Lesson English-Age 4-7

Lesson Plan
English, age 4 – 7
01
This material was prepared by Sadie Clasby as per UNICEF in Bulgaria assignment. The opinions
expressed in it are those of the contributors, and do not necessarily reflect the policies or views of
UNICEF. This material should be quoted in any reprint, in whole or in part.
ENGLISH LANGUAGE LESSONS PLAN, AGE 4-7
© 2016 United Nations Children’s Fund (UNICEF)
Permission is required to reproduce the text of this material.

Please contact the Communication section of UNICEF in Bulgaria, tel. +359 2/ 9696 208.
United Nations Children’s Fund (UNICEF)

Blvd Dondukov 87, floor 2 Sofi a 1054, Bulgaria
Cover photo: all-free-download.com
For further information, please visit the UNICEF Bulgaria website at www.unicef.bg.
Introduction to Lesson Plans
These lesson plans are designed to introduce children to the English language using repetition,
simple activities, songs and games within a safe ‘circle time’ style environment. The structure
and routine of the lessons remains very similar throughout the units. This is important for
young children and refugee children who have experienced trauma. This is also important for
children who speak different languages to those their teachers speak and to children with special
educational needs and behavioural difficulties.
The teacher (and assistant/s) should be concentrating on supporting children to develop other
very important skills throughout the lesson units. These skills, often referred to by teachers as
behaviour for learning, include good sitting (sitting with legs crossed, arms/hands in lap, looking
at the teacher, not talking etc), good listening (to the adults and other children), concentration,
being kind to each other, following instructions and sharing and taking turns. These are skills
that children learn when attending school and are important life skills, however, refugee children
have often been out of formal education for many years or may never have attended formal
schooling. Therefore these skills may need to be taught. Teachers and assistants must ensure
that time is taken in each lesson to remind children of how they should be sitting before starting,
waiting for their turn sensibly without calling out and gaining children’s attention before moving
on etc. Children need to learn behaviour for learning in order to be ready to learn in a classroom,
or lesson, environment.
Notes
yy Unless specified otherwise, the teacher should sit as a part of the circle that the children are sitting
in and the assistant/s should be sitting just outside of the circle (to help with behaviour and room
management, going to the door, moving children etc).
yy If the number of children in each lesson is much higher than 20, it is important to keep the pace up
and not spend too long on each activity or children will become restless. If the numbers are high
more time will also be needed for getting all of the children to sit in a circle and to leave the lesson/
the room when finished. It is important to be patient and allow plenty of time for this. The pace will
increase once children have become familiar with the routine.
yy All resources mentioned in the lesson plans can either be found in the resources pack or are items
that are easy to source, can be found in a UNICEF school in a box resource or can be found in most
play spaces e.g. a soft ball/whiteboard and whiteboard pens/blackboards and chalk.
yy The timings for each activity in the lesson plans are a rough guide. Some time is allowed for sitting
down, transitioning from one activity to the next and leaving the lesson. However it is important to
remember that younger children should not be sitting in a lesson for longer than 5 minutes without
doing something active!
1
2
Vocabulary taught to ages 4 – 7 within lessons
Question and response: Unit 1a: What is your name? My name is…
Unit 2a: How are you? I am fine thank you!
Unit 3a: Where are you from? I am from…
Asking for resources: Unit 4a: Please can I have..?

