Lyrics:

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
What day is it today?
What day is it today?

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
What day is it today?
What day is it today?

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
What day is it today?
What day is it today?

Gestures and activities to use with the “The Days of the Week Song”

Some simple actions can be used with this song:

1. Stand up with both hands straight up in the air.
2. As the song plays each of the day words (Monday, Tuesday, etc.) slowly lower both arms, stretching right out, getting lower on each beat of the day words. So, for “Monday” both arms will be straight up at 12 o’clock, “Tuesday” your arms will be at 5-to and 5-past, … “Thursday” at quarter-to and quarter-past and finally by “Sunday” both arms are pointing down to half-past.
3. Then for the “What day is it today?” part, do the ‘palms of the hands up’ question gesture.

Using The Days of the Week Song in class

Teaching days of the week can be really fun and the song really helps the students to learn the words and remember the order of the days.

1. Teach the days of the week vocab. Start off by looking at a calendar with everyone (and English one, if possible). Have some fun with the calendar first: ask students to point at days such as Christmas and to point out their birthdays.  Ask what day their birthdays are on this year and point to the days row at the top of each month. Start to teach / elicit the English words for the days as you discuss their birthdays. Ask what day it is today.
2. Play “Put the days in order”. Before class, prepare some colored rectangles of card and write the days of the week in thick marker pen on each rectangle of card.  You’ll be putting students in pairs so make enough sets for each pair.  Also, if each day can be written on a different coloured card it will help the students to quickly identify each day. Put your students in pairs and give each pair a set of mixed up cards. By referring to the calendar, have the pairs put the days in order on the floor or table. Then get everyone to touch each card and repeat after you as you chorus the days of the week paying special attention to the fist letter of each word (e.g. “Th” for “Thursday”).  Run through a few times, getting faster and faster. Finally, get the pairs to mix up the cards and tell them they are going to race to see which pair can put their cards in order first.  Say “Ready, steady, go!” and let the students put the cards in order.  The winner pair finished first with the correct order.
3. Play “Wall Touch”. Give each pair some Blue-Tak or something to stick the cards on the wall with.  Ask everyone to randomly stick the cards all over the walls around the room.  Then bring everyone into the middle of the room.  Shout out “Monday” and everyone has to race over to a Monday card and touch it.  Then “Tuesday” and so on (in the correct order) until you make it through all the week days.  Play another round, this time faster!
4. Sing “The Days of the Week Song”. Put one set of day cards on the board in the correct order (or use our song poster). Run through the gestures (see above) first. Then play the song and sing along doing the gestures.  If this is the first time to sing the song, play it a second time.
5. Do a “Days of the Week” worksheet. To finish off this section of the lesson, give out worksheets based on the days of the week. As your students are doing the worksheets, ask questions (e.g. “What day is it?”, etc.). You can also give a worksheet for homework. We have two good worksheets: Days of the Week Scramble 2 and Days of the Week Order.

Lyrics:

Ready … March!

January (January)
February (February)
March (March)
April (April)
May (May)
June (June)
July (July)
August (August)
September (September)
October (October)
November (November)
December (December)

Everybody … Stop!

Ready … March!

January, February, March,
April, May, June,
July, August, September, October,
November, December.

Everybody … Stop!

Gestures and activities to use with the “Months March” song

The actions are very simple for the song:

If you have a large room with plenty of space for everyone to march around:

1. Get everyone to line up facing forwards.  Everyone must stand to attention like soldiers (chin up, chests out, perfectly straight and still)
2. Start the music and get everyone to march in time to the music on the command “Ready … March!”.  Everyone needs to march in a perfect line, arms swinging up to the horizontal.
3. The first verse of the song is a call / repeat style: the singer calls out the months and everyone repeats.  Have everyone marching up and down the classroom shouting out the months.
4. On the command “Everybody … Stop!” everyone stops and stands to attention, perfectly still.  Then start marching again on “Ready … March!”.
5. This time there is no repeating.  Students have to remember the months and shout them out as they march.

If you only have a small room or don’t have much space:

Follow the same steps as above but get everyone to march on the spot.

Using the Months March song in class

Learning all the months in their correct order is not the easiest task, but using the song regularly helps a lot!  The first time you use the song, follow these steps for teaching the months:

1. Teach the months of the year vocab. Start off by looking at a calendar with everyone (and English one, if possible). Have some fun with the calendar first: ask students to point at days such as Christmas and to point out their birthdays. Ask what month their birthdays are in and point to the month word (e.g. January) at the top of each month. Start to teach / elicit the English words for months as you discuss their birthdays. Ask what month it is now as well as the following (using the calendar):

   - the month Christmas is in
   - months other holidays are in (e.g. Easter, famous national holidays – this depends on the country you are teaching in!)
   - months for different seasons (e.g. summer months, winter, spring and fall / autumn)

2. Play “Put the days in order”. Before class, prepare some colored rectangles of card and write the months of the year in thick marker pen on each rectangle of card. You’ll be putting students in pairs so make enough sets for each pair. Also, if each month can be written on a different coloured card it will help the students to quickly identify each month. Put your students in pairs and give each pair a set of mixed up cards. By referring to the calendar, have the pairs put the months in order on the floor or table. Then get everyone to touch each card and repeat after you as you chorus the months of the year paying special attention to the fist letter of each word (e.g. “J” for “January”). Run through a few times, getting faster and faster. Finally, get the pairs to mix up the cards and tell them they are going to race to see which pair can put their cards in order first. Say “Ready, steady, go!” and let the students put the cards in order. The winner pair finished first with the correct order.
3. Play “Wall Touch”. Give each pair some Blue-Tak or something to stick the cards on the wall with. Ask everyone to randomly stick the cards all over the walls around the room. Then bring everyone into the middle of the room. Shout out “January” and everyone has to race over to a January card and touch it. Then “February” and so on (in the correct order) until you make it through all the months. Play another round, this time faster!
4. Sing the “Months March” song. Put one set of months cards on the board in the correct order (or use our song poster). Get everyone to stand to attention, like soldiers, and then follow the steps in the “Gestures and activities” section above. If this is the first time to sing the song, play it a second time and let everyone enjoy marching around.
5. Do a “Months of the Year” worksheet. To finish off this section of the lesson, give out worksheets based on the months of the year. As your students are doing the worksheets, ask questions (e.g. “What month is it?”, etc.). You can also give a worksheet for homework. We have two good worksheets: Months Scramble and Months Order.

Lyrics:

How did you get here today?
How did you get here today?

Verse 1:

I got here on foot
I got here by bus
I got here by bicycle
I got here by car.

How did you get here today?
How did you get here today?

Verse 2:

I got here by train
I got here by boat
I got here by airplane
I got here by rocket.

Wow!

10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 – 1
Blast off!

Gestures and activities to use with the “How Did You Get Here Today?” song

Some simple actions can be used with this song:

1. Do you question pose (palms up, puzzled look on face) for the question “How did you get here today?”, but point downwards (to the ground) for the “here” part.
2. As the song plays do the following actions:

• on foot: walk on the spot.
• by bus: pretend to drive a bus and beep the horn.
• by bicycle: pretend to be cycling and ringing a bell.
• by car: pretend to drive a car and beep the horn.
• by train: do the train gesture – moving your hands around like a wheel and “chu-chu”ing.
• by boat: do wave motions with your hands.
• by airplane: prentend to be an airplane by holding your arms right out.
• by rocket: put your arms above your head, finger tips touching to make a rocket shape.  Keep this shape for the countdown and then jump for the blast off.

Using the “How Did You Get Here Today?” song in class

This is a nice lesson which not only teaches transportation vocabulary but also how to ask and reply to a question on how they arrived at their school.

