use it as a guideline.)… 20 minutes

46
 Lesson 13

CHRISTMAS

Aim of the lesson: To introduce Christmas traditions in Britain and sing a Christmas
carol. To wish Merry Christmas. To revise vocabulary from previous lessons.
New vocabulary: Christmas, tree, reindeer, candle, star, bell, present.
New phrases: Merry Christmas and a Happy New Year!
Grammar: None
Aids and supplementary materials: CD – Christmas carol ‘O Christmas tree.’ Working
sheet ‘Christmas,’ a picture of a Christmas tree (see additional materials ‘Christmas
tree’), flashcards (all the vocabulary from the previous lessons).

Lesson plan:
• Rudolph – Say to the children, that they are going to have a special visitor today.
Ask them to guess who it can be this time. Listen to their suggestions, shrug
your shoulders and act like you do not know it either. Give each child a working
sheet (‘Christmas’). There are numbers (0 – 20) and letters shuffled all together.
Say to the children that you are going to read them in certain order and they
must match them as they hear. If they listen carefully, they can see a picture of
the special visitor. (They put this picture in their portfolio.)
When the children are finished ask them if they already know the answer. They
say it in their mother tongue. Put a colourful picture of Rudolph on the board,
point to him and say, “This is a REINDEER.” Children repeat after you.
Encourage them to ask his name.
Ch: “What is your name?”
R: “My name is Rudolph.” Say with disguised voice.
Ask them if they know any reindeer called ‘Rudolph.’ Some of them may nod
their head and answer, that he is the helper of Father Christmas. Say to the
children, that Rudolph came here to talk with them about Christmas… 7 minutes
• Talkative Rudolph – Ask children who brings them Christmas presents and
when. What do they eat on Christmas Eve? Then talk with a disguised voice like
it is Rudolph. Describe the traditions in Britain. Talk about Christmas Eve,

47
 Christmas Day and Boxing Day. Say to them about typical food (Turkey,
Christmas pudding)... 5 minutes
• Christmas tree – Sit the class in a circle. Show them a picture of a Christmas tree
(see additional materials ‘Christmas tree’) and ask what it is. They answer in
their mother tongue; you smile and nod your head.
T: “Yes, it is a CHRISTMAS TREE!” Encourage the children to repeat it after
you.
T: “And what is this?” Look very curious and point to the candle. “It is a
CANDLE!” Children repeat again.
Continue in this way until you describe all the objects in the picture. Then revise
them once again.
T: “Where is the star?” Invite a child to you and he/she points to the star in the
picture.
T: “Yes, well done. Here is the star.” And point to it again.
Continue until children become familiar with the new words… 8 minutes
• Decorating the Christmas tree - Divide the class into two teams. Give the
‘Christmas tree’ (additional materials) and coloured pencils to each team. Put
flashcards face down to the middle of the circle. Say to the children that the
Christmas tree in the picture looks a little sad so they are going to decorate it.
Ask one child to take one flashcard, show it to everybody and say (without any
help of the rest of the team) the English word. If he/she says it correctly, the
team can draw one decoration on their Christmas tree. If the answer is incorrect,
the flashcard is passed to someone from the other team. A different child on
each team answers each time. Play until there is no flashcard in the middle of the
circle. Both teams count the decorations…15 minutes
• Oh, Christmas tree – Ask children to put both Christmas trees from previous
game on the board. Say that the trees are really beautiful and cheerful now. Say
that you know a nice song about a Christmas tree.
Draw a branch with needles, a sun, a snowflake and a coat on the board. While
you are drawing them, say the English word for them. Then play the song ‘Oh
Christmas tree’ and point to the pictures as they are in the song. Play the song
again and encourage the children to join in singing “Oh Christmas tree, Oh
Christmas tree” and humming… 5 minutes

48
• Merry Christmas and a Happy New Year! – Say that Rudolph must go to help
Father Christmas with wrapping the Christmas presents for children in Britain.
T: “Merry Christmas and a Happy New Year, Rudolph!” Turn to the picture of
Rudolph and stroke him.
R: “Merry Christmas and a Happy New Year!” Disguise your voice.
Now go from child to child (with Rudolph’s picture in your hand) and repeat this
Christmas wish to each of them, disguise your voice.
R: “Merry Christmas and a Happy New Year, Ch1!”
Ch1: “Merry Christmas and a Happy New Year, Rudolph!” Help the child with
the answer.
Continue until all the children talk with Rudolph… 5 minutes

49
 Lesson 14

HOUSE

Aim of the lesson: To introduce and revise house-based vocabulary. To ask and answer
about the position in the house using preposition ‘in.’
New vocabulary: Kitchen, living room, dining room, bedroom, bathroom, toilette,
garden, garage, key.
New phrases: Where are you? I am in the …
Grammar: Verb to be – you are – question. Definite article – the. Preposition ‘in.’
Aids and supplementary materials: Big sheets of paper (A4 or A3 even better) with
pictures of different rooms – one room, one sheet. A key, music, cards with the names
of different places in the house.

Lesson plan:
Before the beginning of this lesson, place big pictures of rooms face down on the floor –
to the free space of the classroom.
• Write the topic of today lesson – Give the children the working sheet and ask
them to read with which topic are they going to play today. Go to one of them,
look over his/her shoulder and act very surprised that there is nothing written.
Say that you forgot to write it there and it would be really a pity to have this
page without a title. Say to them to take a pencil and write the letters you are
going to spell.
T: “ H-O-U-S-E,” spell it twice and then encourage some child, who wrote it
correctly, to spell it once again. Then everybody in chorus shouts the whole
word and you draw a simple picture of a house on a board and write the spelled
word… 5 minutes
• On a visit - Point to the house on the board and ask children if they want to see
this house also from inside. They nod their heads of course. Pretend like you
were looking for something and could not find it. After a while, show them a
key.
T: “Look, a KEY of the house,” whisper, smile and wave to them to follow you.
Go to the prepared sheets, stop in front of them, act like you were unlocking and

50
 opening a door, cleaning your shoes, entering the house. Turn your head and
look around just like you are somewhere for the first time.
T: “Come in” and invite them inside. Then go to one of the pictures, ‘open the
door,’ lift the picture from the floor, show the picture (e.g. a picture of a living
room) and say “living room.” Children repeat after you and you put the picture
back on the floor with the face up. Then go to the different picture, ‘open the
door’, show the drawing and say the English word. Children repeat, point then to
the previous room and repeat it with them.
Continue this way (always say a new word and repeat all the previous) until all
doors are open and children see the whole house… 10 minutes
• Thirteenth chamber – Stay with the children ‘in the house.’ Ask them if they
know the fairy tale about the thirteenth chamber. Say to them briefly that the
thirteenth chamber is a mysterious room in a house and it is forbidden to enter it.
Now you are the ugly boss of this house and you say to them which room is not
allowed to enter.
Play quietly some calm music and children are dancing. Then stop the music and
shout out a room.
T: “The kitchen” and children have to hop onto some picture – any picture they
want except the one you just called out, because kitchen is the thirteenth
chamber now. If somebody is in the kitchen, he/she misses a turn.
Ask children how many kitchens there are in the house. Explain, that they know
which kitchen you are talking about and it is not the first time they hear about
this room. If they talk about something already second time, they do not say ‘a’
but ‘the’ in front of the word.
Every turn, ask few pupils a question like you were controlling them if they are
not in the forbidden room.
T: “Where are you, Ch1?” Disguise your voice and talk strict.
Ch1: “Bedroom”
T: “I AM IN THE bedroom” say the whole sentence and encourage the child to
repeat it after you. (Better to write your question and ‘I am in the …’ on the
board)
Later you can ask a pupil to be the ugly boss and call out the rooms… 10
minutes

51
• Working sheet – Read the words in the table and children match them with the
corresponding picture… 5 minutes
• Run to me! – Divide the class into two teams and stand the players in two lines,
approximately ten steps from ‘the house.’ Say that you are in this house and they
must run to you. All the children shout in chorus “Where are you?” and you
answer, “I am in the bathroom.” Now the first players from each team run onto
the picture of the bathroom. Who is there first, earns a point for his/her team.
Who collects more points is the winner… 10 minutes
• Pantomime – Invite a child to the board and let him/her choose one card with a
name of a room. He/she reads it quietly that nobody knows what is written there
and mimes typical activity for this place. Other children guess the room… 5
minutes
• Working sheet – Children draw the house of their dreams. (Do not say to them
to draw the house where they live – not everybody lives in a house.)

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 Lesson 15

MY ROOM

Aim of the lesson: To introduce and practice vocabulary based on furniture and
equipment of a room. To introduce prepositions and describe the room using the
prepositions. To ask and answer about a position of an object.
New vocabulary: Bed, window, door, wardrobe, ring, box, under, in, on.
New phrases: None.
Grammar: Verb to be – it is –affirmative, question and negative. Definite article – the.
Prepositions in, on, under.
Aids and supplementary materials: A poster of a room (additional materials ‘My
room’), a ring, glue, scissors, a sheet of paper with pictures of different objects and a
description of their position in a room (additional materials ‘Untidy room’) – a
photocopy for each child. Flashcards of new vocabulary items. Working sheet ‘Untidy
room.’

Lesson plan:
• Picture relay – Sit the class in a circle, you are a part of this circle. Hold
flashcards of new vocabulary in your hand. Take a picture of a bed, show it to
the children and say “bed” and everybody repeats. Then turn to the child sitting
on your right, pass the picture and whisper “bed.” Now the child turns to the
friend on his/her right, passes the picture and whispers “bed” at the same time.
Wait till the picture of the bed comes back to you. Then pass another picture and
continue this way with all the other pictures. At the end of this relay show the
pictures in random order and children say the English word.
Then put all the flashcards on the board and label them that children can see
them whenever they look at the board… 10 minutes
• Box and pencil – The class remains in the circle. Take a box and a pencil.
T: “Look,” show them the pencil and put it on the box, “where is the pencil?”
Children answer in their mother tongue and you translate into English “The
pencil is ON the box.”

