4 year-oldsUnit 5: The Magic Paintbrush.

SESSION 1

TIME

/ STAGES /

PROCEDURES

/ LANGUAGE / MATERIAL
5’
5’
10’
5’
3’ /
  • 1ST GREETINGS
  • 2ND WARM UP
  • 3RD MAIN ACTIVITY
Story: The Magic Paintbrush.
  • 4TH ROUND UP:
Song: Punchinello
  • 5TH FAREWELLS
/
  • T greets STS and calls out the H. T and H talk about who is missing and today’s news (birthdays…).
  • Present the Revision Chart. The cards with the titles of the rhymes & songs that have already been presented to the STS are on the chart. H chooses one card among the ones with the title & picture. H should say the title or ask the other STS for help. After that, H matches it with the title on the chart. T performs the rhyme or song and STS follow him/her.
  • T invites the STS to sit on the storytelling corner (if it is different from the greetings space use always the same procedure to change places); T sits down too; T checks that all the STS are sitting properly and are able to look at the storybook comfortably. T tells the story (twice). Remember mentioning the author’s name and the title. T asks the STS their opinion about the story.
  • T sings the song with movements. STS follow him/her.
  • T says bye-bye to the STS (or individually).
/
  • (T) HELLO / HI EVERYBODY! ARE YOU FINE / HAPPY / OK / SAD? I´M FINE / OK / NOT TOO BAD / SO AND SO, THANK YOU. I´D LIKE TO SEE YOUR VERY BEST TODAY. ANY NEWS
TODAY, MARIA?
WHO’S MISSING TODAY? LET’S COUNT.
  • (T) H, CHOOSE A CARD, PLEASE! SHOW US, WHICH CARD IS IT?
(H)(TITLE)
(T)ARE YOU SURE? TRY AGAIN!
(H)HELP ME, PLEASE?
(STS) (TITLE)
(T)WELL DONE!
(T)H, PUT IT ON THE CHART,
PLEASE! WELL DONE!
(H)READY FOR THE SONG /
RHYME.
  • (T) ARE YOU READY FOR A
STORY? OPEN YOUR EYES,
OPEN YOUR EARS, HANDS
ON YOUR KNEES & PAY
ATTENTION.
(T)DID YOU LIKE THE STORY?
DO YOU WANT TO LISTEN
TO IT AGAIN?
  • (T) READY FOR A NEW SONG?
  • (T) GOODBYE EVERYBODY.
(STS)GOODBYE (T´s name). /
  • chart & cards.
  • storybook
  • cassette recorder and tape.

SESSION 2

TIME

/ STAGES /

PROCEDURES

/ LANGUAGE / MATERIAL
5’
5’
10’
5’
3’ /
  • 1ST GREETINGS
  • 2ND WARM UP
  • 3RD MAIN ACTIVITY
Photograph session:
Punchinello
  • 4TH ROUND UP
Rhyme: Fee, fi, fo, fum
  • 5TH FAREWELLS
/
  • See session 1.
  • See session 1.
  • T shows the camera to STS and tells them s/he is going to take a photograph of each one doing something they can do (clapping hands, smiling, winking an eye…). T can use Punchinello song to take the photos one by one (you can take the photographs in pairs but each ST should have one copy of them).
  • T recites the rhyme with movements. STS follow him/her.
  • T says bye-bye to the STS (or individually).
/
  • See session 1.
  • See session 1.
  • (T) TODAY I’M GOING TO TAKE A PHOTO OF YOU! LOOK AT MY CAMERA! LET’S HAVE A LOOK AT THE ANIMALS IN THE BOOK. WHAT CAN THEY DO? THIS ONE CAN FLY.
AINHOA, CAN YOU FLY? SHOW IT TO US AND I’LL
TAKE A PHOTO OF YOU!
NOW, LET’S SING
Punchinello.
  • (T) READY FOR A NEW RHYME?
  • (T) GOODBYE EVERYBODY.
(STS)GOODBYE (T´s name). /
  • chart & cards
  • photo camera and
storybook
  • cassette recorder and tape