1. Play vocab flashcard treasure hunt. Before class, prepare flashcards of the vocab from the song (walk, bus, bicycle, car, train, boat, airplane, rocket – you can get “walk” on our actions flashcards page and the others on our transport flashcards page) and hide them around the classroom – behind a chair, on the window sill, in a book, etc.  In class, sit your students down and start hunting around the room, gesturing that you are looking for something.  “Find” one of the flashcards and look relieved and happy to have found it. Indicate that there are 7 more flashcards to find and get everyone to hunt around the room helping you to look for the flashcards.  Once all of the flashcards have been found sit everyone down again.
2. Teach vocab. On the board, draw a simple picture of your school at one end of the board and your home (a simple house) at the other.  Alternatively, you can use photos of both.  Tell your students what each place is (“This is our school – here!”,  “This is my house.  I live here!” (maybe draw a picture of yourself above the house)). You are going to teach the vocab in order of the song.  Pull out the first card (“walk”).  Put the card on the board between the school and your house.  Say slowly “I got here on foot … on foot … on foot.”, whilst doing the song gesture of walking on the spot.  Get all of your students to stand up and walk on the spot as they say “on foot .. on foot …”. Next pull out the bus flashcard and replace the walk flashcard with it on the board.  This time say “I get here by bus … by bus … by bus” whilst doing the song gesture of driving a bus and beeping the horn. Get all of your students to stand up and pretend to drive a bus and beep the horn as they say “by bus … by bus …”.  Continue doing this for all of the cards and actions of the songs.  For the last one – “rocket” – get everyone to count down from 10 to 1 and then jump as they blast off!
3. Play “Vocab Art Gallery”. If you have just a few students, draw some squares on the board in a row for each student to draw in (these are their picture frames).  You’ll need one square (or picture frame) per student.  Make sure the squares are at a good height so everyone can reach.  If you have a lot of students, give each student a piece of paper and have them draw 8 boxes (picture frames) on the paper.  Tell everyone they are going to draw some pictures.  For smaller classes have your students stand in front of one of the squares on the board.  Say “Draw … I got here … by boat“).  Everyone should draw a picture of a boat in their square (or the first square of the sheet of paper for students in larger classes). Give a minute for this (you can use an egg timer for fun!).  When time is up say “STOP!”. Now, you are the judge.  Walk around looking at the pictures and give some comments (“hmmm, not bad” … “oh, very nice!”, etc.).  Finally, award a winner for the best drawing and get everyone to clap.  Now, erase the pictures on the board (or if using paper move onto the second square) and go onto the next vocab item (e.g. by bike).  Again, judge the pictures and select a winner.  Go through all of the pictures, each time electing a different winner – try and make sure everyone wins at least once.  If you have more than 8 students you can choose joint winners.
4. Sing the “How Did You Get Here Today” song. Put the flashcards on the board in order of the song (or use our song poster). Run through the gestures (see above) first. Then play the song and sing along doing the gestures. If this is the first time to sing the song, play it a second time.
5. Practice Asking and Answering “How did you get here today” with a class survey. Before class, print our our How Did You Get Here Today Survey. Draw enough columns for each student in the class and write their names at the top.  Then copy enough for all of your students.  Start by modelling – hold up your survey and point out the names at the top.  Choose one student and ask “How did you get here today?”.  Elicit a full answer (E.g. “I got here by bus”) and show everyone how to fill in the survey (by drawing a circle in the correct cell). Do with a few students until everyone understands.  If someone gives an impossible answer (e.g. rocket), show an expression of shock and then say, “Noooo, that can’t be right!” and have a laugh, but try to elicit their true answer.  Then, give out a survey to everyone.  First, get everyone to find their own name and circle their answer.  Then get everyone to mingle about asking and answering and filling in their surveys. When everyone has finished, complete your survey sheet by asking the class for the answers (e.g. “How did Naomi get here today?”).
6. Set Homework: “How did you get to school today?” worksheet. To finish off this section of the lesson, give out a worksheet for homework. We have a good worksheet which relates perfectly with this lesson: How did you get to school today? worksheet.

Lyrics:

Chorus:

Mr. Shape Head, how are you?
Mr. Shape Head, how are you?
Mr. Shape Head, how are you?
How are you this morning?

Verse 1:

My eyes are square, but I’m okay
My ears are circles, but I’m okay
My nose is a triangle, but I’m okay
For I am Mr. Shape Head

Chorus

Verse 2:

My head is square, but I’m okay
My mouth is a rectangle, but I’m okay
My hair is a triangle, but I’m okay
For I am Mr. Shape Head

Chorus

Gestures and activities to use with the “Mr Shape Song” song

Some simple actions can be used with this song:

1. For the Chorus, touch your head for the “Mr. Shape Head” parts and then do the question gesture (palms up, looking puzzled) for the “How are you?” parts.
2. For the verses, make shapes with your fingers for each shape and place on the part of the face as it is sung (e.g. “My eyes are square” – make two square shapes with your fingers and place over your eyes; for “My ears are circles” make two circle shapes with your fingers and place over your ears; etc.).
3. For the part of the verse “but I’m okay”, do a thumbs up with both hands.
4. For the end of each verse “For I am Mr. Shape Head”, move your already thumbs up gesture to point your thumbs inwards to your body.

Using the “Mr. Shape Head” song in class

This is a really fun, interactive lesson for learning shapes and it has some great activities.  If possible, teach this song after you have taught the parts of the body lesson (as you will be recycling vocab from that lesson).

1. Teach the shapes vocab. Before class, prepare the shapes from our shape craft sheet here: color version | black & white version. Cut our the shapes from the sheet for yourself and also enough for each pair of students (these will be used in a pair work activity later on).  It would be a good idea to print on card or even laminate the shapes so you can reuse them.  Start off by showing the large square and teaching / chorusing “square”. Hand the square to a student who says “square” and passes it on to another, each student saying “square” as they pass it around.  Do this for all the shapes.  You can also elicit colors and sizes (e.g. a “big, yellow, square”, “a small, blue square”, etc.).
2. Play missing shapes. Spread the shapes out on the floor and gather everyone around.  Tell everyone to close their eyes.  Take away one shape and say “Open your eyes”.  Everyone must guess which shape is missing.
3. Play shape touch. With the shapes still spread out on the floor, say “Hands up in the air” – once all hands are up say “touch a (green) circle” – and have everyone quickly touch (not slam!) a green circle. Do this for all of the shapes.
4. Do “Play-doh” shapes. Put kids in small groups and give each group some pots of play-doh.  Have some play-doh for yourself.  Everyone is going to make play-doh shapes.  Start with a shape and model how to make it with the play-doh and have everyone make the shape.  Do this for all four shapes.
5. Show the Mr. Shape Face craft. Everyone will be unaware that the cut-out shapes actually make up a face picture.  Bring everyone’s attention to the board.  Make sure each of your shapes has some sticky plastic or blue-tak on the back.  Hold up the large square and elicit the shape.  Stick it to the board.  Then hold up the large triangle, elicit that shape and stick it to the nose position. Keep doing this with all of the shapes until you have a complete head.  Everyone will enjoy watching a face grow out of the shapes they have been playing with. Elicit / teach the face vocab for each face shape (e.g. a triangle nose, a rectangle mouth, etc.).
6. Play “teacher says” for face vocab. With the shapes still on the board, get everyone to stand up and say “Teacher says touch your (nose)”.  Everyone should touch their nose.  Do this for all of the face vocab.  Then say “Touch your hair” without the “Teacher says” part and indicate that they shouldn’t touch when “Teacher says” is omitted.  As everyone gets the hang of it go faster and faster.
7. Sing the “Mr. Shape Head” song. Keep Mr. Shape Head on the board and use it with the song.  The song poster is also helpful as it shows the order of the shapes as they are sung in the song – so you can put this on the board as well. Play the song through one time, pointing at the shapes on the board as they are sung.  Next, get everyone to stand up – teach the gestures (see above) and then play the song again and sing along doing all of the gestures.
8. Do the Mr. Shape Head craft. Put students in pairs and give each pair the shapes.  Together they can make Mr. Shape Head.  Circulate as everyone is doing the activity and ask questions (e.g. “What is this shape?”, “What is this?”).  You can play the Mr. Shape Head song in the background as everyone is doing this activity.

   Extension activity – an optional, fun game is to play a version of “Pin the tail to the donkey”. Blindfold one student and give him a shape to put on the yellow square.  Then get another blindfolded student to add another shape.  Keep going until all the shapes are used up.  The final head will be all over the place but it will have been great fun!

9. Set Homework: “Mr. Shape Head 2″ worksheet. To finish off this section of the lesson, give out the worksheet for homework.