53
 The same way continue with the pencil in and under the box. Then go to the
board and draw 3 illustrative pictures (of a box and a pencil) and write the
prepositions next to them…5 minutes
• Come and point with your finger – Put a poster of a room (see additional
materials ‘My room’, make bigger format) on the board. Now ask children to sit
in a semi-circle that everybody can see on the board… 5 minutes
T: “On the bed” and point with your finger to the right place in the poster. Then
say “under the chair” and ask someone to come to the board and point. Continue
until you see that children are familiar with the prepositions and new vocabulary.
• Detectives – Children sit at their desks; give them working sheet ‘Untidy room.’
There is a picture of a room (a small format of a poster). Say that it is your room
and you are a robber who stole a very expensive ring – turn around like you are
watching if there is nobody else to see you. Take a ring out of your pocket and
show it to them. Then go to the poster of a room (it is on a back side of the board
so that the class cannot see it now) and stick the ring at some place of the room.
Say that they are detectives coming to your room and asking you where you hide
it.
Ch1: Looks at the picture of a room in his/her workbook, sees a table and asks.
“Under the table?”
T: “IS IT under the table?” Say the question and write ‘IS IT (under the table)?’
on the board. Then encourage the child to repeat the whole sentence after you.
Ch1: “Is it under the table?”
T: “NO, it is NOT under the table.” Shake your head.
Ch2: “Is it on the chair?”
T: “Yes, it is on the chair.” Nod your head and open the board that they can see
that the ring is really on the chair. “Well done, you are a good detective! Come
here.” Invite child 2 to the board. Now he/she is the untidy robber and hides the
ring somewhere else… 15 minutes
• Untidy room – Give every child a photocopy of the ‘Untidy room.’ In this sheet,
there are pictures and a text describing their position in the room in the
workbook. Children cut the text and stick it to the backside of the working sheet.
You read the whole text – sentence by sentence and they repeat. Then they work

54
on their own. From the sheet you gave them, they cut the pictures and glue them
to the right place according to the description… 10 minutes
Fast finishers can label the objects they know.

55
 Lesson 16

WHERE’S SPOT?

Aim of the lesson: To revise the prepositions and the vocabulary based on the furniture
and animals. To introduce to books. To develop listening with the comprehension.
New vocabulary: He, behind, hippo, stairs, piano, crocodile, bird, rug, basket, tortoise.
New phrases: Where is Spot?
Grammar: Verb to be – he is – affirmative, question and negative.
Aids and supplementary materials: The book ’Where’s Spot?’ by Eric Hill, flashcards of
animals, glue, crayons, white sheet of paper. Working sheet ‘Where is Spot?’

Lesson plan:
• Crazy room – This is a good warm-up activity to revise animals, prepositions
and furniture. Draw a simple picture of a room on the blackboard. While you are
drawing some object, ask children “What is it?” and they answer. Then show
children a picture of an animal, they call out the English word and you put the
picture on your desk. Continue this way until there is no animal flashcard left in
your hand. Say that some of these animals escaped from the ZOO and hided in
this room. Then say a sentence describing a position of an animal in the room on
the board. It sounds very funny for children.
T: “The frog is on the table” and invite a pupil to choose the right animal
flashcard and put it with the blu-tack to the described place on the board.
Continue until all the children get the chance to place some picture on the board.
Then ask questions about this crazy room and children answer actively.
T: “Where is the frog?” and spur a pupil to answer. Encourage him/her to
answer the whole sentence.
Ch: “The frog is on the table.” … 10 minutes
• Let’s read about Spot – Get the children to sit in a semi-circle close around you
that everybody can see you. Ask them, if they ever lost something or somebody
and were looking for it. Did they find it? Where? Then show them the book
‘Where’s Spot?’ by Eric Hill. Say that you are going to read that book today.
T: “Look! A book.” Turn with the book in your hands. “This is Spot. He is a
dog.” Point to Spot at the front page of the book. “And this is Spot’s mum.”
56
 Open the book at the first page and point to the big dog and read what is written
there. Explain that it is dinner time (point to Spot’s full bowl) and she is looking
for Spot.
T: “Where is Spot? Is he behind the door?” Lift the flap very slowly. “No, he is
NOT behind the door.” Shake your head, frown and show the picture to the
class. “A BEAR is behind the door.” Point to the bear and say the English
expression once again and pupils repeat it.
Read the book very slowly, loud and act very curious. Go through the pages till
Spot’s mother finds her naughty puppy… 10 minutes
• Let’s retell the story together – Read the story once again, but do not read
everything like the first time. Start the sentence and let it up to the class to finish
it.
T: “Where is Spot? Is he behind the …” point to the door and children finish the
sentence.
Ch: “ …door?” Lift the flap and children shake their head. “No, a bear is behind
the door.” … 7 minutes
• Who remembers? – Now keep the book closed and ask children questions about
the book – where is some animal hidden and what is its colour?
T: “Where is the bear?”
Ch1: “Behind the door.”
T: “THE BEAR IS behind the door.” Do not worry to correct the child and
support him/her to repeat the whole sentence.
Ch1: “The bear is behind the door.”
T: “Yes! Well done, Ch1.”
T: “Another question. But this question is very, very difficult. Listen! What
colour is the piano? (How many animals are there in the book?)”
Continue this way, ask different questions and help children to answer the whole
sentence… 5 minutes
• Make your own flap picture - Children get a working sheet ‘Where is Spot?’
They draw an animal into the prepared square. Give them a white sheet of paper
- they draw a place in the house and cut it. Then they stick the picture (with glue
along one edge only) to cover the animal and write a question for their picture
like in the book… 13 minutes

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 Lesson 17

HUMAN BODY

Aim of the lesson: To introduce and practise parts of head.

New vocabulary: Eye, ear, mouth, nose, hair, head, clown, small, big.
New phrases: Who is it?
Grammar: Uncountable noun – hair.
Aids and supplementary materials: Picture of a clown, flashcards – parts of the clown’s
head, dice, pencils and red crayons, sheets of blank paper (A4). Working sheet ‘Clown.’

Lesson plan:
• Invisible visitor – Children sit at their desks. You greet them at the beginning of
the lesson as usually. Suddenly pretend that you hear something, put your index
finger in front of your mouth to quieten the children down. Put your hand close
to your ear like you want to hear well, move with your eyes from side to side
and look very concentrated. Ask children if they heard it also. They probably say
they did not hear anything. Tell them to listen carefully, walk through the
classroom and then pretend you hear something from behind the door. Slowly
open the door, put your head out and in, smile. Open the door again and act
shaking someone’s hand and greet “Hello.” Than you close the door and walk
hand in hand with someone to the blackboard. Say that you have a very nice
visitor today, ask children to greet him also. Ask them if they like him also.
React very surprised that they see nobody. Say that you are going to describe
him.
Say slowly the following ‘rhyme’ using many gestures and pointing to your own
face… 5 minutes
One round head and curly hair,
Two small ears and two big eyes,
One red nose and one smiling mouth.
Who is it?
It’s a … (pause, wait for children’s answers) CLOWN!

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• Clown’s rhyme - Say the rhyme once again; children imitate your gestures by
pointing to their faces. Write the rhyme on the board, instead of the words of
parts of the head place the flashcards (picture and written word under it) and at
the end of the rhyme put a picture of the clown. Encourage the children to read
with you the whole rhyme together. Then remove one flashcard and read it
again. Continue this way until there is no flashcard left… 10 minutes
• Clown’s dice – Write numbers from 1 to 6 on the board and write one part of the
face next to each number (e.g. 1 – nose, 2 – mouth, 3 – ear, 4 – hair, 5 – head, 6
– eye). Ask the children to get in pairs and sit in a circle on a floor. Give each
pair one sheet of blank paper, one pencil and a red crayon. Explain to the
children that they are going to draw a face of the clown from the rhyme.
Demonstrate by rolling the dice and show that to each number belongs one face
part.
A pair rolls the dice, call out the number and the corresponding face part, passes
the dice to the pair on the right and draws the rolled face part. The next pair does
the same. If a pair rolls a number that they do not need, the dice moves onto a
next pair. The first pair to complete a full clown’s face wins… 15 minutes
• Working sheet – ‘Clown.’ Children underline the face parts in the rhyme, label
the clown’s face and colour it… 8 minutes
• Clown says – Stand the children, ask them to close their eyes (not to imitate
each other) and give them orders to touch their face parts. Children follow your
orders, but only if the orders are introduced by the phrase ‘The clown says…’
T: “Touch your nose!” Children do not react on this order, anyone who touches
his/her nose is out.
T: “The clown says, ‘touch your mouth!’” Everybody touches the mouth.
After children become familiar with the introducing sentence, somebody can
replace you… 7 minutes

59
 Lesson 18

HUMAN BODY

Aim of the lesson: To introduce and practise parts of human body. To match picture
with description and draw according to instructions.
New vocabulary: Shoulder, knee, toe, finger, hand, leg, foot, back, arm, monster.
New phrases: None.
Grammar: Verb to have got – I have got – affirmative.
Aids and supplementary materials: Pictures of different monsters (see additional
materials ‘Monsters’) – format A5, a long rope, music (relaxing, no words). Working
sheet for each child – ‘Monsters.’