Paper, Pencil, Pen, Scissors, Sellotape, Glue, Paint, Paintbrush
Vocabulary sets: Unit 5a: Colours Body parts
Red Head
Yellow Shoulders
Pink Knees
Green Toes
Purple Eyes
Orange Ears
Blue Mouth
Black Nose
White
Alphabet: English alphabet a - z
Numbers: Unit 1c, 2c and 3c:
Numbers 0 – 10
Songs: Head, shoulders, knees and toes.
If you’re happy and you know it.
I can sing a rainbow.
10 green bottles.
5 little speckled frogs.
5 little ducks went swimming one day.
Alphabet song.
3
Lesson Plan Age: 4 - 7
Level: Beginner
Subject area:
English as an additional language. Class size: Works best with around
Unit: 1a 20 children but can be adapted for smaller
and much larger numbers of children
Lesson unit: Lesson number: Lesson duration:
(see notes).
1 of 5 1 of 4 15 – 20 min
Learning goals:
By the end of the unit…
• Children will be able to ask and answer the question: “What is your name?” with the response “My
name is…” followed by their own name.
• Children will be familiar with the song “If you’re happy and you know it” and will be able to join in
with the actions and sing along.
Key Vocabulary: Resources Needed: Adults Needed:
What is your name? • “What is your name?” symbol card. 1 teacher and
My name is… • “If you’re happy and you know it!” song lyrics 1 assistant.
(see Songs document).
Time Activity Steps Notes Evaluation and Next Steps

1 min Children to be sitting in a This activity will take longer Use this section to help you
circle. Make sure all children if trying for the first time but to reflect upon the lesson
are sitting sensibly with is a great way for the teacher and think of ways
their legs crossed before to learn the children’s names, to improve future lessons.
starting. for the children to learn each
other’s names and for each of Think about:
Teacher to begin by saying the children to feel welcome
their own name whilst and part of the group. This is What went well? Why?
clapping their hands for each especially the case for when What was the children’s
syllable e.g. Hannah (clap once there are new children in the overall behaviour like? Why?
whilst saying “Han”, clap once group. If you are working with What did the children find
whilst saying “nah”). a constantly changing group too easy or too difficult?
All children to then copy. of children it is a nice way to
start off every lesson. At the end of the unit: Have
Teacher to then say the name the children reached the
of the child next to them If the group of children does learning goals?
whilst clapping their hands not change often and they What steps can you take to
for each syllable for all of the become more confident, try improve/what can you do
children to then copy. getting each child to say their differently next time or in
own name (whilst clapping the next lesson?
Repeat this for the next child their hands for each syllable)
and so on until all children’s for the rest of the children to
names have been said. Include copy! This is much slower than
adult helpers who if the teacher leads so allow
are in the room too! extra time!
4
1 min Hold up the “What is your The pace of the lesson will
name?” symbol card for all increase once the children
children to see. become familiar with the
Say “What is your name?” loudly lesson structure and routine.
and clearly.
Place symbol card in front of
you so all children can see it
and repeat saying “What is your
name?”, this time clapping your
hands for each syllable as you
say it.
Children to repeat saying
“What is your name?” whilst
clapping the syllables.
Repeat this a few times until
all the children are saying “What
is your name?” whilst clapping
the syllables clearly and in
unison.
Turn to your adult assistant

and model asking the question
shaking hands. Assistant to reply
“My name is…” (followed by
their name). Assistant to then
ask the same question
for you to answer (whilst
shaking hands).
Then turn back to children and

say “My name is” loudly and
clearly whilst clapping
the syllables as you say it.
Children to repeat saying “My
name is” whilst clapping the
syllables.
all the children are saying
“My name is” whilst clapping the
syllables clearly and in unison.
Finally remind the children of