Lyrics:

Chorus:

Zoo, zoo,
Let’s go to the zoo,
What will we see at the zoo?

Zoo, zoo,
Let’s go to the zoo,
What will we see at the zoo?

Verse 1:

Lion, we will see a lion,
Elephant, we will see an elephant,
Monkey, we will see a monkey,
Let’s go to the zoo!

Chorus

Verse 2:

Tiger, we will see a tiger,
Snake, we will see a snake,
Birds, we will see some birds,
Let’s go to the zoo!

Gestures and activities to use with the “Let’s Go to the Zoo” song

The gestures are fun and mimic the animals being sung about:

1. For the “Zoo, zoo, Let’s to to the zoo”, have everyone walking on the spot as they walk to the zoo.
2. For the next line “What will we see at the zoo?”, have everyone put their hand above their eyes as they search for animals.
3. For the animal parts do the following:

• lion: look fierce and roar
• elephant: make a trunk with your arm and make the trumpet noise
• monkey: do the money scratching head and armpit gesture whilst saying “oh-oh”
• tiger: look fierce and roar
• snake: make a snake shape with your hands and hiss like a snake
• birds: flap your arms like wings and say “tweet-tweet”

Using the “Let’s Go to the Zoo” song in class

The song is perfect for teaching zoo animals and also as a follow up it is useful for teaching the structure “Let’s go to …”.

1. Teach the zoo animals vocab. If you have plastic toys for the animals you can use them or you can use zoo animal flashcards.  Before the class put the toys or flashcards in a bag. Bring out the bag and peer in – make surprised noises to get the full attention of your students. Slowly, inch by inch, pull out the animals – elicit /teach/chorus the animal name “e.g. What’s this? It’s a (lion). (Lion), (Lion), (Lion)”. Then teach/chorus the animal noise (E.g. “What noise does a lion make?” “Roar!”).
2. Play “Pass the animals”. Pass one of the animals or animal flashcards to the nearest student. As you pass, say “(lion) (roar)”. Have the students pass all the animals around the circle, all the while saying the animal name and noise.
3. Play “Animals Match-up Concentration”. You’ll need two sets of zoo animals flashcards. Shuffle them and spread, face-down, on the floor or table. Turn over one card and then another.  The object of the game is to find the same two cards – which wins you a point.  If you turn over the same pair of cards (e.g. two tigers) you keep the cards and remove them from the game.  If you turn over two different cards, turn them back over.  The game ends when all cards have been removed and the player with the most cards is the winner.
4. Sing the “Let’s Go to the Zoo” song. Before the song, run through the actions in the correct order of the song.  It will help to have the flashcards in order on the board or use our song sheet.  Play the song and have everyone doing the actions as they sing along.
5. Play “Animals Walk” game. Have everybody stand at one end of the classroom. First model: hold up a flashcard of a lion. Shout “Run like a lion!” – then get down and crawl across the room like a lion all the time roaring. Then have everyone do it. Then do for all the other animals (e.g. “Stomp like an elephant!”, etc.).
6. Do “Zoo Animals Play-doh”.  You’ll need different colored play-doh.  Sit down the students in groups and show them how to make simple models of animals.  Let everyone make the animals that want and as they are doing so circulate and ask lots of questions (e.g. What’s that?  Is is a lion?  What noise does a lion make? etc.).
7. Do “Zoo Animals” worksheet. Use the Animals 3 worksheet. First hold the worksheet up for all to see. Take a crayon and elicit its color (e.g. “What color is this?”). Then color one of the animals whilst eliciting its name. Do the same for the other animals. Give out the worksheets and have the students color the animals, all the time praising, helping, encouraging and asking target questions (e.g. “What is it?”). Finally, go to each S in turn, look at his/her worksheet, ask some questions and then give back with lots of praise.
8. Set Homework: “At the Zoo” worksheet. To finish off this section of the lesson, give out the worksheet for homework.

Lyrics:

Verse 1:

What fruit do you like?
What fruit do you like?

I like apples, bananas, oranges, grapes,
I like them very much.

I like apples, bananas, oranges, grapes,
I like them very much.

Verse 2:

What fruit do you like to eat?
What fruit do you like to eat?

I like melons, pineapples, lemons, strawberries,
I like them very much.

I like melons, pineapples, lemons, strawberries,
I like them very much.

Gestures and activities to use with the “What Fruit Do You Like?” song

There are no specific gestures for this song.  You can have the kids clap along and pat their knees as they sing.  Also, have them point to the fruit pictures on the classroom walls as they sing each fruit (see point 6 below).

Using the “What Fruit Do You Like?” song in class

The song is perfect for teaching fruit and the structures “What ~ do you like?”, “I like ~”.  It ends with a fun fruit tasting session!

1. Teach the fruit vocab. If you can, get small plastic fruit (can be bought quite cheaply from children’s stores, such as Toys ‘R’ Us). Put the 8 fruit into a small box before the class. Now take out the box and shake it – the rattling sound will instantly alert your students. Open the box and pull out a fruit. Ask “what’s this?” Elicit / Teach the name and chorus x3. Now mime biting the fruit and chewing, and then say “Yummy!”. Then hold the fruit in front of each student to let them take an imaginary bite. Encourage them to say “yummy!” or even “yuk!”. Repeat with the other fruit.
2. Play “Fruit Fetch”. Try and take enough plastic fruit pieces for each student (e.g. if you have 16 students you need two of each plastic fruit – if you don’t have enough plastic fruit use our fruit flashcards instead). Throw the fruit around the classroom. Model the activity: say “(Your name) give me a/an (apple)”. Get up, find the fruit and put it into the box. Now hold the box and instruct a student to pick up a fruit, bring it back to you and put it in the box. Do for each student in the class.
3. Play “Fruit Rope Jump” game. Take a length of rope, and lay it across the floor at one end of the classroom. On one side place the 8 plastic fruit and the box. Have your students line up on the other side of the rope. Model: “(Your name), put the (apple) in the box”. Run up to the rope, jump over the rope (say “Jump!) select the correct fruit and put it in the box. Now instruct each student to do the activity.

   Variations on the “Fruit Rope Jump” game: for older students you can have two students holding the rope up whilst the other students jump over.  Each time rise the height of the rope a little bit to make it increasingly difficult.  Also, you can have limbo rounds where students have to limbo under the rope.

4. Teach structures “What fruit do you like?” and “I like~”. Sit everyone down to watch you. Take out the 8 plastic fruit.  Take one and say “Yummy!  I like (apples)!”.  Put it to your right side.  Take another fruit and do the same.  Next, take a fruit and say “Yuk!  I don’t like (melons)”.  Put it to your left.  Keep going with the rest of the fruit until you have some fruit (likes) on your right and some (dislikes) on your left.  Put the fruit you like in front of you and say “I like apples, grapes, pineapples … etc.).  Then ask a student “What fruit do you like?”.  Encourage him/her to say “I like …” and list the fruit he/she likes.  Go around the class asking each student the question.
5. Play the fruit wall touch game. Before class print off pictures of the 8 fruit onto A4 paper (we have A4 size fruit flashcard images here). Hold up each picture, elicit the fruit and walk around the room taping them to the walls (at a height that your students can reach). Now model the game: Say “What fruit do I like?” and then run around the room touching each fruit that you like saying “I like ~” as you touch each fruit.  Now get all of your students to stand up and say to them “What fruit do you like?”.  Allow them to run around the room touching fruit (encourage them to say “I like~” as they touch).
6. Sing the “What Fruit do you Like?” song. For the first time you play the song, have everyone sit down and watch you.  Stand in the middle of the room and sing / clap along to the song. Once the song reaches the fruit vocab, point the the A4 pictures on the wall for each fruit as it is sung.  Next, get everyone to stand up and sing along, pointing the the pictures. You can also stick our song poster on the board to help.
7. Do the “Color Lots of Fruit” worksheet. Give out the ”Color Lots of Fruit” worksheet to each student.  Have them color in the fruit pictures.  Then model the task – hold up your worksheet and say “What fruit do you like?”.  Circle the fruit you like, each time saying “I like (apples), etc.”.  Then get the class to do the same.  Circulate and check and ask questions (What fruit do you like?).
8. Do “Fruit Tasting” activity. This takes a little bit of pre-class organizing but it’s well worth it – your kids will love this activity! Buy a piece of fruit for each of the 8 fruits your class has studied. Canned fruit (such as fruit cocktail) will also be fine. If you can’t get all the fruit (out of season) don’t worry, just get as many as you can. Cut the fruit up into tiny squares – try and get all the squares roughly the same size. Put each fruit’s squares on separate paper or plastic plates. In class, bring the plates into the classroom (don’t have them in the class before this activity as you will never get the students’ attention) and lay them out on a table. Your students have to guess which fruit is on each plate by smelling and eating. If you like you can supply plastic spoons for each student. Model to the students what to do, though don’t give the game away – make out like you can’t figure out which fruit it is you are tasting and have the students taste and guess with you.  Encourage vocab such as “Yummy” and “Yuk” and make sure they use the English fruit words and ask them which fruit they like. Good fun!
9. Set Homework: Match up the Fruit. To finish off this section of the lesson, give out the worksheet for homework.