SESSION 3

TIME

/ STAGES /

PROCEDURES

/ LANGUAGE / MATERIAL
5’
5’
10’
5’
3’ /
  • 1ST GREETINGS
  • 2ND WARM UP
  • 3RD MAIN ACTIVITY
Games: Animal fun
(Tune: Frère Jacques)
Classifying animals
  • 4TH ROUND UP
Rhyme: Fee, fi, fo, fum
  • 5TH FAREWELLS
/
  • See session 1.
  • See session 1.
  • T and STS sit down in a circle. H hands out small cards to STS. Each card has the picture of an animal. T sings the song. The ST that has the mentioned animal must answer and show the card to the others.
  • (Before doing this activity, talk to the classroom teacher about the best way of working on classifications with the STS). T displays all the animal flashcards on the floor (STS are sitting in a circle) and tells them they are going to make groups with the animals. T can give an example: big animals (FOCUS ONLY ON ONE CRITERIA). H takes the animals that are big and puts them on the blackboard. Now it is the STS’ turn. Let them create their own classifications (tall, short, white, four legs…).
STS can also guess the criteria followed by T when
creating new groups.
  • T recites the rhyme with movements. STS follow him/her.
  • T says bye-bye to the STS (or individually).
/
  • See session 1.
  • See session 1.
  • (T) WE ARE GOING TO PLAY A GAME. H, PLEASE, HAND OUT THESE CARDS TO YOUR CLASSMATES. HAS VERYBODY GOT ONE CARD? NOW LISTEN TO THE SONG…
  • (T) HAVE A LOOK AT ALL THESE ANIMALS. LET’S MAKE GROUPS WITH THEM! I’M GOING TO TAKE…MMM… ANIMALS WITH FOUR LEGS: LION, ZEBRA, DOG… NOW YOU DECIDE. MAKE A GROUP OF ANIMALS THAT HAVE SOMETHING IN COMMON. THINK CAREFULLY ABOUT IT.
(T)HAVE A LOOKAT THIS GROUP. WHAT HAVE THEY GOT IN COMMON?
  • (T) DO YOU REMEMBER THIS RHYME? LET’S DO IT!
  • (T) GOODBYE EVERYBODY.
(STS)GOODBYE (T´s name). /
  • chart & cards
  • animal cards,
cassette
recorder and
tape
  • animal flashcards, pictures and photographs
  • cassette recorder and tape

SESSION 4

TIME

/ STAGES /

PROCEDURES

/ LANGUAGE / MATERIAL

5’
5’
10’
5’
3’ /
  • 1ST GREETINGS
  • 2ND WARM UP
  • 3RD MAIN ACTIVITY
Classifying animals
  • 4TH ROUND UP
Rhyme: My eyes
  • 5TH FAREWELLS
/
  • See session 1.
  • See session 1.
  • T displays STS in groups of four/five (STS can use the same corners that are in their classroom or T creates new ones: book corner, blackboard corner, puzzles corner…). One group sits at the table. T puts animal pictures on it. STS have to classify them using their own criteria (big, small, brown, four legs…). Let them discuss about it. The final classification should be placed on a poster. Repeat the same activity with another group and, if time left, with a third one.
Assessment should be done at the end of this activity (T
asks the STS from other groups what they have been
doing).
  • T recites the rhyme with movements. STS follow him/her.
  • T says bye-bye to the STS (or individually).
/
  • See session 1.
  • See session 1.
  • (T) TODAY WE ARE GOING TO WORK IN GROUPS. LET’S HAVE A LOOK AT THE LIST. YOU FOUR, COME AND SIT DOWN HERE. HAVE A LOOK AT THE PICTURES. THEY ARE ALL ANIMALS, BUT YOU HAVE TO MAKE DIFFERENT GROUPS WITH THEM…
  • (T) READY FOR A RHYME?
  • (T) GOODBYE EVERYBODY.
(STS)GOODBYE (T´s name). /
  • chart & cards
  • animal pictures, cards, photographs,
big
cardboards for posters and glue
  • cassette recorder and tape

SESSIONS 5 & 6

TIME

/ STAGES /

PROCEDURES

/ LANGUAGE / MATERIAL

5’
5’
10’
5’
3’ /
  • 1ST GREETINGS
  • 2ND WARM UP
  • 3RD MAIN ACTIVITY
Classroom booklet:
Animal description
  • 4TH ROUND UP
Rhyme: My eyes
  • 5TH FAREWELLS
/
  • See session 1.
  • See session 1.
  • STS get in the same groups as in session 4. The groups that didn’t work on posters are going to make a booklet for the classroom. Each ST is going to choose an animal, stick it on a paper and write down the description of the animal. T is going to help them with written cards with the words they are going to need for the description (big, small, tall, fat, black, brown…). If it is necessary, T can write the transcription of the STS handwriting. Nevertheless, T should ask the classroom teacher the best way of doing this activity. When STS finish with their descriptions, they can make a booklet for the classroom.
Assessment (see session 4).
  • T recites the rhyme with movements. STS follow him/her.
  • T says bye-bye to the STS (or individually).
/
  • See session 1.
  • See session 1.
  • (T) LET’S MAKE THE SAME GROUPS WE DID THE OTHER DAY. YOU HAVE TO CHOOSE AN ANIMAL, STICK IT ON A PIECE OF PAPER AND WRITE DOWN HOW IT IS: BIG, SMALL… YOU CAN USE THESE CARDS TO COPY THE WORDS. LET'S DO IT ONE BY ONE. IÑIGO, WHAT ANIMAL HAVE YOU GOT? A SNAKE! STICK IT HERE. EXCELLENT! HOW IS IT? BIG? SMALL? (use gestures and show the corresponding written card) BIG! LET’S WRITE IT DOWN HERE. COPY FROM THIS CARD…
  • (T) DO YOU REMEMBER THIS RHYME? LET’S DO IT!
  • (T) GOODBYE EVERYBODY.
(STS)GOODBYE (T´s name). /
  • chart & cards
  • animal pictures, photocopies from books, magazines,
glue,
pencils and
rubbers,
written cards
  • cassette recorder and tape