the question and answer by
holding up the symbol card
again followed by saying “What
the syllables for them to repeat
back to you. Repeat with “My
name is”.
5
1 min Teacher to call a child’s name.Model “good sitting” before
This child to stand up and walkstarting (and throughout) to
over to the teacher. Teacher indicate you will be choosing
to shake child’s hand and ask children who are sitting
“What is your name?” child sensibly and waiting for their
to answer “My name is…” turn.
followed by their name, before Depending on the number
returning to their place in theof children, the teacher can
circle. Repeat with different either repeat this activity for
children. Choose children who every child in the circle or just
are sitting sensibly and not a few children.
calling out! It can be helpful to repeat
the second activity (clap and
say the vocabulary being
practised for children to copy)
after every 3 or 4 children to
remind them.
3 mins Teacher to say “What is your Be aware of younger/newer
name?” loudly and clearly children in the group who
whilst clapping hands for each may find the noise level at the
syllable. Children to copy. end of this activity unsettling.
Then repeat but whisper the Normally simply a smile in
question and only very lightly their direction (with eye
clap your hands. Children to contact) is enough to reassure
copy. Repeat again even more them as everyone gets louder!
quietly whispering to make
sure all children are trying to
say the question as quietly
as they can! Then continue
getting slightly louder (and
clapping slightly louder) each
time until you and the children
cannot get any louder!
Repeat for “My name is”.
Hold up the “What is your
name?” symbol card again for
all children to see.
Say “What is your name?”
loudly and clearly whilst
clapping your hands for each
syllable as you
say it.
Children to copy.
6
5 -10 Children to be When directing children to sit down or
mins standing in a stand up, consistently use the phrases
circle. Make sure “sit down”/ “everybody sit down”/“stand
all children are up” or “everybody stand up” together
standing sensibly with these signs:
with enough space
before starting. Sit down: Stand up:
Introduce children
to the song “If you’re
happy and you know
it!” by singing the
lyrics and modelling
the actions. Then sing
again, encouraging
the children and any
other adults in the
room to join in!
It always helps for the teacher to count
down from 3 (using fingers too) before
starting a song!
See Songs document for other notes

and ideas for “If you’re happy and you
know it!”
7
Level: Beginner
Subject area:
(see notes).
1 of 5 2 of 4 15 – 20 min
Learning goals:

1 min Children to be sitting in a This activity will take longer Use this section to help
circle. Make sure all children if trying for the first time but you to reflect upon the
are sitting sensibly with is a great way for the teacher lesson and think of ways
starting. for the children to learn each Think about:
other’s names and for each of
Teacher to begin by saying the children to feel welcome What went well? Why?
their own name whilst and part of the group. This is
clapping their hands for each especially the case for when
syllable e.g. Hannah (clap there are new children in the What was the children’s
once whilst saying “Han”, clap group. If you are working with overall behaviour like? Why?
once whilst saying “nah”). All a constantly changing group What did the children find
children to then copy. of children it is a nice way to too easy or too difficult?
start off every lesson.
Teacher to then say the name At the end of the unit: Have
of the child next to them If the group of children does the children reached the
whilst clapping their hands not change often and they learning goals?
become more confident, try
for each syllable for all of the
children to then copy. getting each child to say their
own name (whilst clapping What steps can you take to
Repeat this for the next child their hands for each syllable) improve/what can you do
and so on until all children’s for the rest of the children to differently next time or in
names have been said. Include copy! This is much slower than the next lesson?
adult helpers who are in the if the teacher leads so allow
room too! extra time!
8
1 min Hold up the “What is your The pace of the lesson will
name?” symbol card for all increase once the children
Say “What is your name?” loudly lesson structure and routine.
and clearly.
you so all children can see it
and repeat saying “What is your
name?”, this time clapping your
hands for each syllable as you
say it.
Children to repeat saying “What
the syllables.
Repeat this a few times until all
the children are saying “What is
your name?” whilst clapping the
Turn to your adult assistant

and model asking the question
shaking hands. Assistant to reply
“My name is…” (followed by
their name). Assistant to then
ask the same question for you to
answer (whilst shaking hands).
Then turn back to children

and say “My name is” loudly
and clearly whilst clapping the
syllables as you say it.
Children to repeat saying “My
syllables.
all the children are saying “My