Lesson plan:
Before the beginning of this lesson, prepare a ‘flying saucer’ to the free space of the
classroom by putting a long rope into a shape of circle on the floor.
• Flight to a different planet – Draw a flying saucer on a board and ask children
what is it. They guess in their mother tongue, you translate into English. Say that
you are going to fly to a different planet today, if they want to join you. They
nod their head. Ask them to follow you – walk slowly and quietly on your
tiptoes across the classroom till you get to a rope lying in a circle on the floor.
T: “This is my flying saucer.” Point to the picture on the board and then to the
rope. Act you are going inside and invite the children “Come in and sit down!”
Children sit in a circle on the floor, they close their eyes and you play relaxing
music while they are flying to the planet (around half a minute). Say that you are
almost there … 5 minutes
• Imitators – Say to the children that the journey to a different planet is very long.
Suggest playing a game and then it goes faster. Children remain in the circle so
that everyone can see you. Say to them to imitate everything you do. Touch your
ear and say, “ear.” Children imitate you and repeat. At the beginning of this
game, use only the face parts to revise them from the previous lesson and slowly
start with new vocabulary. Shuffle already known words with the new ones.
When you see that children became more familiar with the body parts, you can
encourage some child to try it instead of you…10 minutes
60
• Greeting of monsters – Now you land on a planet; act opening a door of the
flying saucer, put your hand above your eyes like you are watching far. Say that
you can see a lot of strange people. “Monsters! Monsters!” and show children a
picture of a monster. Spur children to get out of the flying saucer and say to
them to greet the monsters. Tell them that in our planet we shake right hands
when we meet someone. In this planet, there live many different monsters and
they greet each other by touching two same body parts. Explain, that they are
going to listen to music and walk in the classroom. When the music stops
playing, you call out e.g. ‘arm to arm’ and they must touch with their arm the
arm of the nearest person. As soon as they hear music they can walk again.
When you stop the music, point to a child and he/she gives the order – help with
the sentence if necessary…10 minutes
• Find the monster – Children sit in the circle on the floor. In the middle of the
circle, there are many pictures of different monsters. Say to them that you are
disguised in one of them. They must listen to your description and find the
corresponding picture.
When you are describing some monster, start using the verb to have got (I have
got), use short sentences. Do not translate the sentences into their mother tongue.
It is not necessary if you use gestures while you are talking. Do not mind
repeating the sentences. Describe at least five different monsters.
E.g. I have got two blue eyes and one red eye. I have got five small ears. I have
got three arms. I have got six legs… 10 minutes
• Working sheet – Give children the photocopied working sheet for this lesson
(‘Monsters’). Explain to the children that there are three monsters described, but
there are only two pictures. Say that you are going to read the description. They
must listen carefully, match the description with the correct number and write
the names of the monster. For the text without a picture, they must draw the
monster on their own… 10 minutes
• See you soon! – Tell the children, that this planet looks very interesting and it
would be really a pity not to meet its habitant anymore. Unfortunately, you do
not have more time today and you must fly back to the classroom. But next
lesson… you will travel to this planet once again. Ask children to get on the
flying saucer saying “goodbye” and play quiet music.

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 Lesson 19

HUMAN BODY

Aim of the lesson: To practise parts of human body. To describe a monster using verb
to have got. To sing a song.
New vocabulary: Shoulder, knee, toe, finger, hand, leg, foot, back, arm, monster.
New phrases: None.
Grammar: Verb to have got – I have got – affirmative.
Aids and supplementary materials: CD – song ‘Head and shoulders’, pictures of
different monsters (see additional materials ‘Monsters’ – each in two copies) – format
A6 or A7, a long rope, music (relaxing, no words), a blank sheet of paper (A4), crayons,
labels with words of body parts.

Lesson plan:
Before the beginning of this lesson, prepare the ‘flying saucer’ like the last time and
draw a big monster (with two eyes, one mouth, three ears and the rest of its body is up
to you) on the board.
• Return to the different planet - Ask children if they remember what they are
going to do today. Invite them to the flying saucer, play the same music like the
last time… 2 minutes
• Labelling – Children stay on the board of the flying saucer. The journey takes
incredibly long again and they are amusing themselves by playing a game. Ask
one volunteer to stand in the middle of the circle. You hold labels with words of
body parts. Go around the circle and give each child one or two labels, read
them and the child repeat. Then encourage the children to stand up and go (one
by one) to place their labels to the corresponding parts of the volunteer’s body.
If you see any mistake, do not correct immediately but wait until all the labels
are used. Ask children to sit down, go to the volunteer, point to some part of the
body and read the label. When it is correct, children nod their head. When it is
incorrect they shake their head and you invite someone to put the label to the
right place…10 minutes.
• Lost monster friends – Look around you, smile and say that you are on the
planet already. Ask children to stand up and get off the flying saucer. Give each
62
 child a small picture of a different monster (every monster is in two copies);
they hold it carefully so that nobody else gets a chance to see it. Say to them that
they are looking for their lost friend that looks exactly the same like them.
Before children start looking for the identical monster, demonstrate the dialogue.
Say to the children that they are now the monster on the board. Come to the
board, saying “Hello.” Encourage children to greet you back.
T: “I HAVE GOT two eyes” point first to your left, then to your right eye.
T+Ch: “I have got two eyes.”
T: “I have got one mouth.”
T+Ch: ““I have got one mouth.”
T: “I have got two ears.” And wait for children’s answer.
Ch: “I have got three ears.” Children answer in chorus.
T: “Goodbye.”
Ch: “Goodbye.”
Now children walk in the classroom, stop someone and describe their pictures as
in the previous dialogue. If their descriptions are the same they found the friend.
If not, they must search further. Remind children to be very polite monsters and
greet.
Play until everybody finds the partner… 10 minutes
• Draw a monster – Ask children to work in the pairs from previous activity and
sit together at one desk. Give each pair a sheet of blank paper and coloured
pencils; ask them to draw their own monster. After certain time limit invite a
couple to the board. Put their picture of a monster on the board and encourage
them to describe it like they were the monster. Ask every pair to introduce their
picture… 15 minutes
• Monsters’ party – Say that the time of your departure is closer and closer. The
monsters have a party and invited you to dance and sing with them. Children
stand in a circle. Play the song ‘Head and shoulders’ and do the actions.
Children imitate you and try to sing. Play the song more times… 6 minutes
• Goodbye, monsters! – Say that the trip is at the end. Children get on the flying
saucer, greet “goodbye” and wave. They close their eyes, play relaxing music
and after a short time interval, ask children to open their eyes… 2 minutes

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 Lesson 20

ASSESSMENT LESSON

Aim of the lesson: To monitor children’s progress. To summarise the subject matter
from the previous 19 lessons. Children’s self-assessment.
New vocabulary: None.
New phrases: None.
Grammar: None.
Aids and supplementary materials: Flashcards (all the vocabulary from previous
lessons), a big dice. Working sheet ‘Assessment sheet 1.’

Lesson plan:
• Questions - Say to the children, that they have been learning English already for
half a year. That is a long time! They have learnt a lot of things but do they
remember everything? What is difficult for them? They have many English
words in their head – are they nice organised or messy? Do they know what
everything they can already say in English? How good are they? A lot of
questions - they are going to look for their answers today… 2 minutes
• Summary – Ask children to summarise what everything they have already learnt
in English. They can answer in their mother tongue, write their answers on the
board… 3 minutes
• Dice – Write the following on the board: 1 – colours, 2 – numbers, 3 – alphabet,
4 – animals, 5 – human body, 6 – house. Children sit in a circle, sit with them
and have a big dice with numbers or dots on each face. Do not explain them
rules of this activity but demonstrate it. Roll the dice and read the number you
rolled. Look at the board, read a word corresponding to this number and answer.
T: “Five. Human body. EAR.”
Pass the dice to the child on your right. It is his/her turn now. Continue as long
as children can find the answer without repeating themselves… 10 minutes
• Self-assessment - Each child is given a self-assessment worksheet (‘Assessment
sheet 1’). Go through the questionnaire step by step with the children and make
sure they understand the statements in part A and the questions in part B. In part

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 A, children put a tick (cross, dot) to the right column. In part B, children answer
in their mother tongue. Give them enough time to complete the worksheet and
go round the classroom to monitor the children’s work and check how they
completed them. Do not collect this questionnaire, children keep it in their
portfolio… 15 minutes
• I have got a pink snake in my bed – Sit the children in a circle. Put two piles of
flashcards face down to the middle of the circle. One pile - flashcards of
numbers and colours; other pile - flashcards of animals, house equipment,
Halloween and Christmas vocabulary. Keep the card of pink colour and a snake;
place them in front of you.
T: “I have got a pink snake in my bed.” Point to the cards and keep them in front
of you. All the children repeat the whole sentence after you. Ask the child sitting
on your right to choose two cards – each from one pile and put them in front of
him/her to be seen. Encourage the child to repeat your sentence and add his/her
statement.
Ch1: “I have got a pink snake and two witches in my bed.”
Ch2: “I have got a pink snake, two witches and a blue cupboard in my bed.”
Continue until everybody says this growing sentence. At the end of this game,
encourage children to say the whole sentence together with you… 15 minutes

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 Lesson 21

FAMILY

Aim of the lesson: To introduce and practise vocabulary of family members by reading
a fairy tale.
New vocabulary: Mother, father, brother, sister, grandmother, grandfather, family;
turnip, seed.
New phrases: Come here!
Grammar: None.
Aids and supplementary materials: The text of the modified fairy tale (see additional
materials ‘The enormous turnip’), flashcards (additional materials ‘The enormous turnip
– pictures’), an apple seed, a flowerpot (better a plastic one), an apple, a scarf. Working
sheet ‘Enormous turnip.’

Lesson plan:
• Magic seed – Say to the children that once you were walking in the street and
suddenly you saw something very small lying on the ground. You picked it and
put it into a pocket. Now act you are looking for it and cannot find it. Then
smile, slowly take your close hand out of the pocket and look very mysterious.
Then open the hand, walk from child to child and show them your hand with a
small apple seed.
T: “Look! What is it?” Children answer in their mother tongue. “Yes, it is a
seed.” Then let the children guess what could grow from this seed if we planted
it. Give children the freedom to develop their fantasy and say their ideas. Do not
negotiate and say that everything is possible. Ask them if they know any fairy
tale about a small seed. Say that you know one and you are going to narrate it to
them. Invite them to sit in a semi circle on a floor, in front of a blackboard… 5
minutes
• Listen to the fairy tale – Read a fairy tale about the enormous turnip (see
additional materials – ‘The enormous turnip’). Talk slowly, keep eye contact
with the class, use the flashcards and do a lot of gestures and mime the actions
as it is written there… 10 minutes

66
 When you finish, ask children whether they liked this fairy tale and if it was new
for them or not. Is the version they know different?
• Working sheet – ‘Enormous turnip’ Children write a number to each person in
the order they stand behind each other… 5 minutes
• Help me with the fairy tale – Now repeat the story once again. Give each child a
flashcard. (If there are more children than pictures, ask children to work in pairs
and give one picture to each pair.) While you are telling the story, children stand
up whenever they hear the word for their picture. The story is based on
repetition – encourage the class to say the repetitive sentences together with
you… 10 minutes
• Let’s plant our magic seed – Say to the children that they are going to plant the
magic seed you showed them at the beginning of the lesson and act out the story.
You are the one who reads; those children without a role are very important –
they help you with the repetitive sentences.
Put a flowerpot covered by a scarf on the floor. Ask a child who plays the small
boy to plant the seed by putting it on the scarf. At the end of the story when the
turnip finally moves, children move with the flowerpot and you encourage them
to remove the scarf and look at their harvest. In the flowerpot, there is an apple.
Pretend that you are very surprised - “What is it? It is NOT a turnip!” Children
answer, “It is an apple!”… 10 minutes
• Who was pulling the turnip? – At the end of the lesson, revise the new
vocabulary. Show a picture and ask “Who is it” and children answer, “It is a
grandmother.”… 5 minutes

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 Lesson 22

FAMILY

Aim of the lesson: To introduce and practise adjectives. To revise the family members
vocabulary. To practise listening.
New vocabulary: Tall, short, long, slim, fat, very.
New phraseology: None.
Grammar: Adjectives. Verb to have got – I have got – negative.
Aids and supplementary materials: Poster of a family, a working sheet (additional
materials ‘Find my house’), a soft ball, word cards (I, have, not, got), flashcards –
family members. Working sheet ‘Tim’s family.’