Lyrics:

It’s time to go to school but where are my things?

Verse 1:

Where are my things? Where are my things?
Where are my things? Where can they be?

Verse 2:

Where are my things? Where are my things?
Where are my things? Where can they be?

Gestures and activities to use with the “Where are my Things?” song

There are no specific gestures for this song.  The song can be used with our worksheet for listening practice – students listen to the song and draw the answers on the worksheet.

Using the “Where are my Things?” song in class

The song is great for an active listening exercise!

1. Teach the prepositions vocab. For this you’ll need a box and a small toy animal (I use a koala).  Before class, put the koala inside the box.  In class, site your students down and take out the box.  Rattle the box and have your students rattle the box and try to guess what is inside.  Take out the toy and introduce it to the class.  Also elicit the work “box”.  Sit the toy on the box and ask “Where is it?”.  Elicit/Teach the preposition “on” and then “It’s on the box”.  Do the same for the rest of the prepositions (on, under, in, behind, next to, in front of, between)
2. Practice the prepositions. Put students in pairs and give each pair a box and toy.  Have each pair ask and answer questions using the preposition.
3. Play “Where Is / Where Are”. Take out a pen and elicit the word. Have everyone close their eyes.  Hide the pen somewhere in the classroom (e.g. inside a book).  Tell everyone to open their eyes and ask them “Where is the pen?”.  Have each student guess using the structure “Is it (under) the (chair)?”.  When the pen is finally found take out a pair of shoes (can be a dolls pair).  Elicit / Teach “They’re shoes” and show the contrast between “It’s” and “They’re”. Again, have your students close their eyes as you hide the shoes.  Students try and guess their location by asking questions such as “Are they (behind) the (desk)?”.

   Now put students in pairs and have each pair hide objects and ask where things are using the prepositions and structures.

4. Play “Where are my Things” song with listening worksheet. Give everyone a worksheet (Worksheet 1 for “Where are my Things?” song).  Elicit the items on the worksheet.  Tell the students to listen to the song and draw the pen and shoes in the correct location on the worksheet.  Play the song twice to give everyone a good chance of getting the answer right.

   If everyone enjoyed the song you can play it again and sing along.  Put the song poster on the board to use as you all sing along.

5. Do the Prepositions Listening worksheet. Give everyone a worksheet (Worksheet 2 for “Where are my Things?” song). This time the teacher is going to make sentences and the students have to listen and draw the objects in the right places.
6. Play “Prepositions Pictionary”. For smaller classes you can play this on the board – larger classes can use paper to play in groups. Start by modelling the activity.  Bring a student up to the class.  Say “Draw a cat on a car”.  The student has to draw the picture.  Then get the student who drew the picture to say a new sentence and another student to draw the picture.  Keep playing so that everyone has a chance to draw and say a sentence.
7. Set Homework: To finish off this section of the lesson, give out any of the worksheets for homework from our Prepositions of Location Worksheets page.

Lyrics:

Chorus:

Good morning! Good Morning!
It’s time to wake up.
Good morning! Good Morning!
I have to get up.

Verse 1:

I wash my face (wash, wash, wash),
I brush my hair (brush, brush, brush),
I get dressed (dressed, dressed, dressed),
There’s such a lot to do!

Verse 2:

I eat my breakfast (eat, eat, eat),
I brush my teeth (brush, brush, brush),
I put on my shoes (put on, put on),
There’s such a lot to do!

Gestures and activities to use with “The Morning Routines Song”

As you sing the song, follow these actions:

• “Good morning! Good Morning!” – stretch your arms up (as if just waking up)
• “It’s time to wake up” – point at imaginary wrist watch for “It’s time to” and open your hands in front of your eyes for “wake up” (to gesture opening your eyes)
• “I have to get up” – do an energetic star jump on “get up”.
• “I wash my face (wash, wash, wash)” – gesture washing your face
• “I brush my hair (brush, brush, brush)” – gesture brushing your hair
• “I get dressed (dressed, dressed, dressed)” – gesture getting dressed
• “There’s such a lot to do!” – gesture wiping your forehead and looking tired out
• “I eat my breakfast (eat, eat, eat)” – gesture eating breakfast
• “I brush my teeth (brush, brush, brush)” – gesture brushing your teeth
• “I put on my shoes (put on, put on)” – gesture putting on your shoes
• “It’s time to go to school.” – point at imaginary wrist watch for “It’s time to” and wave goodbye for “go to school”.

Using “The Morning Routines Song” in class

The song is great fun with loads of easy gestures.  It helps make teaching morning routine verbs fun.

1. Teach the morning routines verbs. Start with a guessing game. Before class print out the flashcards for morning routines.  Start with an easy one – “brush my teeth” – look at the card but don’t show it to anyone.  Do the action for brushing your teeth and ask “What am I doing?”.  It’s ok if the students answer in their first language – whoever answers first is the winner.  Try and elicit the English or if not, teach “brush my teeth”.  For the next card, the winner can look at the card and do the action.  Again, elicit / teach the English.  Continue until all the cards / actions have been guessed.
2. Practice the morning routines verbs. Put the cards randomly on the board (stick on with blue-tak or tape) and draw a circle around each card.  Start by chorusing each card quickly (T: “wake up”, Ss: “Wake up”).  Go through chorusing all the cards at least three times, getting quicker and quicker as you go.  Next, point to a card and say “What’s this?”.  Get everyone to say the card together.  Point to each card and get the class to shout out the verbs together as you touch each card. Finally, remove one card from the board – the circle it was in will still be there.  Point to the empty circle and again say “What’s this?” – get everyone to shout out together the missing card.  Point to other cards and elicit them, slowly removing all the cards from the board leaving just their circles.  See if everyone can remember the words without any cards being there!
3. Play “Flashcard touch” on the board. Put the cards back on the board, at a height that everyone can reach.  Model the game first – select a student and say “Touch put on my shoes”.  The student should go to the board and touch the correct card.  Then get the student to do the same for you.  When everyone has got the idea put them in pairs and get each pair to stand at the other end of the room.  In pairs, each student says a verb phrase as their partner runs to the board and touches the right card.
4. Do “Morning Routines” Drawings. Give out a large sheet of paper (e.g. A3) to each student and model the activity.  Draw things you do in the morning (e.g. brush your teeth, eat toast, watch TV) – it doesn’t have to be just the activities from the flashcards / song, anything that you do is good.  Then encourage each student to draw what they do.  As they are drawing, go around the class asking questions (e.g. What’s this?  Do you really eat chocolate for breakfast, etc.?).  At the end, get everyone to stick their sheet of paper on the classroom walls. Pair up students and get them to try and guess what the pictures are.
5. Sing “The Morning Routines” song. Put the morning routine flashcards up on the board in the order of the song, or alternatively, use our song poster. Get everyone to stand up and teach the actions and gestures for the song (see Gestures and activities to use with “The Morning Routines Song” above).  Then play the song and get everyone to sing and do the actions along with you.  Play twice so everyone gets the hang of it.
6. Do the “My Morning 1″ worksheet. Give out the My Morning 1 worksheet to each student. Model the worksheet and then have everyone work on the sentences.  As everyone is working on their worksheets go around the class and ask questions (e.g. What does that say?  Do you take a showing in the morning?).
7. Play charades. To finish the class, get together the morning routines flashcards and also any other action verb flashcards you have used in previous lessons.  Divide the class into 2 teams.  One student comes to the front of the class and acts out the flashcard you show to him/her.  The first person to shout out the correct answer wins a point for his/her team.
8. Set Homework: To finish off this section of the lesson, give out the My Morning 2 worksheets for homework.