again followed by saying “What
back to you. Repeat with “My
name is”.
9
5 min Children to be standing in a Model “good standing”
circle. Make sure all children are before starting (and
standing sensibly with enough throughout).
space before starting.
Teacher to approach one child in If working with a much larger
the circle (it helps to start off with group of children, repeat
an older/more able child), shake the previous lesson’s activity
their hand and ask “What is your where the teacher chooses
name?” child to answer “My name children from the circle to
is…” followed by their name. ask and answer the question
The teacher then returns to their but choose different children
place in the circle and sits down. this time!
The child who just answered the It can be helpful to repeat
question then chooses another the second activity (clap
child in the circle to ask “What and say the vocabulary
is your name?” whilst shaking being practised for children
their hand, wait for the other to copy) after every 3 or 4
child’s answer and then return children to remind them.
to where they were sitting in the It can also be helpful if
circle. Repeat until all children are the teacher or assistant
sitting down. travels across the circle with
It may help if the teacher and younger/less confident/new
assistant model this first! children when it is their turn
to help with vocabulary and
confidence.
3 mins Teacher to say “What is your Be aware of younger/newer
name?” loudly and clearly whilst children in the group who
clapping hands for each syllable. may find the noise level
Children to copy. Then repeat at the end of this activity
but whisper the question and unsettling. Normally simply a
only very lightly clap your hands. smile in their direction (with
Children to copy. Repeat again eye contact) is enough to
even more quietly whispering to reassure them as everyone
make sure all children are trying gets louder!
to say the question as quietly as
they can! Then continue getting
slightly louder (and clapping
slightly louder) each time until
you and the children cannot get
any louder!
Hold up the “What is your name?”
symbol card again for all children
to see.
Say “What is your name?”
loudly and clearly whilst clapping
your hands for each syllable as
you say it.
Children to copy.
10
5 -10 Children to be standing When directing children to sit down
mins in a circle. Make sure all or stand up, consistently use the
children are standing phrases “sit down”/ “everybody sit
sensibly with enough down”/“stand up” or “everybody
space before starting. stand up” together with these signs:
Teacher to say “clap your Sit down: Stand up:

hands”, children to clap
twice whilst saying “clap
clap” (like in the song).
Repeat until children are
in unison.
Teacher to say “nod your
head”, children to nod
their head twice whilst
saying “nod nod” (like in
the song). Repeat until
children are in unison.
Teacher to say “stomp It always helps for the teacher to
your feet”, children to count down from 3 (using fingers
stomp their feet twice too) before starting a song!
whilst saying “stomp
stomp” (like in the song). See Songs document for other
Repeat until children are notes and ideas for “If you’re happy
in unison. and you know it!”
Teacher to say “do all 3”,
children to clap twice,
nod twice and then
stomp twice whilst
saying “clap clap, nod
nod, stomp stomp” (like
in the song). Repeat until
All adults in the room and
children to sing “If you’re
happy and you know it!”
with the actions!
Direct children to sit

down again in the
circle. Call children’s
names one by one to
leave the circle e.g.
“Goodbye Ali, goodbye
George, goodbye
Sherin”. Choose
children who are sitting
and waiting sensibly.
11
Level: Beginner
Subject area:
(see notes).
1 of 5 3 of 4 15 – 20 min
Learning goals:
• A soft ball