Lesson plan:
• Introduction of my family – Ask children to sit in a semi circle in front of a
board. Place a poster of a family on the board.
T: “Look. This is my family.” Then point to each person separately. “This is my
mother. This is my father…”
Point to the picture of the father, “My father is very TALL” and raise your hand
high above your head, stand on your tiptoes. Encourage children to repeat the
new word with you and act it as well.
Then point to the picture of the mother, “My mother is SLIM” and move with
your hands tight around your body. Children imitate every your action and
repeat your words.
Continue this way until you introduce all the family members in the poster… 5
minutes
• Mime and answer – Say a new adjective and children mime it like in the
previous activity. Then ask a question and children answer.
T: “Fat.” Children blow up their cheeks and put their arms far from the body.
T: “Who is fat?” and they answer “grandmother.”… 5 minutes
• True or false? – Ask children to look at the poster once again and try to
remember it. After half a minute turn the poster face down. Children stand, eyes
closed not to look what others are doing. Say to them that you are going to say

68
 sentences about the poster. If the statement is true children keep standing, but if
it is false they sit down on the floor.
T: “My mother has got short hair.” Children sit down…5 minutes
• Working sheet – Children get working sheet ‘Tim’s family. ‘ Read slowly the
speech bubble, children point to the words you are reading at the same time.
They underline the adjectives and label the photo...10 minutes
• Shuffling cards – Take the word cards (I, have, got) and a flashcard with a
picture of a sister. Place them randomly on the board. Invite a pupil to put the
cards next to each other to make a sentence. Then take a word card – not, place
it between have and got. Read it and shake your head… 5 minutes
• Negative ball – Children sit at their desks. Show them a soft ball and say, that
who gets this ball, says then everything negative. Say a sentence, toss a soft ball
to a child and he/she makes this sentence negative and throws the ball back to
you. Continue this way until all the children get a chance to talk…. 5 minutes
• Find my house – Give each child a photocopied sheet ‘Find my house’ (see
additional materials). Read about every child from this sheet, pupils must find
his/her house… 10 minutes

______________________________________________________________________
Activity ‘Find my house’ was inspired by the following book:

HALLIWELL, S. Teaching English in the primary classroom. Longman 1992, ISBN 0582071097
(p.155).

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 Lesson 23

CLOTHES

Aim of the lesson: To introduce and practise vocabulary based on clothes.

New vocabulary: Skirt, trousers, T-shirt, shoes, socks, sweater, dress, jeans, shirt.
New phrases: None.
Grammar: Verb to have got – you have got – affirmative, negative.
Aids and supplementary materials: A rope, clothes pegs, clothes flashcards or different
pieces of clothing, a ball of wool, coloured pencils, basket. Working sheet ‘Clothes.’

Lesson plan:
• Washing line – Hang a rope in the classroom - pay attention to the safety. Show
to the children a basket, put your hand inside and take one piece of clothing out.
T: “A skirt.” Put it in front of your body like wanted to try it on and hang it with
the clothes peg on the rope. Say the word once again and children repeat after
you.
Take another piece out of the bag, “Jeans” and peg it on. Children again repeat.
Continue until the bag is empty. Then say all the clothes again while you are
pointing to them.
Then call out some new word, pupils repeat and you invite one of them to
remove this piece of clothes from the rope and put it into the basket.
• Blue jeans! – Sit the class in a circle. Call out some colour and piece of clothing,
children who are wearing it stands up.
T: “Blue jeans!” Everybody, who has blue jeans on, stands up.
As soon as you see that children are familiar with the vocabulary, encourage
them to call out.
• Workbook – Pupils open their workbook at page 20. There is a picture of a girl
and a short text. They read it and colour the picture according to the instructions.
• Knitting a sweater – Sit the class in a circle on the floor. You, holding a ball of
wool in your hand, are a part of this circle. Say to the children, that they are
going to knit a woollen sweater together. Turn the ending of the woollen threat

70
around your finger, toss the ball of wool to some pupil on the other side of the
circle and say a sentence about the clothes of this pupil.
T: “You have got black socks.”
Now the child who has the ball of wool turns the threat around his/her finger,
toss the ball to another child and says a sentence.
Ch1: “You have got a blue jeans”
T: “You have got blue jeans.” Correct the sentence and encourage the child to
repeat it after you once again, now without a mistake.
Ch1: “You have got blue jeans.”
T: “Well done, Ch1.”
Continue in this way until everybody has a woollen threat turned around the
finger. Then say to the children, that the sweater they knitted is very beautiful
but unfortunately too big. Now they must unstitch it. The child, that was as a last
in ‘knitting’ starts. He/she stands up, walks across the circle, reels the wool up,
passes the ball to the child with the finger at the end of the woollen threat and
sits down at his/her place saying a sentence.
Ch1: “You have not got a pink T-shirt.”
Continue until the ball of wool is in your hand again.

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 Lesson 24

CLOTHES

Aim of the lesson: To practise the vocabulary from the previous lesson. To describe a
person.
New vocabulary: She, shorts, hat, jacket, gloves.
New phrases: Welcome to London.
Grammar: To have got – she/he has got – affirmative.
Aids and supplementary materials: Fashion magazines, sheets of blank paper (such as
A4), glue, scissors, pencils, music, a fake microphone, a rucksack, long red ribbon, your
own collage from various pictures of clothes, a poster of Great Britain, pictures of
London (optional).

Lesson plan:
• Fashion festival in London – Enter the classroom with a rucksack on your back.
Say to the children they you are flying to London for a fashion festival. Say to
them that they cannot miss it and invite them to fly with you. Put a poster of
Great Britain on a board, point to London. Say that it is a capital city of England.
You can show them some pictures of London.
Now the children sit on their desks, stretch their arms sideways like wings of an
aeroplane, they close their eyes and you make a wind noise. Then say that they
are in London.
T: “Hello. Welcome to London!” Go to each child and shake his/her hand.
• Meeting of fashion designers – This short activity is good as a fast revision of
the vocabulary from the previous lesson. Say to the children, that they are
fashion designers now. Ask them, what a fashion designer does and explain if
they do not know it. Say that there is a meeting of fashion designers from the
whole world and they will talk about different kinds of clothes. Invite the
children to sit in a semi circle around you. Take the rucksack off and take
fashion magazines out of it. Take one of them, open it and point to the clothes -
children say the English words. Then point to a jacket, they are quiet now.
T: “A jacket” and pupils repeat after you. You can teach them few more words.

72
• Fashion designers in action – Say to the children, that they are going to design
clothes for a new collection. But because it is not anything easy, they work in
pairs to help each other. Give each pair a sheet of blank paper, glue, scissors, a
pencil and a fashion magazine. They cooperate together in a pair and make a
new clothes model. They cut pieces of clothing from the magazine and glue it o
the paper. They cannot cut one picture and glue it. Each piece of clothes must be
from different picture. As a last they draw a head and missing parts of the body.
They can use their fantasy and make crazy models.
Give them some time limit. They cannot speak Czech in London, only English!
(Show them your own collage so that they know what to do exactly.)
• Exposition of the new collection – Tell the children, that you saw a lot of
interesting models and they are in the exposition now. Invite the children to sit
in a circle and put their products to the middle of the circle. Say to the children,
that you are going to describe some picture and they must find it.
Describe the picture in the third person of singular – she or he. Write ‘She HAS
got …’ on the board.
T: “It is a girl. She has got a pink dress and black shoes.” Children point to the
picture.
Encourage one pupil from each pair to describe a picture (not his/her own one).
• Fashion show – Say to the children that there is going to be big fashion show
now. Ask them if they know what it is and explain how it works. Then ask
children to work in the same pairs like before – one is a model (the one who was
talking in the last activity) and the other one is a commentator. Choose one pair
that starts, other children sit in two long lines opposite each other, in front of
each line is a red ribbon as an edge of the catwalk. Play quietly some music, the
model walks up and down and the other child, using a fake microphone,
commentates. (The commentator uses simple and short sentences as in the last
game.) Give an opportunity to show up to each pair and do not forget the
applause for each pair.
• Goodbye, London – Pay children a compliment for the work they did and thank
them for new inspiration in clothing. Say to them that it is time to fly home.
They sit on their desks, arms like wings.
T: “Goodbye, London.”

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 Lesson 25

FOOD AND DRINKS

Aim of the lesson: To introduce and practise vocabulary based on different kinds of
food and drinks. To express likes.
New vocabulary: Milk, bread, roll, coffee, tea, cheese, ham, ice cream, water, chocolate,
cake, egg, sausage.
New phrases: I like …
Grammar: None
Aids and supplementary materials: Empty packets of food and drinks (box of tea and
cheese, bottle of water and milk…), two flyswatters, a round paper plate (with two eyes,
nose and a big smiling mouth), a small basket, flashcards of the vocabulary.