Lyrics:

Verse 1:

If you’re happy and you know it, clap your hands.
If you’re happy and you know it, clap your hands.
If you’re happy and you know it
And you really want to show it.
If you’re happy and you know it, clap your hands.

Verse 2:

If you’re happy and you know it, stomp your feet.
If you’re happy and you know it, stomp your feet.
If you’re happy and you know it
And you really want to show it.
If you’re happy and you know it, stomp your feet.

Verse 3:

Related Stuff:

• Download all songs
• The Hello Song and The Goodbye Song
• The Numbers Song
• The ABC Song
• Head, Shoulders, Knees & Toes
• The Rainbow Song
• The Weather Song
• Old MacDonald
• What Can You Do?
• The Feelings Song
• The Days of the Week Song
• Months March song
• How Did You Get Here Today?
• Mr. Shape Head
• Let’s Go to the Zoo
• What Fruit do you Like?
• Where are my Things?
• The Morning Routines Song
• The Directions Song

Lyrics:

Are you ready?

Chorus:

Jump to the left,
Jump to the right,
Jump forward,
And jump back.

Jump to the left,
Jump to the right,
Jump forward,
And jump back.

Verse 1:

Turn around and touch the ground,
Turn to the left and turn to the right.
Turn around and touch the ground,
Turn to the left and turn to the right.

Chorus

Related Stuff:

• Download all songs
• The Hello Song and The Goodbye Song
• The Numbers Song
• The ABC Song
• Head, Shoulders, Knees & Toes
• The Rainbow Song
• The Weather Song
• Old MacDonald
• What Can You Do?
• The Feelings Song
• The Days of the Week Song
• Months March song
• How Did You Get Here Today?
• Mr. Shape Head
• Let’s Go to the Zoo
• What Fruit do you Like?
• Where are my Things?
• The Morning Routines Song
• If You’re Happy and You Know It

Lyrics:

Tick-tock-tick-tock
Tick-tock-tick-tock

Chorus:

What time is it?
What time is it?
Please could you tell me the time?

Verse 1:

It’s one o’clock
It’s two o’clock
It’s three o’clock
It’s four o’clock
It’s five o’clock
It’s six o’clock

Tick-tock-tick-tock
Tick-tock-tick-tock

Chorus

Related Stuff:

• Download all songs
• The Hello Song and The Goodbye Song
• The Numbers Song
• The ABC Song
• Head, Shoulders, Knees & Toes
• The Rainbow Song
• The Weather Song
• Old MacDonald
• What Can You Do?
• The Feelings Song
• The Days of the Week Song
• Months March song
• How Did You Get Here Today?
• Mr. Shape Head
• Let’s Go to the Zoo
• What Fruit do you Like?
• Where are my Things?
• The Morning Routines Song
• If You’re Happy and You Know It

Lyrics:

Ready … March!

January (January)
February (February)
March (March)
April (April)
May (May)
June (June)
July (July)
August (August)
September (September)
October (October)
November (November)
December (December)

Everybody … Stop!

Ready … March!

January, February, March,
April, May, June,
July, August, September, October,
November, December.

Everybody … Stop!

Gestures and activities to use with the “Months March” song

The actions are very simple for the song:

If you have a large room with plenty of space for everyone to march around:

1. Get everyone to line up facing forwards.  Everyone must stand to attention like soldiers (chin up, chests out, perfectly straight and still)
2. Start the music and get everyone to march in time to the music on the command “Ready … March!”.  Everyone needs to march in a perfect line, arms swinging up to the horizontal.
3. The first verse of the song is a call / repeat style: the singer calls out the months and everyone repeats.  Have everyone marching up and down the classroom shouting out the months.
4. On the command “Everybody … Stop!” everyone stops and stands to attention, perfectly still.  Then start marching again on “Ready … March!”.
5. This time there is no repeating.  Students have to remember the months and shout them out as they march.

If you only have a small room or don’t have much space:

Follow the same steps as above but get everyone to march on the spot.

Using the Months March song in class

Learning all the months in their correct order is not the easiest task, but using the song regularly helps a lot!  The first time you use the song, follow these steps for teaching the months:

1. Teach the months of the year vocab. Start off by looking at a calendar with everyone (and English one, if possible). Have some fun with the calendar first: ask students to point at holidays such as Christmas and to point out their birthdays. Ask what month their birthdays are in and point to the month word (e.g. January) at the top of each month. Start to teach / elicit the English words for months as you discuss their birthdays. Ask what month it is now as well as the following (using the calendar):

   - the month Christmas is in
   - months other holidays are in (e.g. Easter, famous national holidays – this depends on the country you are teaching in!)
   - months for different seasons (e.g. summer months, winter, spring and fall / autumn)

2. Play “Put the months in order”. Before class, prepare some colored rectangles of card and write the months of the year in thick marker pen on each rectangle of card. You’ll be putting students in pairs so make enough sets for each pair. Also, if each month can be written on a different colored card it will help the students to quickly identify each month. Put your students in pairs and give each pair a set of mixed up cards. By referring to the calendar, have the pairs put the months in order on the floor or table. Then get everyone to touch each card and repeat after you as you chorus the months of the year paying special attention to the fist letter of each word (e.g. “J” for “January”). Run through a few times, getting faster and faster. Finally, get the pairs to mix up the cards and tell them they are going to race to see which pair can put their cards in order first. Say “Ready, steady, go!” and let the students put the cards in order.
3. Play “Wall Touch”. Give each pair some Blue-Tak or something to stick the cards on the wall with. Ask everyone to randomly stick their cards all over the walls around the room. Then bring everyone into the middle of the room. Shout out “January” and everyone has to race over to a January card and touch it. Then “February” and so on (in the correct order) until you make it through all the months. Play another round, this time faster!
4. Sing the “Months March” song. Put one set of months cards on the board in the correct order (or use our song poster). Get everyone to stand to attention, like soldiers, and then follow the steps in the “Gestures and activities” section above. If this is the first time to sing the song, play it at least twice and let everyone enjoy marching around.
5. Do a “Months of the Year” worksheet. To finish off this section of the lesson, give out worksheets based on the months of the year. As your students are doing the worksheets, ask questions (e.g. “What month is it?”, etc.). You can also give a worksheet for homework. We have two good worksheets: Months Scramble and Months Order.

Lyrics:

How did you get here today?
How did you get here today?

Verse 1:

I got here on foot
I got here by bus
I got here by bicycle
I got here by car.

How did you get here today?
How did you get here today?

Verse 2:

I got here by train
I got here by boat
I got here by airplane
I got here by rocket.

Wow!

10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 – 1
Blast off!

Gestures and activities to use with the “How Did You Get Here Today?” song

Some simple actions can be used with this song:

1. Do the question pose (palms up, puzzled look on face) for the question “How did you get here today?”, but point downwards (to the ground) for the “here” part.
2. As the song plays do the following actions:

• on foot: walk on the spot.
• by bus: pretend to drive a bus and beep the horn.
• by bicycle: pretend to be cycling and ring a bell.
• by car: pretend to drive a car and beep the horn.
• by train: do the train gesture – moving your hands around like a wheel and “chu-chu”ing.
• by boat: do wave motions with your hands.
• by airplane: pretend to be an airplane by holding your arms right out.
• by rocket: put your arms above your head, finger tips touching to make a rocket shape.  Keep this shape for the countdown and then jump for the blast off.

Using the “How Did You Get Here Today?” song in class

This is a nice lesson which not only teaches transportation vocabulary but also how to ask and reply to a question on how they arrived at their school.