clapping their hands for each especially the case for when What was the children’s
syllable e.g. Hannah (clap there are new children in the overall behaviour like? Why?
once whilst saying “Han”, clap group. If you are working with
once whilst saying “nah”). All a constantly changing group What did the children find
children to then copy. of children it is a nice way to too easy or too difficult?
start off every lesson.
Teacher to then say the name At the end of the unit: Have
of the child next to them If the group of children does the children reached the
whilst clapping their hands not change often and they learning goals?
own name (whilst clapping What steps can you take to
Repeat this for the next child their hands for each syllable) improve/what can you do
and so on until all children’s for the rest of the children to differently next time or in
names have been said. Include copy! This is much slower than the next lesson?
adult helpers who are in the if the teacher leads so allow
12
2 min Teacher to choose a child and give If working with a larger
them an action from the song “If group of children choose
you’re happy and you know it!” as 2 or 3 children to do the
well as “sit down” and “stand up” to same actions at the same
demonstrate. time. Having a friend
For example: to stand up and do the
“Mohammed, stand up, clap your actions at the same time
hands, sit down” or can also help children who
“Rojan, stand up, stomp your feet, are feeling less confident.
nod your head, sit down”. Repeat
for a few different children.
Keep this simple for younger or
less able children by giving one
instruction at a time, for example:
“Mohammed, stand up” -
Mohammed stands up,
“Clap your hands” - Mohammed
claps his hands,
“Sit down” - Mohammed sits down.
For older or more able children give
longer lists of instructions before
they stand up and repeat some of
the actions, for example:
“Rojan, stand up, sit down, stand
up, stomp your feet, sit down” –
Rojan does all the actions in the list
one after the other without being
reminded of what they were!
30 sec Hold up the “What is your name?” The pace of the lesson will
symbol card for all children to see. increase once the children
Say “What is your name?” loudly become familiar with
and clearly. the lesson structure and
Place symbol card in front of you routine.
so all children can see it and repeat
saying “What is your name?”, this
time clapping your hands for each
syllable as you say it.
Children to repeat saying “What is
syllables.
13
6 min Teacher to roll a ball to a child in Model “good sitting” before
the circle (it helps to start off with starting (and throughout) to
an older/more able child), whilst indicate you will be choosing
asking “What is your name?” children who are sitting
Child to catch ball and answer sensibly and waiting for their
“My name is…” followed by their turn.
name, before rolling the ball back
to the teacher. Depending on the number
Repeat with different children. of children, the teacher can
either repeat this activity for
It may help if the teacher and every child in the circle or
assistant model this first! just a few children.
It can be helpful to repeat

the second activity (clap
and say the vocabulary
being practised for children
to copy) after every 3 or 4
children to remind them.
30 sec Hold up the “What is your name?”
to see.
Children to say “What is your

name?” whilst clapping the
syllables.
14
Teacher to say “clap your
hands”, children to clap Sit down: Stand up:
in unison.
Teacher to say “stomp
your feet”, children to It always helps for the teacher to
stomp their feet twice count down from 3 (using fingers
whilst saying “stomp too) before starting a song!
stomp” (like in the song).
Repeat until children are See Songs document for other
in unison. notes and ideas for “If you’re happy
Teacher to say “do all 3”, and you know it!”
nod twice and then
stomp twice whilst
with the actions!

down again in the
names one by one to
George, goodbye
Sherin”. Choose
15
Level: Beginner
Subject area:
(see notes).
1 of 5 4 of 4 15 – 20 min
Learning goals:
• A soft ball

once whilst saying “nah”). All a constantly changing group
children to then copy. of children it is a nice way to What did the children find
start off every lesson. too easy or too difficult?
Teacher to then say the name
of the child next to them If the group of children does
At the end of the unit: Have
whilst clapping their hands not change often and they
the children reached the
learning goals?
own name (whilst clapping
Repeat this for the next child their hands for each syllable) What steps can you take to
and so on until all children’s for the rest of the children to improve/what can you do
names have been said. Include copy! This is much slower than differently next time or in
adult helpers who are in the if the teacher leads so allow the next lesson?
16
demonstrate. For example: time. Having a friend
“Mohammed, stand up, clap your to stand up and do the
hands, sit down” or actions at the same time
“Rojan, stand up, stomp your feet, can also help children who
nod your head, sit down”. Repeat are feeling less confident.
Mohammed stands up,
claps his hands,
30 sec Hold up the “What is your name?” The pace of the lesson will
symbol card for all children to see. increase once the children
Say “What is your name?” loudly become familiar with
and clearly. the lesson structure and
saying “What is your name?”, this
Children to repeat saying “What is
syllables.
17
standing sensibly with enough throughout) to indicate you
space before starting. will be choosing children
who are standing sensibly
Teacher to throw a ball to a child and waiting for their turn.
in the circle (it helps to start off
with an older/more able child), It can be helpful to repeat
whilst asking “What is your the second activity (clap
name?” Child to catch ball and and say the vocabulary
answer “My name is…” followed being practised for children
by their name, before throwing to copy) after every 3 or 4
the ball back to the teacher and children to remind them.
sitting down.
Continue with different children Even though you are asking
until all children are sitting down. the children “What is your
name?” it is still important
It may help if the teacher and to say their name before
assistant model this first! throwing the ball to them so
that they are prepared!
30 sec Hold up the “What is your name?”
to see.
Children to say “What is your