Lesson plan:
• Basket - Enter the classroom with a small basket in your hand. Greet the
children and point to the basket. Say to them you were shopping and bought a
lot of tasty things. Ask them if they want to see what everything you bought and
invite them to sit in a semi circle around you.
T: “ Look! I have got…” Put your hand inside the basket, pretend like you are
looking for something, take your hand slowly out and show them an empty box
of tea.
T: “ TEA.” Children repeat after you. Then go to a pupil, show him/her the box
of tea and say the English word again, the pupil repeats and gets the box to take
care for it for a while. “Don’t drink it!” warn the child.
Continue in this way until your basket is empty and every child has at least one
thing.
• Where is my chocolate? – Children sit in a circle so that everybody can see each
other. Now look very sad. Say that you do not know where are all the things you
bought. Ask the children to help you. You are going to call out a certain food or
drink. But you do not have such a strong voice so everybody will say it after
you. The pupil who has this thing stands up and shows it to you saying, “I have
got it!”
T: “Where is my…CHOCOLATE?” Say quietly and children shout ‘chocolate.’
74
 Ch: “I have got it!” Answers the child with the chocolate and stands up.
• Filling the basket – Take your basket, go to a child and she/he puts his/her food
or drink into the basket saying the English word. Go from child to child until the
basket is full again.
• Discounts in the supermarket – Play this game in an open area in the classroom
– place there randomly pictures of food and drinks on the floor. Divide the class
into two teams. Stand the teams in lines an equal distance (around 10 steps) from
the pictures, the players standing at the beginning of the line have a flyswatter in
their hands. Say to the children, that they are in a supermarket now. There are
great discounts and they want to buy the last piece of the cheap merchandise.
Give each team a small ‘shopping’ basket.
You call out some kind of food or drinks and players with the flyswatters run to
the pictures and hit the correct one. The child, who is faster, takes the picture to
the team and puts it into the small shopping basket. He/she gives the flyswatter
to the second child and goes to the end of the line.
Play until all the products are sold out and there is no picture left. Ask the teams
to count the pictures in their baskets. Ask them to show what they bought and
say the English word for it.
• I like chocolate – Sit the class in a circle. Show them a round paper plate with a
picture of a smiling face. Say to the children that everybody of us has some
favourite food and drink. Which one is it for them? Write ‘I LIKE …’ on the
board and start the game.
T: “I like chocolate.” Lick with your tongue the mouth and stroke your belly
with the hand. Pass the plate to the child sitting on your left and encourage
him/her to say the favourite food.
Play until all the children express their likes and the smiling plate is back in your
hand.

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 Lesson 26

FOOD AND DRINKS

Aim of the lesson: To practise the vocabulary from the last lesson.
New vocabulary: Food, drink, breakfast, hungry.
New phrases: For breakfast I have...
Grammar: None
Aids and supplementary materials: Flashcards – food and drinks, round paper plates,
glue, scissors, coloured pencils, commercial magazines of supermarkets. Working sheet
‘Food and drinks.’

Lesson plan:
• Food or drink? – A warm-up activity to get back to the topic of food. Place two
chairs in the middle of the board – write Food above one and DRINK above the
other. Divide the class into two teams and stand the in lines an equal distance
from the chairs. Call out a word and the first players of each team run to the
chairs and sit down on the correct one. The faster child gets a point for his/her
team... 5 minutes
T: „Milk.“ Children run to the board and must sit down on the ‘Drink chair.‘
• Working sheet – Children connect the words to the pictures... 5 minutes
• Eater – Sit the class in a circle and place the flashcards of food and drinks face
up to the middle of the circle. Point to each card and children say the English
expression. Ask children to close their eyes for a short while; remove one
flashcard and children open their eyes again. Say that you are a big eater and ate
something. What? The child who answers as first is the eater now. Put your
flashcard back and he/she removes another picture… 10 minutes
• My breakfast – This game is very good as an amusing revision of the vocabulary
from the previous lesson and as a training of children’s memory. Write the
introducing sentence ‘I am hungry. For breakfast I have…’ on a board, read it,
let the children repeat after you and translate the new word into their mother
tongue.

76
 The class still sits in the circle; you (holding a paper plate in your hand) are a
part of this circle and start the game. Say to the children that you are very
hungry and you are going to tell them what everything you have for breakfast.
T: “For breakfast I have a roll.” Pass the plate to the child sitting on your right.
He/she repeats your sentence and adds something more.
Ch1: “For breakfast I have a roll and chocolate.”
Play until the plate is back in your hands, now it is your turn to repeat everything
and children help you… 15 minutes
• My breakfast plate – Children sit at their desks; they have glue, scissors and
coloured pencils. Give each child a round paper plate and several commercial
magazines of supermarkets. Ask them to ‘prepare’ a breakfast plate, but only
from the food and drinks that were mentioned during the previous activity. Do
they remember all of them? They cut the pictures from the magazines and when
they cannot find some, they can draw it.
Give the class certain time limit. Walk from child to child, point to pictures and
ask them “What is it?” At the end of this activity, ask each child to put his/her
breakfast plate on the board… 10 minutes

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 Lesson 27

EASTER

Aim of the lesson: To introduce the Easter traditions in Britain. To compare Czech and
English Easter. To sing an Easter song and wish happy Easter. To revise vocabulary.
New vocabulary: Easter, bunny, chick, spring.
New phrases: Happy Easter.
Grammar: None.
Aids and supplementary materials: CD – song ‘Easter bunny,’ working sheet ‘Find the
eggs!’ Flashcards of Easter bunny, basket, board game (additional material ‘Easter
bunny’s journey’), counters (of different colours), a dice, many flashcards (pictures of
all the vocabulary they already know).

Lesson plan:
• Easter – Ask children what festival is coming now, they answer in their mother
tongue, you agree and translate it into English, children repeat. Draw a circle to
the centre of the board and write ‘Easter’ in the circle. Ask children what they
imagine hearing this word. Write or draw their suggestions on the board, around
the circle (eggs, bunny – show them a picture of a rabbit, spring, chicks…). Ask
them what they usually do at Easter. Say that also children in Britain celebrate
Easter, ask pupils if anyone of them knows what are the traditions in Britain.
“In Britain, on Easter Monday, there are many different traditional games - Hunt
the egg, Egg rolling, Egg and spoon races and Egg painting. One of the most
popular is egg hunt. An adult hides a chocolate egg in the garden or in the house
and the children must look for it until they find it...5 minutes
• Find the hidden eggs – Ask children to close their eyes for a short moment, say
to them to imagine that it is Easter Monday and they are in England now. Give
children a photocopied picture (see additional materials Find the eggs!) on the
desk and say to them to open their eyes again. They must find all the eggs
hidden in the picture, colour and count them. After certain time interval, go from
child to child; put your ear close to his/her mouth so that they can whisper to
your ear the number of the eggs they found. When this number is correct, smile
and nod your head. When their answer is not correct, shake your head and
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 encourage them to look carefully once again. As soon as you everybody
whispers the answer, ask one child to say the number of the eggs hidden in the
picture loud.
Then encourage a child to choose one egg in the picture and describe its
position. (E.g. “One egg is under the bed.”). Do it this way until all the eggs are
described. Later you can ask them about a colour of the eggs (E.g. “What colour
is the egg on the wardrobe, Ch1?”) …10 minutes
• Easter bunny – Besides the Easter eggs, another very dominant symbol of this
festival is an Easter bunny (Easter bunny symbolizes a new life). Ask the class
to stand in a circle around you. Ask them if they know any song about a rabbit in
their mother tongue. Say that you are going to teach them one. This song is not
about an average rabbit, but about an Easter bunny that brings Eater eggs.
Play the song ‘Easter bunny’ and do the actions (see additional materials ‘Easter
bunny’). First time you play the song, children only listen so that they can
familiarize with the melody. Play the song second time and invite them to join in
first humming and then saying the words and doing the actions with you…10
minutes
• Easter bunny’s journey – Sit the class in a circle, two children sitting next to
each other are a pair and must cooperate now. Put a game board (see additional
materials – ‘Easter route’) and a pile of various flashcards to the middle of the
circle. You have a dice and each pair has a counter.
Explain them what is the game about and what are the rules. Say that Easter
bunny is bringing chocolate eggs to children. His basket is very full and while he
is hopping, sometimes an egg falls out of his basket and then he must go back
for it. Easter bunny is very friendly and whenever he meets someone, he wishes
‘Happy Easter!’
Ask the pair on your right to start and roll the dice and move their counter. All
the children count the numbers out loud. As soon as the pair lands on a space,
they take the top flashcard from the pile, show it to the class and say the English
word for it. If they say it correctly, their counter stays on the landed space. But if
they do not know or do not answer correctly, they must move the counter back.
(The Easter bunny lost the egg and must go back to find it.) Then they pass the

79
 dice to the pair on their right. The pair, whose counter is in Easter bunny’s house
as a first, is the winner…20 minutes
• Happy Eater, everyone! – Say to the children, that the Easter bunny is very
friendly and polite. Whenever he meets someone, he greets and wishes ‘Happy
Easter’ (write it on the board). Can they be also so friendly? Ask children to
walk in the classroom and when they meet someone, they smile and wish
‘Happy Easter.’…2 minutes
• Goodbye, Easter bunny! - Say that the Easter bunny is tired after hopping with
the basket full of Easter eggs now. Ask the children to sing for him the song for
pleasure. Play the CD, children sing and move.
“Goodbye, Easter bunny!”

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 Lesson 28

FRUIT AND VEGETABLES

Aim of the lesson: To introduce and practise vocabulary connected with many different
kinds of fruit and vegetable.
New vocabulary: Cucumber, strawberry, peach, banana, pepper, tomato, apricot, plum,
pear, carrot, cherry, fruit, vegetable.
New phrases: None.
Grammar: None
Aids and supplementary materials: A cut poster of fruit and vegetables (you can use a
photo from a big wall calendar or you can draw your own picture of large format – cut
approximately 49 square pieces), flashcards – fruit and vegetables, working sheet ‘Fruit
or vegetables?’