1. Play vocab flashcard treasure hunt. Before class, prepare flashcards of the vocab from the song (walk, bus, bicycle, car, train, boat, airplane, rocket – you can get “walk” on our actions flashcards page and the others on our transport flashcards page) and hide them around the classroom – behind a chair, on the window sill, in a book, etc.  In class, sit your students down and start hunting around the room, gesturing that you are looking for something.  “Find” one of the flashcards and look relieved and happy to have found it. Indicate that there are 7 more flashcards to find and get everyone to hunt around the room helping you to look for the flashcards.  Once all of the flashcards have been found sit everyone down again.
2. Teach vocab. On the board, draw a simple picture of your school at one end of the board and your home (a simple house) at the other.  Alternatively, you can use photos of both.  Tell your students what each place is (“This is our school – here!”,  “This is my house.  I live here!” (maybe draw a picture of yourself above the house)). You are going to teach the vocab in order of the song.  Pull out the first card (“walk”).  Put the card on the board between the school and your house.  Say slowly “I got here on foot … on foot … on foot.”, whilst doing the song gesture of walking on the spot.  Get all of your students to stand up and walk on the spot as they say “on foot .. on foot …”. Next pull out the bus flashcard and replace the walk flashcard with it on the board.  This time say “I got here by bus … by bus … by bus” whilst doing the song gesture of driving a bus and beeping the horn. Get all of your students to stand up and pretend to drive a bus and beep the horn as they say “by bus … by bus …”.  Continue doing this for all of the cards and actions of the songs.  For the last one – “rocket” – get everyone to count down from 10 to 1 and then jump as they blast off!
3. Play “Vocab Art Gallery”. If you have just a few students, draw some squares on the board in a row for each student to draw in (these are their picture frames).  You’ll need one square (or picture frame) per student.  Make sure the squares are at a good height so everyone can reach.  If you have a lot of students, give each student a piece of paper and have them draw 8 boxes (picture frames) on the paper.  Tell everyone they are going to draw some pictures.  For smaller classes have your students stand in front of one of the squares on the board.  Say “Draw … I got here … by boat“).  Everyone should draw a picture of a boat in their square (or the first square of the sheet of paper for students in larger classes). Give a minute for this (you can use an egg timer for fun!).  When time is up say “STOP!”. Now, you are the judge.  Walk around looking at the pictures and give some comments (“hmmm, not bad” … “oh, very nice!”, etc.).  Finally, award a winner for the best drawing and get everyone to clap.  Now, erase the pictures on the board (or if using paper move onto the second square) and go onto the next vocab item (e.g. by bike).  Again, judge the pictures and select a winner.  Go through all of the pictures, each time electing a different winner – try and make sure everyone wins at least once.  If you have more than 8 students you can choose joint winners.
4. Sing the “How Did You Get Here Today?” song. Put the flashcards on the board in order of the song (or use our song poster). Run through the gestures (see above) first. Then play the song and sing along doing the gestures. If this is the first time to sing the song, play it a second time.
5. Practice asking and answering “How did you get here today?” with a class survey. Before class, print out our How Did You Get Here Today Survey. Draw enough columns for each student in the class and write their names at the top.  Then copy enough for all of your students.  Start by modeling – hold up your survey and point out the names at the top.  Choose one student and ask “How did you get here today?”.  Elicit a full answer (E.g. “I got here by bus”) and show everyone how to fill in the survey (by drawing a circle in the correct cell). Do with a few students until everyone understands.  If someone gives an impossible answer (e.g. rocket), show an expression of shock and then say, “Noooo, that can’t be right!” and have a laugh, but try to elicit their true answer.  Then, give out a survey to everyone.  First, get everyone to find their own name and circle their answer.  Then get everyone to mingle about asking and answering and filling in their surveys. When everyone has finished, complete your survey sheet by asking the class for the answers (e.g. “How did Naomi get here today?”).
6. Set Homework: “How did you get to school today?” worksheet. To finish off this section of the lesson, give out a worksheet for homework. We have a good worksheet which relates perfectly with this lesson: How did you get to school today? worksheet.

Lyrics:

Chorus:

Mr. Shape Head, how are you?
Mr. Shape Head, how are you?
Mr. Shape Head, how are you?
How are you this morning?

Verse 1:

My eyes are square, but I’m okay
My ears are circles, but I’m okay
My nose is a triangle, but I’m okay
For I am Mr. Shape Head

Chorus

Verse 2:

My head is square, but I’m okay
My mouth is a rectangle, but I’m okay
My hair is a triangle, but I’m okay
For I am Mr. Shape Head

Chorus

Gestures and activities to use with the “Mr Shape Song” song

Some simple actions can be used with this song:

1. For the Chorus, touch your head for the “Mr. Shape Head” parts and then do the question gesture (palms up, looking puzzled) for the “How are you?” parts.
2. For the verses, make shapes with your fingers for each shape and place on the part of the face as it is sung (e.g. “My eyes are square” – make two square shapes with your fingers and place over your eyes; for “My ears are circles” make two circle shapes with your fingers and place over your ears; etc.).
3. For the part of the verse “but I’m okay”, do a thumbs up with both hands.
4. For the end of each verse “For I am Mr. Shape Head”, move your already thumbs up gesture to point your thumbs inwards to your body.

Using the “Mr. Shape Head” song in class

This is a really fun, interactive lesson for learning shapes and it has some great activities.  If possible, teach this song after you have taught the parts of the body lesson (as you will be recycling vocab from that lesson).

1. Teach the shapes vocab. Before class, prepare the shapes from our shape craft sheet here: color version | black & white version. Cut out the shapes from the sheet for yourself and also enough for each pair of students (these will be used in a pair work activity later on).  It would be a good idea to print on card or even laminate the shapes so you can reuse them.  Start off by showing the large square and teaching / chorusing “square”. Hand the square to a student who says “square” and passes it on to another, each student saying “square” as they pass it around.  Do this for all the shapes.  You can also elicit colors and sizes (e.g. a “big, yellow, square”, “a small, blue square”, etc.).
2. Play missing shapes. Spread the shapes out on the floor and gather everyone around.  Tell everyone to close their eyes.  Take away one shape and say “Open your eyes”.  Everyone must guess which shape is missing.
3. Play shape touch. With the shapes still spread out on the floor, say “Hands up in the air” – once all hands are up say “touch a (green) circle” – and have everyone quickly touch (not slam!) a green circle. Do this for all of the shapes.
4. Do “Play-doh” shapes. Put kids in small groups and give each group some pots of play-doh.  Have some play-doh for yourself.  Everyone is going to make play-doh shapes.  Start with a shape and model how to make it with the play-doh and have everyone make the shape.  Do this for all four shapes.
5. Show the Mr. Shape Face craft. Everyone will be unaware that the cut-out shapes actually make up a face picture.  Bring everyone’s attention to the board.  Make sure each of your shapes has some sticky plastic or blue-tak on the back.  Hold up the large square and elicit the shape.  Stick it to the board.  Then hold up the large triangle, elicit that shape and stick it to the nose position. Keep doing this with all of the shapes until you have a complete head.  Everyone will enjoy watching a face grow out of the shapes they have been playing with. Elicit / teach the face vocab for each face shape (e.g. a triangle nose, a rectangle mouth, etc.).
6. Play “teacher says” for face vocab. With the shapes still on the board, get everyone to stand up and say “Teacher says touch your (nose)”.  Everyone should touch their nose.  Do this for all of the face vocab.  Then say “Touch your hair” without the “Teacher says” part and indicate that they shouldn’t touch when “Teacher says” is omitted.  As everyone gets the hang of it go faster and faster.
7. Sing the “Mr. Shape Head” song. Keep Mr. Shape Head on the board and use it with the song.  The song poster is also helpful as it shows the order of the shapes as they are sung in the song – so you can put this on the board as well. Play the song through one time, pointing at the shapes on the board as they are sung.  Next, get everyone to stand up – teach the gestures (see above) and then play the song again and sing along doing all of the gestures.
8. Do the Mr. Shape Head craft. Put students in pairs and give each pair the shapes.  Together they can make Mr. Shape Head.  Circulate as everyone is doing the activity and ask questions (e.g. “What is this shape?”, “What is this?”).  You can play the Mr. Shape Head song in the background as everyone is doing this activity.

   Extension activity – an optional, fun game is to play a version of “Pin the tail to the donkey”. Blindfold one student and give him a shape to put on the yellow square.  Then get another blindfolded student to add another shape.  Keep going until all the shapes are used up.  The final head will be all over the place but it will have been great fun!