SESSION 7

TIME

/ STAGES /

PROCEDURES

/ LANGUAGE / MATERIAL

5’
5’
10’
5’
3’ /
  • 1ST GREETINGS
  • 2ND WARM UP
  • 3RD MAIN ACTIVITY
Game: Pelmanism
  • 4TH ROUND UP
Rhyme: Clap your
hands
  • 5TH FAREWELLS
/
  • See session 1.
  • See session 1.
  • T and STS sit down in a circle. On the floor, in the middle of the circle, T displays two different coloured sets of animal cards facing down. STS, one by one, must turn over one card of each set. If they match together (they are the same animal or animal+child) s/he can have another go. If not, ST must turn them down again in the same place they were before.
  • T recites the rhyme with movements. STS follow him/her.
  • T says bye-bye to the STS (or individually).
/
  • See session 1.
  • See session 1.
  • (T) LET’S PLAY PELMANISM. IN TURNS YOU HAVE TO TAKE ONE CARD OF EACH SET THAT MATCH TOGETHER. LET’S HAVE A GO: HELPER, YOU BEGIN. TAKE ONE CARD FROM THIS SET: A CROCODILE! NOW A CARD FROM THE OTHER SET: A PENGUIN! OH! BAD LUCK. NEXT ONE!...
  • (T) READY FOR A RHYME?
  • (T) GOODBYE EVERYBODY.
(STS)GOODBYE (T´s name). /
  • chart & cards
  • two sets of animal cards
  • cassette recorder and tape

SESSION 8

TIME

/ STAGES /

PROCEDURES

/ LANGUAGE / MATERIAL

5’
5’
10’
5’
3’ /
  • 1ST GREETINGS
  • 2ND WARM UP
  • 3RD MAIN ACTIVITY
Story: The Magic Paintbrush
Movement games: Beanbag carry
Be a top
  • 4TH ROUND UP
Rhyme: Clap your
hands
  • 5TH FAREWELLS
/
  • See session 1.
  • See session 1.
  • T tells the story as in session 1. This time STS must find the little mouse that appears in almost each page.
  • T places coloured tape (chalk, rope...) on the floor to create a pathway. STS have to follow the path while balancing a beanbag on their head, shoulder, etc. STS can use the same pathway for hopping with the beanbag on one knee or walking on tip toes...

  • If T has a top, s/he shows how it works to the STS. T and STS pretend to be a top and spin standing up on their bottom. T says Spin around, spin around, spin around and STOP! On the word STOP, STS stop ‘freeze’.

  • T recites the rhyme with movements. STS follow him/her.
  • T says bye-bye to the STS (or individually).
/
  • See session 1.
  • See session 1.
  • (T) I'M GOING TO TELL YOU THE STORY AGAIN, BUT THIS TIME YOU'LL HAVE TO LOOK AT THE PICTURES VERY CAREFULLY AND TRY TO FIND A LITTLE MOUSE THAT APPEARS IN ALMOST EACH PAGE. READY?
  • (T) CAN YOU DO WHAT I AM DOING? LOOK! NOW IT IS YOUR TURN.
  • (T) NOW, LET’S TRY ANOTHER GAME. DO YOU KNOW WHAT A TOP IS? HAVE A LOOK! WE ARE GOING TOPRETEND TO BE A TOP! SIT ON THE FLOOR Spin around STOP!
  • (T) DO YOU REMEMBER THIS RHYME? LET’S DO IT!
  • (T) GOODBYE EVERYBODY.
(STS)GOODBYE (T´s name). /
  • chart & cards
  • storybook
  • beanbag,
coloured
tape, chalk
and/or rope
  • a top