Lesson plan:
• Poster full of vitamins – Put your cut poster of fruit and vegetables on a
magnetic board face down so that the children cannot see the picture. On the
side that is seen, there is written a Czech word. Put the squares in 7 columns
next to each other. Above each column write a letter and in front of every row
write a number (write it big enough so that children can read it from their desks).
Ask a pupil to choose one square by describing its position. Read the Czech
word written on this card, the pupil translates it into English. If he/she does it
correctly, invite him/her to turn that piece. Play until all the pieces are face up
and children can see the whole poster.
Ask them what they can see in the picture, they answer in their mother tongue.
Say to them that today they are going to learn all these healthy things in English.
• Fruit or vegetables? – Point to few different kinds of fruit in the poster, say it in
English and ask children what do we generally call it in our mother tongue. Nod
your head on their correct answer, say the English expression and write ‘FRUIT’
on left part of the board. Then point to the vegetables, children say the general
word in the mother tongue and you write ‘VEGETABLES’ on the right part of
the board.

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 Take pictures of fruit and vegetables, pick one of them, show it to the children
and say twice the English word for it. Children repeat it after you. Invite one
child to the board, say the English word once again, the child repeats and you
give him/her the picture – he/she must put it on the correct part of the board.
Continue this way until all the pictures are on the board.
• Guess! – Say to the children that you got a big appetite for something on the
board. They can ask question to find out what it is. You can answer only yes or
no. Help them with the questions they can ask.
Ch1: “Is it fruit?”
T: “Yes.”
Ch2: “Is it red?”
T: “Yes.”
Ch3: “Is it small?”
T: “No.”
Ch4: “Is it an apple?”
T: “Yes, it is an apple. Well done, Ch4!” Now the child who guessed it right
goes to the board, whispers to your ear some fruit or vegetables.
• Vitamin bomb – Ask children to take their chairs and go to sit in a circle. Go
around the circle; give each child a flashcard of fruit or vegetables, say the
English word for it and the child repeats it after you. As soon as everybody has
one flashcard, ask them to show the picture to others and name it in English.
Then they put the card on the floor in front of the chair. Start by standing in the
centre of the circle and calling out the names of two kinds of fruit or vegetables.
Those children who have pictures of them must get up and quickly move to an
empty chair, including you. Whoever ends up without a chair then stays in the
middle of the circle and calls out another two pictures to swap. To get everyone
to move all at once, the person in the middle calls out ‘vitamin bomb.’
• Working sheet – ‘Fruit or vegetables?’ Children connect the words to the
pictures.
• Back to the poster – Go to the poster from the beginning of the lesson. Ask the
children if they can name the fruit and vegetables in the poster on their own.
Point to the pictures and children say it in English. Do not forget to pay them a
compliment for the big progress they made during the lesson.

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 Lesson 29

FRUIT AND VEGETABLES

Aim of the lesson: To practise the vocabulary from the previous lessons. To distinguish
between healthy and unhealthy food. To make a food pyramid.
New vocabulary: Healthy, boat, pyramid.
New phrases: Milk is healthy. Ice cream is not healthy.
Grammar: None.
Aids and supplementary materials: Flashcards, a sheet of paper with written food (see
additional material ‘Food pyramid’) – photocopied for each pair. Sheet of blank paper
(such as A3), commercial magazines of supermarkets, glue, scissors, coloured pencils,
poster of the food pyramid.

Lesson plan:
• Conference of food specialists – Greet the children and announce them that they
are going to travel very far today. Far over the ocean, to the USA. Show it to
them on a map of world so that they can imagine it better. Tell them that a lot of
people in this country are fat because they do not eat healthy and for this reason,
there is a conference of food specialists to discuss this problem. Say to the
children that they are food specialists now and they go by boat to Washington
(the capital city of the USA).
Draw a simple picture of a boat on a board; say the English word and pupils
repeat it after you. They sit on their desks and act like they are rowing, play
quiet music (Vangelis). When the music stops playing, welcome them to
Washington.
• Food list – Sit the class in a semi circle around you. Greet them and introduce
yourself. Say that at the beginning of the conference, you must discuss all the
food they know. Show them a flashcard, children say the English expression for
it and you give it to one of them. This activity is a fast revision all the
vocabulary from the last three lessons. Continue until you have no flashcard.
• Healthy or not healthy? – Write ‘HEALTHY’ on the left part of the board and
‘NOT HEALTHY’ on the right part, do not translate the new word.

83
 T: “Apple” Show your flashcard. “Apple is healthy.” Put the card on the left part
of the board.
T: “ Hamburger.” Show them a picture (although you have not taught them this
word, they understand it). “Hamburger is NOT healthy.” Shake your head and
put the picture on the right part of the board. Then ask children what ‘healthy’
means in their mother tongue.
Now encourage the children to do the same with their cards. When they do not
know where to place it, discuss it with the rest of the class.
• What is a food pyramid? – Draw a triangle on the board and let the children
guess what everything it can be. When they say that it is a pyramid, nod your
head and smile. Say that it is not an ordinary pyramid, but a food pyramid. Ask
them if they have ever heard this expression and what it means. Put a poster of
the food pyramid on the board and explain that what is in the basement is very
healthy and we can it a lot. What is in the top is not very healthy and we can eat
it rarely.
• Make the food pyramid - Ask children to get in pairs and sit together at one
desk. Give each pair a sheet of blank paper (A3), commercial magazines of
supermarkets, photocopied sheet with written food. Children have glue, scissors
and coloured pencils on their desks.
Now children make their own food pyramid of three floors. They cut the words
from the photocopied sheet; glue it to the right place. Afterwards they decorate it
by pictures from the magazine or their own drawings.
• Final presentation – Invite some pair to the board to show their pyramid and ask
them few questions.
T: “Hello.”
Ch1+2: “Hello.”
T: “What is your name?” Shake the hand with Ch1.
Ch1: “My name is Ch1.”
T: “How old are you?” Turn to Ch2.
Ch2: “I am eight.”
T: “What is it?” Look very curious and point to their pyramid.
Ch1+Ch2: “It is a food pyramid.” You can point to a picture and ask if it is
healthy or if they like it.

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• End of the conference - Row from Washington back, greet the children
“goodbye” and wave

85
 Lesson 30

THE VERY HUNGRY CATERPILLAR

Aim of the lesson: To revise the vocabulary (foods, colours, numbers) and introduce
and practise the days of the week. To learn about the life cycle of the butterfly.
New vocabulary: Caterpillar, days of the week from Monday to Sunday.
New phrases: None.
Grammar: Preposition on – on Monday.
Aids and supplementary materials: The book ‘The very hungry caterpillar’ by Eric
Carle, word cards of the days of the week. Working sheet ‘Fruit week of the very
hungry caterpillar.’

Lesson plan:
• Seven? - Children sit at their desks. Ask them in their mother tongue what is the
day today. They answer and you talk to yourself. “Hmm, Tuesday. Tuesday?”
Look to a calendar and say satisfied “Tuesday!”
Then ask children how many days the week has, they answer seven and you look
like you did not believe them and want to count them to be sure.
T: “Monday, Tuesday, Wednesday…. Sunday.” Count loudly and show it on
your fingers. Make mistake and show them only six fingers. Shake your head.
T: “Once again. Monday, Tuesday… Sunday.” Make again mistake, show them
eight fingers. Frown and shake your head.
T: “Monday, Tuesday… Sunday.” Show them nine fingers, frown even more
then before and step your foot.
Go to a board, “Monday” and put a word card on the board and children repeat
after you. “Tuesday,” again place the card on the board and children repeat.
Continue in this way until all the cards are on the board. Encourage the children
to read it with you so that you can better concentrate on counting the days. Take
the pointer, point to the card ‘Monday’, read it with children and count on your
fingers. As soon as you say all the days, show children seven fingers and smile.
T: “Seven! Seven days.”

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• One day is missing! – Now ask children to close their eyes and remove one word
card. They open their eyes, you say sadly that one day is missing there and you
do not know which one. Then say loudly all the days in the correct order,
children listen and then they say which day does not have its card. Try it several
times and then leave all the cards on the board so that children can use it as a
guideline during reading the story.
• Caterpillar on the board – Go to the board and draw approximately seven big
circles close to each other in one line. Ask children to guess what it is. Although
they say the correct answer already now, shrug your shoulders and continue
drawing until there is a picture of a caterpillar with eyes, nose and mouth on the
head and two small legs on each circle. Ask children once again, they answer in
their mother tongue and you translate it into English, they repeat. The word
‘caterpillar’ might be difficult for them. You can take it as a competition - who
is able to repeat it at least three times without making any mistake?
• Introduction of the book - Invite the children to sit in a semi circle around you so
that they can see you good. Say to them that you did not draw a caterpillar
without any purpose.
T: “I have got a book!” and show the children the book ‘The very hungry
caterpillar’ by Eric Carle.
T: “Look!” Point to the picture of the caterpillar at the front page of the book.
T: “What is it?” Children answer; proud that they can say such a difficult word.
T: “Well done! It IS a caterpillar. What colour is the caterpillar?”
Ch: “Green.”
T: “Yes, the caterpillar is green.”
You can point to the parts of the caterpillar’s body and children can name them.
• Life of the caterpillar – Say that the caterpillar from your book is very hungry.
Before you start reading the book, ask children if they have ever seen any
caterpillar. Do they know what the caterpillar eats? Then find out what else
children already know about caterpillars, using the mother tongue.
• Reading the story – Show the book again and ask children what they think the
book is going to be about. Read the title and the name of the author and write
both on the board above the picture of the caterpillar. Then turn the page and

87
 begin reading. Use the pictures in the book, point to them and use gestures to
help children to understand.
T: “In the light of the moon,” point to the moon and read very quietly and
slowly, “a little egg lay on a leaf.” Now point to the leaf and ask children.
“Where is the egg?” and invite a child to come and point to the white dot. Then
turn the page and continue reading.
After you read the following page with the Sunday morning sun, when the egg
exchanges into a small caterpillar, do not turn the page immediately but ask
children what they think that the caterpillar is going to do. Listen to their ideas,
turn the page and read.
T: “ON Monday he ate,” now open your mouth, close it and act like you are
biting something, ”through one apple.” Put your little finger through the nibbled
hole in the book. “But he was still hungry.”
T: “ON Tuesday he ate through two pears, but he was still hungry.” Turn the
page and continue.
T: “On…” and invite children to predict the story.
Ch: “Wednesday”
T: “He ate through…”
Ch: “Three.”
T: “Plums, but he was still…”
Ch: “Hungry.”
Continue in this way encouraging the children to predict and join in. After you
read Friday, ask the children what is the next day and they answer ‘Saturday.’
Then ask them curiously, what they think that the caterpillar is going to eat on
Saturday. Probably they suggest ‘six …’ Shrug your shoulders and say that they
find it out next lesson, close the book.
• Working sheet – Give each child a working sheet ‘Fruit week of the very hungry
caterpillar.’ Children complete the table by drawing the pictures according to the
story.