9. Set Homework: “Mr. Shape Head 2″ worksheet. To finish off this section of the lesson, give out the worksheet for homework.

Lyrics:

Verse 1:
The wheels on the bus
Go round and round
Round and round
Round and round.
The wheels on the bus
Go round and round
All around the town.

Verse 2:
The wipers on the bus
Go swish, swish, swish
Swish, swish, swish
Swish, swish, swish.
The wipers on the bus
Go swish, swish, swish
All around the town.

Verse 3:
The horn on the bus
Goes beep, beep, beep
Beep, beep, beep
Beep, beep, beep.
The horn on the bus
Goes beep, beep, beep
All around the town.

Verse 4:
The doors on the bus
Go open and shut
Open and shut
Open and shut.
The doors on the bus
Go open and shut
All around the town.

Verse 5:
The babies on the bus
Go “Boo-hoo-hoo!
Boo-hoo-hoo!
Boo-hoo-hoo!”
The babies on the bus
Go “Boo-hoo-hoo!”
All around the town.

Verse 6:
The driver of the bus
Says “Please sit down!
Please sit down!
Please sit down!”
The driver of the bus
Says “Please sit down!
All around the town.

Verse 7:
The wheels on the bus
Go round and round
Round and round
Round and round.
The wheels on the bus
Go round and round
All around the town.

Related Stuff:

• Download all songs
• The Hello Song and The Goodbye Song
• The Numbers Song
• The ABC Song
• Head, Shoulders, Knees & Toes
• The Rainbow Song
• The Weather Song
• Old MacDonald
• What Can You Do?
• The Feelings Song
• The Days of the Week Song
• Months March song
• How Did You Get Here Today?
• Mr. Shape Head
• Let’s Go to the Zoo
• What Fruit do you Like?
• Where are my Things?
• The Morning Routines Song
• If You’re Happy and You Know It
• What Time is it?
• What’s Wrong? What’s the Matter?

Lyrics:

Verse 1:
1 – 2 – 3 – 4 – 5
6 – 7 – 8 – 9 – 10
1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10

Verse 2:
11 – 12 – 13 – 14 – 15
16 – 17 – 18 – 19 – 20
11 – 12 – 13 – 14 – 15 – 16 – 17 – 18 – 19 – 20

Verse 3:
1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10
11 – 12 – 13 – 14 – 15 – 16 – 17 – 18 – 19 – 20

Ok … Let’s do all the numbers!

1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10
11 – 12 – 13 – 14 – 15 – 16 – 17 – 18 – 19 – 20

Related Stuff:

• Download all songs
• The Hello Song and The Goodbye Song
• The Numbers Song
• The ABC Song
• Head, Shoulders, Knees & Toes
• The Rainbow Song
• The Weather Song
• Old MacDonald
• What Can You Do?
• The Feelings Song
• The Days of the Week Song
• Months March song
• How Did You Get Here Today?
• Mr. Shape Head
• Let’s Go to the Zoo
• What Fruit do you Like?
• Where are my Things?
• The Morning Routines Song
• If You’re Happy and You Know It
• What Time is it?
• What’s Wrong? What’s the Matter?
• Wheels on the Bus

Lyrics:

Tell me about your best friend!

Chorus:
What does he look like?
What does he look like?
Tell me all about him.

Verse 1:
He is tall
He has short hair
He has brown eyes
He has blonde hair
But most of all, he is great!

Tell me about your best friend!

Chorus:
What does she look like?
What does she look like?
Tell me all about her.

Verse 2:
She is short
She has long hair
She has blue eyes
She has black hair
But most of all, she is great!

Related Stuff:

• Download all songs
• The Hello Song and The Goodbye Song
• The Numbers Song
• The ABC Song
• Head, Shoulders, Knees & Toes
• The Rainbow Song
• The Weather Song
• Old MacDonald
• What Can You Do?
• The Feelings Song
• The Days of the Week Song
• Months March song
• How Did You Get Here Today?
• Mr. Shape Head
• Let’s Go to the Zoo
• What Fruit do you Like?
• Where are my Things?
• The Morning Routines Song
• If You’re Happy and You Know It
• What Time is it?
• What’s Wrong? What’s the Matter?
• Numbers 1-20 song

Lyrics:

Chorus:

Zoo, zoo,
Let’s go to the zoo,
What will we see at the zoo?

Zoo, zoo,
Let’s go to the zoo,
What will we see at the zoo?

Verse 1:

Lion, we will see a lion,
Elephant, we will see an elephant,
Monkey, we will see a monkey,
Let’s go to the zoo!

Chorus

Verse 2:

Tiger, we will see a tiger,
Snake, we will see a snake,
Birds, we will see some birds,
Let’s go to the zoo!

Gestures and activities to use with the “Let’s Go to the Zoo” song

The gestures are fun and mimic the animals being sung about:

1. For the “Zoo, zoo, Let’s to to the zoo”, have everyone walking on the spot as they walk to the zoo.
2. For the next line “What will we see at the zoo?”, have everyone put their hand above their eyes as they search for animals.
3. For the animal parts do the following:

• lion: look fierce and roar
• elephant: make a trunk with your arm and make the trumpet noise
• monkey: do the money scratching head and armpit gesture whilst saying “oh-oh”
• tiger: look fierce and roar
• snake: make a snake shape with your hands and hiss like a snake
• birds: flap your arms like wings and say “tweet-tweet”

Using the “Let’s Go to the Zoo” song in class

The song is perfect for teaching zoo animals and also as a follow up it is useful for teaching the structure “Let’s go to …”.

1. Teach the zoo animals vocab. If you have plastic toys for the animals you can use them or you can use zoo animal flashcards.  Before the class put the toys or flashcards in a bag. Bring out the bag and peer in – make surprised noises to get the full attention of your students. Slowly, inch by inch, pull out the animals – elicit /teach/chorus the animal name “e.g. What’s this? It’s a (lion). (Lion), (Lion), (Lion)”. Then teach/chorus the animal noise (E.g. “What noise does a lion make?” “Roar!”).
2. Play “Pass the animals”. Pass one of the animals or animal flashcards to the nearest student. As you pass, say “(lion) (roar)”. Have the students pass all the animals around the circle, all the while saying the animal name and noise.
3. Play “Animals Match-up Concentration”. You’ll need two sets of zoo animals flashcards. Shuffle them and spread, face-down, on the floor or table. Turn over one card and then another.  The object of the game is to find the same two cards – which wins you a point.  If you turn over the same pair of cards (e.g. two tigers) you keep the cards and remove them from the game.  If you turn over two different cards, turn them back over.  The game ends when all cards have been removed and the player with the most cards is the winner.
4. Sing the “Let’s Go to the Zoo” song. Before the song, run through the actions in the correct order of the song.  It will help to have the flashcards in order on the board or use our song sheet.  Play the song and have everyone doing the actions as they sing along.
5. Play “Animals Walk” game. Have everybody stand at one end of the classroom. First model: hold up a flashcard of a lion. Shout “Run like a lion!” – then get down and crawl across the room like a lion all the time roaring. Then have everyone do it. Then do for all the other animals (e.g. “Stomp like an elephant!”, etc.).
6. Do “Zoo Animals Play-doh”.  You’ll need different colored play-doh.  Sit down the students in groups and show them how to make simple models of animals.  Let everyone make the animals that want and as they are doing so circulate and ask lots of questions (e.g. What’s that?  Is it a lion?  What noise does a lion make? etc.).
7. Do “Zoo Animals” worksheet. Use the Animals 3 worksheet. First hold the worksheet up for all to see. Take a crayon and elicit its color (e.g. “What color is this?”). Then color one of the animals whilst eliciting its name. Do the same for the other animals. Give out the worksheets and have the students color the animals, all the time praising, helping, encouraging and asking target questions (e.g. “What is it?”). Finally, go to each S in turn, look at his/her worksheet, ask some questions and then give back with lots of praise.
8. Set Homework: “At the Zoo” worksheet. To finish off this section of the lesson, give out the worksheet for homework.

Lyrics:

Verse 1:

What fruit do you like?
What fruit do you like?

I like apples, bananas, oranges, grapes,
I like them very much.