name?” whilst clapping the
syllables.
18
Teacher to say “clap your Sit down: Stand up:

hands”, children to clap
in unison.
Teacher to say “stomp It always helps for the teacher to
your feet”, children to count down from 3 (using fingers
stomp their feet twice too) before starting a song!
whilst saying “stomp
stomp” (like in the song). See Songs document for other
Repeat until children are notes and ideas for “If you’re happy
in unison. and you know it!”
Teacher to say “do all 3”,
nod twice and then
stomp twice whilst

with the actions!

down again in the
names one by one to
George, goodbye
Sherin”. Choose
19
Level: Beginner
Subject area:
(see notes).
2 of 5 1 of 4 15 – 20 min
Learning goals:
• Children will be able to ask and answer the question: “How are you?” with the response “I am fine,
thank you!”
• Children will know the words “head, shoulders, knees, toes, eyes, ears, mouth, nose” and will be
able to locate these body parts on their own bodies.
• Children will be familiar with the song “Heads, Shoulders, Knees and Toes” and will be able to join
in with the actions and sing along.
How are you? • “How are you?” symbol card. 1 teacher and
I am fine, thank you! • “Heads, Shoulders, Knees and Toes!” song lyrics 1 assistant.
Head, Shoulders, Knees,
Toes, Eyes, Ears, Mouth,
Nose

learning goals?
20
1 min Hold up the “How are you?” The pace of the lesson will
symbol card for all children to increase once the children
see. become familiar with the
Say “How are you?” loudly and lesson structure and routine.
clearly.
you so all children can see it and
repeat saying “How are you?”,
this time clapping your hands
for each syllable as you say it.
Children to repeat saying “How
are you?” whilst clapping the
syllables.
the children are saying “How
Turn to your adult assistant and

model asking the question “How
are you?” whilst shaking hands.
Assistant to reply “I am fine,
thank you!” Assistant to then ask
the same question for you to

say “I am fine, thank you!” loudly
Children to repeat saying “I am
fine, thank you!” whilst clapping
the syllables.
all the children are saying “I am
unison.

again followed by saying “How
syllables for them to repeat back
to you. Repeat with “I am fine,
thank you!”
21
5 min Teacher to call a child’s name. This Model “good sitting” before
child to stand up and walk over starting (and throughout) to
to the teacher. Teacher to shake indicate you will be choosing
child’s hand and ask “How are children who are sitting
you?” child to answer “I am fine, sensibly and waiting for their
thank you!” before returning to turn.
their place in the circle. Repeat
with different children. Choose Depending on the number
children who are sitting sensibly of children, the teacher can
and not calling out! either repeat this activity for
every child in the circle or
just a few children.

3 min Teacher to say “How are you?” Be aware of younger/newer
loudly and clearly whilst clapping children in the group who
hands for each syllable. Children may find the noise level
to copy. Then repeat but whisper at the end of this activity
the question and only very lightly unsettling. Normally simply a
clap your hands. Children to smile in their direction (with
copy. Repeat again even more eye contact) is enough to
quietly whispering to make sure reassure them as everyone
all children are trying to say the gets louder!
question as quietly as they can!
Then continue getting slightly
louder (and clapping slightly
louder) each time until you and
the children cannot get any
louder!
Repeat for “I am fine, thank you!”
Hold up the “How are you?”

to see.
Say “How are you?” loudly and
clearly whilst clapping your hands
Children to copy.
22
5 -10 hildren to be standing When directing children to sit down
Teacher to point to their Sit down: Stand up:

head and say “head!”
Children to copy.
Repeat with “shoulders”
then “knees” and so on (in
order of the song).
Everyone to sing “Head,