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 Lesson 31

THE VERY HUNGRY CATERPILLAR

Aim of the lesson: To revise the vocabulary (foods, colours, numbers, days of the
week) and to learn about the life cycle of the butterfly.
New vocabulary: Cocoon, butterfly, beautiful.
New phrases: None.
Grammar: Preposition on – on Monday.
Aids and supplementary materials: The book ‘The very hungry caterpillar’ by Eric
Carle, word cards of the days of the week, flashcards of different kinds of fruit.
Working sheet ‘The life of the butterfly.’

Lesson plan:
• Shuffled days – Put the word cards of the days of the week randomly on a board.
Point to each card, read it and children repeat. Invite a pupil to the board and ask
him/her to put the cards to the correct order – one next to each other. He/she
starts with Monday and you invite another child to continue with the next day.
Continue until all the cards are organised and read it together with the class. (5
minutes)
• Fruit week of the caterpillar - Ask the children what was the last lesson about.
They answer ‘caterpillar,’ you nod your head and draw a simple picture of this
animal on the board. Ask them if someone can briefly retell the story from the
beginning and let a child talk (in his/her mother tongue) about the egg on the
leaf and the very hungry caterpillar that came out of it, then stop him/her. Agree,
that the caterpillar was very hungry and ate a lot of things. Do they remember
what?
Go to the board, point to ‘Monday’ and ask them what the caterpillar ate on
Monday. Invite a child to the board and show him/her fruit flashcards. He/she
chooses a picture, place it on the board (under the ‘Monday’ card) and write
number one (the number corresponds to the quantity of the fruit). Although the
child makes a mistake, do not correct it immediately. Continue until Friday and
then ask children to take their working sheets from last lesson and check if

89
 everything on the board is true. A child, who finds some mistake, comes to the
board and corrects it. (10 minutes)
• Reading the story – Invite the children to sit in a semi circle around you, take the
book ‘The very hungry caterpillar’ by Eric Carle. Open the book at the pages
with the fruit the caterpillar ate so that children can compare the book and the
board. Then ask the children the same question as at the end of the last lesson –
“What did the caterpillar eat on Saturday?” Write or draw children’s suggestions
on the board. Then go back to the book, turn to the ‘Saturday” page, read and
point to each item. Afterwards ask children how they think the caterpillar felt
after eating all these things. Children answer in their mother tongue, you nod
your head and read the rest on this page “That night the caterpillar had a
stomach ache!” Touch your belly and act like it is very painful. Ask the pupils if
they have ever had a stomach ache because they ate too much.
Then continue till the end of the story, pointing to the illustrations. (15 minutes)
• Working sheet – Children write the numbers to each word in the table according
to the picture.

______________________________________________________________________
Lessons 30 and 31 are inspired by the following book:

ELLIS, G.; BREWSTER, J. Tell it Again! : the new storytelling handbook for primary teachers. Penguin
English 2002, ISBN 0582447747(p.77-80, 154).

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 Lesson 32

NUMBERS 0 - 100

Aim of the lesson: To introduce and practise numbers 0 – 100. .

New vocabulary: Cardinal numbers from 20 to 100.
New phrases: None.
Grammar: None.
Aids and supplementary materials: Number cards from 0 – 10 (two sets), a soft ball, a
pointer. Working sheet ‘Number expert.'

Lesson plan:
Before the beginning of the lesson, write numbers from 0 to 20 randomly on a board.
• Congress of number experts – Enter the classroom without paying any attention
to the children and saying some numbers all the time. Walk in front of the board
up and down; look very concentrated on counting something. Then stop walking
and look around you, being confused seeing the children “Oh, I am sorry! You
are already here!”
Now greet the children, apologize to ignore them and explain that you are
preparing yourself for the congress of number experts in Australia. Ask the
children if they want to accompany you. They nod their head; ask them to sit on
their desks like on the aeroplane and spur them to close their seat belts. Before
you land in Australia, show them this continent on a map of the word and say the
capital city. You can show them some typical pictures (kangaroo, opera in
Sydney…)… 5 minutes
• In the lift – You are in a skyscraper now – it is a very high building, where the
congress takes place. You must go to the twentieth floor. You are in the lift,
going up and counting the floors. Ask children to count them “one, two,
three…twenty” When you get to the twentieth floor, put your hand on the
forehead and frown. Say that you made a mistake – the congress room is on the
ground floor and you must go back. Now the children count backwards “twenty,
nineteen…” … 2 minutes

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• Number exercises - At the beginning of the congress, children must do some
number exercises to be fit. Using a pointer, point to the numbers on the board.
Children, sitting on their desks, say the English words. Start slowly and then
fasten up… 3 minutes
• New discovery – Say to the children that they are really good. Today they are
going to discover new numbers. Are they ready? Go to the board, write ‘20’ and
say “twenTY”. Children repeat after you. Start counting up aloud and show your
fingers “twenty-one, twenty-two, twenty-…” Show children three fingers and
wait for their answer “…three.” Now show four fingers and children continue up
to twenty-nine. Then they are quiet. Write ‘30’ on the board saying “thirTY” and
do the same procedure again. Count with the children number by number up to
fifty and monitor pronunciation carefully. Then teach the children “sixty,” write
‘70’ on the board and encourage them to say the English word on their own
now. Continue in this way with numbers eighty and ninety. Add one hundred…
10 minutes
• Number chain - Give each child a small card with a number; they hold it
carefully so that nobody can see their number. Explain to them that they must
stand in a number chain from the lowest number on the left till the highest
number on the right. Children walk close to each other repeating their numbers
all the time and listening to their friends at the same time… 5 minutes
• Number ball – Children stand in a circle. Toss a soft ball to one child, say a
number in their mother tongue and he/she translates it. Then she/he tosses the
ball to someone else and says a number to translate… 10 minutes
• Working sheet – ‘Number expert.’ Children write the numbers.
• Secret numbers – Now the number experts sit in a semicircle and you are sitting
at one end of the line. Think of a number and whisper it to the child immediately
next to you. He/she passes on the number to the next player. The passing
continues in this way until the number reaches the child at the end of the line
who calls out the number he/she received and lifts up the number composed
from two number cards. The child that was at the end of the line, comes to sit
next to you now… 10 minutes
• Congress finished - Now the congress is successfully finished and you fly back.
Ask the children to sit at their desks and close their seat belts… “Goodbye!”

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 Lesson 33

SHOPPING

Aim of the lesson: To practise the numbers from 0 – 100. To ask and answer about the
price.
New vocabulary: Pound, shop, money.
New phrases: How much is the…?
Grammar: None.
Aids and supplementary materials: Envelopes with toy money (see additional materials
‘Money’ – copy it on colourful paper and cut it), two purses, four empty bags, sheet
‘Expensive shop’ and ‘How much is it? - A, B.’ (see additional materials).

Lesson plan:
• Let’s go shopping! – Come to the classroom with two empty bags in each hand.
Greet the children and say to them that you are going shopping today. Ask them
to go with you to help you with carrying the full bags afterwards. Ask the
children to sit in a circle. Before you go to the shop, you must count the money
to know what everything you can afford. Put your hand into one of the bags and
take an empty purse out. Open it, look inside, frown and say sadly “I have not
got any money!” Then look very concentrated, as you are thinking about
something and smile. Put your hand into another bag and take a different purse
(filled by toy money) out, “Look!” Open it and take a bank note of ten pounds
out and place it in front of you saying “TEN pounds.”(Explain them what is a
pound and how many Czech crowns equal to it.) Take another bank note of ten
pounds out, place it next to the first one “TWENTY pounds.” Repeat the same
procedure again and the children count instead of you now. Continue in this way
until nine bank notes of ten pounds lie in front of you. Then put your finger
inside the purse and take one pound out, children count “ninety-one pounds.”
Add another pound “ninety-two pounds” and continue until “ninety-nine
pounds.” Then take the purse, look inside and turn it upside down – nothing. Act
looking for money in your pockets. Then smile, take the hand out of a pocket
and show them one pound “ONE HUNDRED pounds.” … 10 minutes

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• Counting the money – Say to the children that they need money as well. Ask
them to get in pairs and sit at the desks. Give each pair an envelope filled by toy
money (ten bank notes of ten pounds and ten paper coins of one pound – see
additional materials ‘Money’). Warn them that they must count the money
carefully when they are paying in the shop. It is good to train it a little bit here
and then they do not make any mistake at the pay desk. Say a number and
children count the money…10 minutes
• Angry shop assistant – Now the children are ready to go shopping. Ask them to
stand up and follow you. Walk (with the bags in your hands) across the
classroom and they walk behind you. Stop in front of the board. Pointing to the
classroom say to the children that it is your shop and you are a shop assistant.
You are very angry now. You are counting money, but you are making mistakes
all the time. That makes you so incredibly angry so that you run in the shop and
try to catch someone to count it instead of you.
Write a number (0 – 100) on the board – this number makes you very angry.
Stand in front of the board, each child touches one your finger. You are saying
various numbers and as soon as you say the one that is written on the board
children must release your fingers and run away from you. You run behind them
and try to catch someone. They can save themselves when they get to certain
place. (It can be a window, a rug, a wall on the other side of the room…this
place depends on the classroom. Be sure that children cannot injure themselves
while trying to reach this point.) The child who is caught is the shop assistant
now and writes a number on the board… 10 minutes
• Expensive shop – Children sit at their desks; give every child a photocopied list
‘Expensive shop.’ There are pictures of different kinds of merchandise and their
prices. Ask children about the price and they answer.
T: “How much is the T-shirt?” Do not translate into children’s mother tongue.
Hold the working sheet so that everybody can see it, point to the T-shirt.
T: “Twenty-five pounds.” Answer with disguised voice.
T: “Twenty –five pounds?” Look like you cannot believe it. “Expensive!” Move
with your thumb and index finger of your right hand to show that it costs too
much.
T: “How much is the apple, Ch1?”