I like apples, bananas, oranges, grapes,
I like them very much.

Verse 2:

What fruit do you like to eat?
What fruit do you like to eat?

I like melons, pineapples, lemons, strawberries,
I like them very much.

I like melons, pineapples, lemons, strawberries,
I like them very much.

Gestures and activities to use with the “What Fruit Do You Like?” song

There are no specific gestures for this song.  You can have the kids clap along and pat their knees as they sing.  Also, have them point to the fruit pictures on the classroom walls as they sing each fruit (see point 6 below).

Using the “What Fruit Do You Like?” song in class

The song is perfect for teaching fruit and the structures “What ~ do you like?”, “I like ~”.  It ends with a fun fruit tasting session!

1. Teach the fruit vocab. If you can, get small plastic fruit (can be bought quite cheaply from children’s stores, such as Toys ‘R’ Us). Put the 8 fruit into a small box before the class. Now take out the box and shake it – the rattling sound will instantly alert your students. Open the box and pull out a fruit. Ask “what’s this?” Elicit / Teach the name and chorus x3. Now mime biting the fruit and chewing, and then say “Yummy!”. Then hold the fruit in front of each student to let them take an imaginary bite. Encourage them to say “yummy!” or even “yuk!”. Repeat with the other fruit.
2. Play “Fruit Fetch”. Try and take enough plastic fruit pieces for each student (e.g. if you have 16 students you need two of each plastic fruit – if you don’t have enough plastic fruit use our fruit flashcards instead). Throw the fruit around the classroom. Model the activity: say “(Your name) give me a/an (apple)”. Get up, find the fruit and put it into the box. Now hold the box and instruct a student to pick up a fruit, bring it back to you and put it in the box. Do for each student in the class.
3. Play “Fruit Rope Jump” game. Take a length of rope, and lay it across the floor at one end of the classroom. On one side place the 8 plastic fruit and the box. Have your students line up on the other side of the rope. Model: “(Your name), put the (apple) in the box”. Run up to the rope, jump over the rope (say “Jump!) select the correct fruit and put it in the box. Now instruct each student to do the activity.

   Variations on the “Fruit Rope Jump” game: for older students you can have two students holding the rope up whilst the other students jump over.  Each time rise the height of the rope a little bit to make it increasingly difficult.  Also, you can have limbo rounds where students have to limbo under the rope.

4. Teach structures “What fruit do you like?” and “I like~”. Sit everyone down to watch you. Take out the 8 plastic fruit.  Take one and say “Yummy!  I like (apples)!”.  Put it to your right side.  Take another fruit and do the same.  Next, take a fruit and say “Yuk!  I don’t like (melons)”.  Put it to your left.  Keep going with the rest of the fruit until you have some fruit (likes) on your right and some (dislikes) on your left.  Put the fruit you like in front of you and say “I like apples, grapes, pineapples … etc.).  Then ask a student “What fruit do you like?”.  Encourage him/her to say “I like …” and list the fruit he/she likes.  Go around the class asking each student the question.
5. Play the fruit wall touch game. Before class print off pictures of the 8 fruit onto A4 paper (we have A4 size fruit flashcard images here). Hold up each picture, elicit the fruit and walk around the room taping them to the walls (at a height that your students can reach). Now model the game: Say “What fruit do I like?” and then run around the room touching each fruit that you like saying “I like ~” as you touch each fruit.  Now get all of your students to stand up and say to them “What fruit do you like?”.  Allow them to run around the room touching fruit (encourage them to say “I like~” as they touch).
6. Sing the “What Fruit do you Like?” song. For the first time you play the song, have everyone sit down and watch you.  Stand in the middle of the room and sing / clap along to the song. Once the song reaches the fruit vocab, point the A4 pictures on the wall for each fruit as it is sung.  Next, get everyone to stand up and sing along, pointing the pictures. You can also stick our song poster on the board to help.
7. Do the “Color Lots of Fruit” worksheet. Give out the ”Color Lots of Fruit” worksheet to each student.  Have everyone color in the fruit pictures.  Then model the task – hold up your worksheet and say “What fruit do you like?”.  Circle the fruit you like, each time saying “I like (apples), etc.”.  Then get the class to do the same.  Circulate and check and ask questions (What fruit do you like?).
8. Do “Fruit Tasting” activity. This takes a little bit of pre-class organizing but it’s well worth it – your kids will love this activity! Buy a piece of fruit for each of the 8 fruits your class has studied. Canned fruit (such as fruit cocktail) will also be fine. If you can’t get all the fruit (out of season) don’t worry, just get as many as you can. Cut the fruit up into tiny squares – try and get all the squares roughly the same size. Put each fruit’s squares on separate paper or plastic plates. In class, bring the plates into the classroom (don’t have them in the class before this activity as you will never get the students’ attention) and lay them out on a table. Your students have to guess which fruit is on each plate by smelling and eating. If you like you can supply plastic spoons for each student. Model to the students what to do, though don’t give the game away – make out like you can’t figure out which fruit it is you are tasting and have the students taste and guess with you.  Encourage vocab such as “Yummy” and “Yuk” and make sure they use the English fruit words and ask them which fruit they like. Good fun!
9. Set Homework: Match up the Fruit. To finish off this section of the lesson, give out the worksheet for homework.

Lyrics:

It’s time to go to school but where are my things?

Verse 1:

Where are my things? Where are my things?
Where are my things? Where can they be?

Verse 2:

Where are my things? Where are my things?
Where are my things? Where can they be?

Gestures and activities to use with the “Where are my Things?” song

There are no specific gestures for this song.  The song can be used with our worksheet for listening practice – students listen to the song and draw the answers on the worksheet.

Using the “Where are my Things?” song in class

The song is great for an active listening exercise!

1. Teach the prepositions vocab. For this you’ll need a box and a small toy animal (I use a koala).  Before class, put the koala inside the box.  In class, site your students down and take out the box.  Rattle the box and have your students rattle the box and try to guess what is inside.  Take out the toy and introduce it to the class.  Also elicit the word “box”.  Sit the toy on the box and ask “Where is it?”.  Elicit/Teach the preposition “on” and then “It’s on the box”.  Do the same for the rest of the prepositions (on, under, in, behind, next to, in front of, between)
2. Practice the prepositions. Put students in pairs and give each pair a box and toy – or anything which can be used to practice the prepositions (e.g. a pencil and pencil case).  Have each pair ask and answer questions using the prepositions.
3. Play “Where Is / Where Are”. Take out a pen and elicit the word. Have everyone close their eyes.  Hide the pen somewhere in the classroom (e.g. inside a book).  Tell everyone to open their eyes and ask them “Where is the pen?”.  Have each student guess using the structure “Is it (under) the (chair)?”.  When the pen is finally found take out a pair of shoes (can be a dolls pair).  Elicit / Teach “They’re shoes” and show the contrast between “It’s” and “They’re”. Again, have your students close their eyes as you hide the shoes.  Students try and guess their location by asking questions such as “Are they (behind) the (desk)?”.

   Now put students in pairs and have each pair hide objects and ask where things are using the prepositions and structures.

4. Play “Where are my Things” song with listening worksheet. Give everyone a worksheet (Worksheet 1 for “Where are my Things?” song).  Elicit the items on the worksheet.  Tell the students to listen to the song and draw the pen and shoes in the correct location on the worksheet.  Play the song twice to give everyone a good chance of getting the answer right.

   If everyone enjoyed the song you can play it again and sing along.  Put the song poster on the board to use as you all sing along.

5. Do the Prepositions Listening worksheet. Give everyone a worksheet (Worksheet 2 for “Where are my Things?” song). This time the teacher is going to make sentences and the students have to listen and draw the objects in the right places.
6. Play “Prepositions Pictionary”. For smaller classes you can play this on the board – larger classes can use paper to play in groups. Start by modeling the activity.  Bring a student up to the class.  Say “Draw a cat on a car”.  The student has to draw the picture.  Then get the student who drew the picture to say a new sentence and another student to draw the picture.  Keep playing so that everyone has a chance to draw and say a sentence.
7. Set Homework: To finish off this section of the lesson, give out any of the worksheets for homework from our Prepositions of Location Worksheets page.