Shoulders, Knees and
Toes!” with actions!
If there’s time – repeat

the song with actions! t always helps for the teacher to
count down from 3 (using fingers
Direct children to sit too) before starting a song!
down again in the
circle. Call children’s See Songs document for other
names one by one to notes and ideas for “Heads,
leave the circle e.g. Shoulders, Knees and Toes!”
George, goodbye
Sherin”. Choose
23
Level: Beginner
Subject area:
(see notes).
2 of 5 2 of 4 15 – 20 min
Learning goals:
thank you!”
Head, Shoulders, Knees,
Nose

learning goals?
24
1 min Hold up the “How are you?” The pace of the lesson will
symbol card for all children to increase once the children
see. become familiar with the
Say “How are you?” loudly and lesson structure and routine.
clearly.
you so all children can see it and
repeat saying “How are you?”,
this time clapping your hands
Children to repeat saying “How
syllables.
the children are saying “How
Turn to your adult assistant and

model asking the question “How
are you?” whilst shaking hands.
Assistant to reply “I am fine,
thank you!” Assistant to then ask

say “I am fine, thank you!” loudly
Children to repeat saying “I am
the syllables.
all the children are saying “I am
unison.

again followed by saying “How
syllables for them to repeat back
to you. Repeat with “I am fine,
thank you”.
25
If working with a much larger
Teacher to approach one child in group of children, repeat
the circle (it helps to start off with the previous lesson’s activity
an older/more able child), shake where the teacher chooses
their hand and ask “How are you?” children from the circle to
child to answer “I am fine, thank ask and answer the question
you!” The teacher then returns to but choose different children
their place in the circle and sits this time!
down.
The child who just answered the the second activity (clap
question then chooses another and say the vocabulary
child in the circle to ask “How are being practised for children
you?” whilst shaking their hand, to copy) after every 3 or 4
wait for the other child’s answer children to remind them.
and then return to where they were
sitting in the circle. Repeat until all It can also be helpful if
children are sitting down. the teacher or assistant
travels across the circle with
It may help if the teacher and younger/less confident/new
assistant model this first! children when it is their turn
to help with vocabulary and
confidence.
3 min Teacher to say “How are you?” Be aware of younger/newer
hands for each syllable. Children may find the noise level
to copy. Then repeat but whisper at the end of this activity
the question and only very lightly unsettling. Normally simply a
clap your hands. Children to smile in their direction (with
copy. Repeat again even more eye contact) is enough to
quietly whispering to make sure reassure them as everyone
all children are trying to say the gets louder!
question as quietly as they can!
Then continue getting slightly
louder (and clapping slightly
louder) each time until you and the
children cannot get any louder!
Hold up the “How are you?” symbol
card again for all children to see.
Say “How are you?” loudly and
clearly whilst clapping your hands
Children to copy.
26

Children to copy.
the order of the song).


down again in the
George, goodbye
Sherin”. Choose
27
Level: Beginner
Subject area:
(see notes).
2 of 5 3 of 4 15 – 20 min
Learning goals:
thank you!”
Head, Shoulders, Knees, • A soft ball
Nose

learning goals?
28
Mohammed stands up,
claps his hands,
30 Hold up the “How are you?” symbol The pace of the lesson will
secs card for all children to see. increase once the children
Say “How are you?” loudly and become familiar with
clearly. the lesson structure and
saying “How are you?”, this time
Children to repeat saying “How are
you?” whilst clapping the syllables.
Repeat this a few times until all the
children are saying “How are you?”
whilst clapping the syllables clearly
and in unison.
29
6 mins Teacher to roll a ball to a child in Model “good sitting” before
the circle (it helps to start off with starting (and throughout) to
an older/more able child), whilst indicate you will be choosing
asking “How are you?” Child to children who are sitting
catch ball and answer “I am fine, sensibly and waiting for their
thank you!” before rolling the ball turn.
back to the teacher.
Repeat with different children. Depending on the number
of children, the teacher can
It may help if the teacher and either repeat this activity for
assistant model this first! every child in the circle or
just a few children.