94
 Ch1: “Eighteen pounds.”
T: “Eighteen? Expensive!” Shake your head.
T: “How much is the pencil, Ch2?”
Ch2: “Seventy-three pounds.”
Continue a little longer and then encourage a child to ask about the price. Help
him/her with the question if necessary…8 minutes
• Working sheet – Ask children to get in pairs again. Give each child a working
sheet ‘How much is it?’ One child gets sheet A and the other child in the pair is
given sheet B. They do not show the sheets to each other. Both of them have the
sheet with the same pictures, but not all the pictures have a price. Half of the
prices are written in A and the other half in B. Children, asking the same
question as in the previous game, try to find out the missing prices from the
partner. As soon as they have all the price labels filled in, they show their sheets
to each other and check it together. They keep this working sheet and add it into
their portfolio.
Ch A: “How much is the orange?”
Ch B: “Eleven pounds. How much is the pear?”
Ch A: “Twenty-eight pounds.”… 7 minutes
• Discontented customer - Say to the children that the shop is too expensive and
you do not stay here any longer and you go home. Take your empty bags, walk
across the classroom and children follow you. Stop in front of the door, open it
and greet “goodbye.”

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 Lesson 34

HOBBIES

Aim of the lesson: To introduce t and practise vocabulary based on hobbies.

New vocabulary: Piano, violin, drum, triangle, flute, guitar, football, tennis, ice hockey.
New phrases: I can play the (piano).
Grammar: None.
Aids and supplementary materials: CD – song ‘Oh, we can play the big bass drum’,
flashcards of musical instruments and sports.

Lesson plan:
• Holidays are coming – Say to the children that holidays are almost here and they
bring a lot of free time. Ask children what they like doing in their free time. Do
they play any musical instrument? Or do they prefer sport? Listen to their
answers and suggest to play football at the beginning of the lesson to be fit for
the holidays… 5 minutes
• Football match – Divide the class into two teams and ask them to decide what
their names are, write them on the board. Stand each team in a line – both lines
next to each other facing the board. Put a picture of a football pitch (see
additional materials ‘Football pitch’ and copy it on format A3) on the board. Put
a magnet (a football) to the centre point. Say a number in their mother tongue
and the players standing at the front of the lines must say this number in English.
The child who says the correct answer faster goes to the board and moves the
magnet one line towards the other team’s cage. The children that were at the
front of the line go to the end now and you say another number.
As soon as one of the teams scores a goal, write the score under the teams’
names, put the magnet back to the centre line and play again. Continue until one
of the teams scores three goals… 10 minutes
• Flashcards relay – Sit the class in a circle. Take a flashcard of a piano, show it to
the children and say “PIANO.” Pass the flashcard to the child on your left.
He/she repeats it and passes it further. Wait until you have the flashcard again.
Take another picture and repeat the whole procedure. Continue until you
introduce all the flashcards … 10 minutes
96
• Mime it! – Ask the children to stand up. Say one of the new words hold the
corresponding flashcard in front of you and children mime it. When they are
familiar with the vocabulary, call out the words without showing the flashcard…
3 minutes
• Pantomime – Invite a volunteer to come to the front of the class. Whisper
him/her a word (musical instrument, sport or activity) and she/he mimes it.
When the other children think they recognise it, they put their hands up. The
child who reacts the fastest and identifies the mime correctly replaces the
volunteer. (This activity can be played also as a competition between two
teams)… 7 minutes
• Oh, we can play the big bass drum – Stand the class in a circle, play the song
‘Oh, we can play the big bass drum.’ Invite the children to join in first humming
later singing some simple words of the song. Do the actions (e.g. act playing the
drum while they are singing about it) and the children imitate you… 10 minutes
• My English progress – Children colour the last part of their clown ‘Hobbies.’
Now the clown is nice colourful and cheerful.

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 Lesson 35

GOODBYE

Aim of the lesson: To summarise the whole course. To revise the vocabulary from all
the 35 lessons. Children’s self-assessment.
New vocabulary: None.
New phrases: None.
Grammar: None.
Aids and supplementary materials: Certificate for each child (see working sheets), a
working sheet (‘Assessment sheet 2’), CD.

Lesson plan:
• Time to say goodbye - Write ‘LET’S PLAY IN ENGLISH’ to the middle of the
board. Draw a picture of a balloon around it. Ask children what everything they
learnt and write their answers on the board… 10 minutes
• Let’s sing a song – Ask children to stand in a circle. Play the song they choose:
- Sing a rainbow
- Head and shoulders
- Old MacDonald had a farm
- Oh, we can play the big bass drum
• Self-assessment II – Each child is given a self-assessment worksheet. Go
through the questionnaire step by step with the children and make sure they
understand the statements in part A and the questions in part B. (In part B,
children answer in their mother tongue.) Give them enough time to complete the
worksheet and go round the classroom to monitor the children’s work and check
how they completed them. Do not collect this questionnaire, children keep it in
their portfolio… 15 minutes
• Certificates – Invite each child to the board, shake his/her right hand and give
him/her the certificate. You can say something personal to the child and
encourage him/her for further study of English.
As soon as all the certificates are given, summarise the whole course… 15
minutes

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 CONCLUSION

In this diploma thesis, I tried to utilize my four-year experience in teaching English to

children. Out of my own experience, I know how incredibly demanding this work is.
This thesis is designed especially for primary teachers teaching English to young
learners as a free time activity.
In theoretical part of my thesis, I tried to write a simple summary of teaching English to
children as young language learners. I mentioned their general characteristics that
should be always considered in teacher’s lesson plans. Furthermore I described
motivating factors and basic rules of teaching young learners, which can be helpful for
everybody who works with children.
In practical part, I made up the methodology of 35 lessons of English for 7 to 9-year-old
children starting to learn English as a second language. Every lesson plan is described in
detail. I tried to organize all the activities and games in a logical order. My main aim
was to make the lessons various, interesting and motivating.
In the appendices, I published all the additional materials and working sheets that are
essentially attached to the methodology.

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 ZÁVĚR

V této diplomové práci jsem se snažila zúročit mé čtyřleté zkušensti s výukou

anglického jazyka u malých dětí. Sama vím, jak je tato práce náročná. A proto je tato
diplomová práce určena zejména učitelům prvního stupně ZŠ, kteří pracují s dětmi
v kroužku anglického jazyka.
V teoretické části jsem se pokusila o jednoduché shrnutí problematiky zabývající se
výukou angličtiny u malých školáků.
Praktickou část tvoří 35 metodicky rozebraných lekcí pro výuku anglického jazyka u
dětí ve věku od 7 do 9 let, jakožto volnočasové aktivity. Každá lekce je detailně
rozepsána. Všechny aktivity a hry jsem se snažila logicky uspořádat. Mým hlavním
cílem bylo vytvořit lekce rozmanité, zajímavé a motivující.
V příloze jsem zveřejnila veškerné podpůrné materiály a pracovní listy, jež jsou
nepostradatelnou součástí celé práce.

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BIBLIOGRAPHY

• CARLE, E. The very hungry caterpillar. Puffin books 1974, ISBN 0140500871.
• DAKIN, J. Songs and rhymes for the teaching of English. Longman 1968, ISBN
0582521297.
• ELLIS, G.; BREWSTER, J. Tell it Again! : the new storytelling handbook for
primary teachers. Penguin English 2002, ISBN 0582447747.
• HALLIWELL, S. Teaching English in the primary classroom. Longman 1992,
ISBN 0582071097.
• HERINKOVÁ, V.; LÁNSKÁ, L.; PERCLOVÁ, R. Have fun with English.
Fotuna 1992, ISBN 8085298740.
• HILL, E. Where’s Spot? Puffin books 1983, ISBN 0140504206.
• HOLDERNESS, J. Top song: activity book. Oxford University Press 1999,
ISBN 0194590682.
• HOLDERNESS, J.; HUGHES, A. 100 + Ideas for children: a teacher’s
resource book of topic-based activities for children. Macmillan 1997, ISBN
0435245449.
• IOANNOU-GEORGIOU, S.; PAVLOU, P. Assessing young learners. Oxford
University Press 2003, ISBN 0194372812.
• LEWIS, G.; BEDSON, G. Games for children. Oxford University Press 1999,
ISBN 0194372243.
• PHILLIPS, S.; MALEY, A. Young learners. Oxford University Press 1993,
ISBN 0194371956.
• REILLY, V.; WARD, S. M. Very young learners. Oxford University Press
1997, ISBN 019437209X.
• RETTER, C.; VALLS, N. Bonanza: 77 English language games for young
learners. Longman 1984, ISBN 0582510201.
• SCOTT, W.A.; YTREBERG, L.H. Teaching English to children. Longman
1990, ISBN 058274606X.
• SLATTERY, M. English for primary teachers: angličtina pro učitele
předškolních a mladších školních dět : praktická příručka aktivit a jazyka pro
komunikaci ve třídě. Oxford University Press 2006, ISBN 0194422666.

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 • WRIGHT, A. Storytelling with children. Oxford University Press 1997, ISBN
0194372022.

Websites:
• http://www.britishcouncil.org/kids
• http://ec.europa.eu/education/policies/2010/doc/basicframe.pdf
• http://www.komen1.estranky.cz/clanky/burza-her-a-nametu-do-vyuky
• http://www.oup.com/elt
• http://www.sitesforteachers.com
• http://www.teachingenglish.org.uk
• http://www.teachingideas.co.uk/english/contents.htm
• http://www.unicef.org/teachers

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