SESSION 9

TIME

/ STAGES /

PROCEDURES

/ LANGUAGE / MATERIAL

5’
5’
10’
5’
3’ /
  • 1ST GREETINGS
  • 2ND WARM UP
  • 3RD MAIN ACTIVITY
Photograph exhibition
  • 4TH ROUND UP
Rhymes: My eyes
Fee, fi, fo, fum
  • 5TH FAREWELLS
/
  • See session 1.
  • See session 1.
  • STS sit in groups (follow the same procedure as in previous sessions). T is going to work with one group. T shows the photographs that were taken in the second session. Each ST takes his/her own photograph and sticks it on a coloured card. On the card ST writes down the action showed in the photograph (use written cards to be copied by STS). It is very important that T asks the classroom teacher about the best way of doing this activity (instead of writing, STS can stick written cards under the photograph…). Repeat with another group.
  • T recites the rhymes with movements. STS follow him/her.
  • T says bye-bye to the STS (or individually).
/
  • See session 1.
  • See session 1.
  • (T) SURPRISE! I’VE BROUGHT THE PHOTOGRAPHS WE TOOK THE OTHER DAY. TAKE YOURS AND STICK THEM ON THESE CARDS. ANE, WHAT CAN YOU DO? YOU CAN WINK YOUR EYE! WRITE HERE: I CAN WINK MY EYE. WELL DONE! NOW YOU, JON…
  • (T) DO YOU REMEMBER THESE RHYMES? LET’S SAY THEM!
  • (T) GOODBYE EVERYBODY.
(STS)GOODBYE (T´s name). /
  • chart & cards
  • photographs that were taken in session 3,
coloured
cards, glue
and written
cards with
actions
  • cassette recorder and tape

SESSION 10

TIME

/ STAGES /

PROCEDURES

/ LANGUAGE / MATERIAL
5’
5’
10’
5’
3’ /
  • 1ST GREETINGS
  • 2ND WARM UP
  • 3RD MAIN ACTIVITY
Photograph exhibition
  • 4TH ROUND UP
Song: Punchinello
  • 5TH FAREWELLS
/
  • See session 1.
  • See session 1.
  • See session 9.
  • T sings the song with movements. STS follow him/her.
  • T says bye-bye to the STS (or individually).
/
  • See session 1.
  • See session 1.
  • See session 9.
  • (T) DO YOU REMEMBER THIS SONG? LET’S DO IT!
  • (T) GOODBYE EVERYBODY.
(STS)GOODBYE (T´s name). /
  • chart & cards
  • see session 9
  • cassette recorder and tape

SESSION 11

TIME

/ STAGES /

PROCEDURES

/ LANGUAGE / MATERIAL
5’
20’
3’ /
  • 1ST GREETINGS
  • 3RD MAIN ACTIVITY
Rehearsal
  • 5TH FAREWELLS
/
  • See session 1.
  • T divides the STS in 5 groups using a bag with as many coloured cards as STS. Each ST takes out a card and depending on its colour they are going to perform the story, the songs or the rhymes. T calls out the “blue” group to the "stage", hands out the cards with the small silhouettes and the group performs the story. T repeats the same procedure with the other groups. There are 5 groups on the whole: story, Punchinello, My eyes, Clap your hands, Fee, fi, fo, fum.
  • T says bye-bye to the STS (or individually).
/
  • See session 1.
  • (T) TODAY, REHEARSAL DAY!. YOU HAVE TO TAKE A CARD FROM THIS BAG. IF YOUR CARD IS BLUE YOU WILL PERFORM THE STORY. IF IT IS YELLOW YOU WILL SING Punchinello…
  • (T) GOODBYE EVERYBODY.
(STS)GOODBYE (T´s name). /
  • silhouettes,
bag with
coloured
cards in it,
cassette
recorder and
tape
SESSION 12

TIME

/ STAGES /

PROCEDURES

/ LANGUAGE / MATERIAL
5’
20’
5’ /
  • 1ST GREETINGS
  • 3RD MAIN ACTIVITY
Performance
  • 5TH FAREWELLS
/
  • See session 1.
  • In front of the classroom teacher or/and another group, STS, in five different groups, act out the story, sing the songs and say the rhymes from this unit. When finishing, if time left, ask the audience about their opinion. If possible record the performance.
  • T says bye-bye to the STS (or individually).
/
  • See session 1.
  • (T) TODAY WE ARE GOING TO PERFORM THE STORY, THE SONGS AND THE RHYMES IN FRONT OF AN AUDIENCE. ARE YOU READY?...
  • (T) GOODBYE EVERYBODY.
(STS)GOODBYE (T´s name). /
  • cassette recorder, tape and
video camera

1

Eusko Jaurlaritza. Hezkuntza Saila. Ingelesaren Sarrera Goiztiarra. Haur Hezkuntzako 2. Ziklorako materialak.