30 secs Hold up the “How are you?”
to see.
Children to say “How are you?”

whilst clapping the syllables.
30

Children to copy.


down again in the
George, goodbye
Sherin”. Choose
31
Level: Beginner
Subject area:
(see notes).
2 of 5 4 of 4 15 – 20 min
Learning goals:
thank you!”
Head, Shoulders, Knees, • A soft ball
Nose

learning goals?
32
Mohammed stands up,
claps his hands,
30 Hold up the “How are you?” symbol The pace of the lesson will
secs card for all children to see. increase once the children
Say “How are you?” loudly and become familiar with
clearly. the lesson structure and
saying “How are you?”, this time
Children to repeat saying “How are
you?” whilst clapping the syllables.
children are saying “How are you?”
whilst clapping the syllables clearly
and in unison.
33
6 mins Children to be standing in a Model “good standing”
standing sensibly with enough throughout) to indicate you
space before starting. will be choosing children
who are standing sensibly
Teacher to throw a ball to a child and waiting for their turn.
in the circle (it helps to start off
with an older/more able child), It can be helpful to repeat
whilst asking “How are you?” Child the second activity (clap
to catch ball and answer “I am and say the vocabulary
fine, thank you!” before throwing being practised for children
the ball back to the teacher and to copy) after every 3 or 4
sitting down. children to remind them.
Continue with different children
until all children are sitting down. It helps to say each child’s
name before throwing the
It may help if the teacher and ball to them so that they are
assistant model this first! prepared!
30 secs Hold up the “How are you?”
to see.
Children to say “How are you?”

whilst clapping the syllables.
Repeat for “I am fine, thank you!”.
34

Children to copy.


the song with actions! It always helps for the teacher to
down again in the
George, goodbye
Sherin”. Choose
35
Level: Beginner
Subject area:
(see notes).
3 of 5 1 of 4 20 minutes
Learning goals:
• Children will be able to ask and answer the question: “Where are you from?” with the response “I
am from…” followed by the name of the country they are from.
• Children will know the letter names of the English alphabet.
• Children will be familiar with the “Alphabet Song!” and will be able to join in with the actions and
sing along.
Where are you from? • “Where are you from?” symbol card. 1 teacher and
I am from… • English alphabet symbols displayed on the 1 assistant.
wall in order.
• “Alphabet Song!” lyrics (see Songs document).
• “If you’re happy and you know it!” song lyrics
• Toy microphone (or laminated picture of a
microphone/hairbrush/colourful stick/feather
duster etc).
learning goals?
36
1 min Hold up the “Where are you The pace of the lesson will
from?” symbol card for all increase once the children
Say “Where are you from?” lesson structure and routine.
loudly and clearly.
Place symbol card in front of If all of the children in the
you so all children can see it and group are from one country
repeat saying “Where are you then use the name of this
from?”, this time clapping your country (in English) when
hands for each syllable as you saying “I am from” whilst
say it. clapping the syllables for
Children to repeat saying children to copy. For example:
“Where are you from?” whilst “I am from Syria”
clapping the syllables. If the children are from 2 or
Repeat this a few times until all 3 different countries then do
the children are saying “Where this for each of the countries.
are you from?” whilst clapping If you don’t know where all of
the syllables clearly and in the children are from, wait to
unison. do this after you have asked
Teacher to turn to adult assistant all of the children in the next
and ask “Where are you from?” activity.
(whilst holding microphone
to mouth) before holding the
microphone to the assistant’s
mouth for them to answer “I am
from…” followed by the name
of the country they are from (in
English). Assistant to then take
microphone and ask the same
question for you to answer.
say “I am from” loudly and clearly
whilst clapping the syllables as
you say it.
Children to repeat saying “I
am from” whilst clapping the
syllables.
all the children are saying “I
again followed by saying “Where
are you from?” whilst clapping
back to you. Repeat with “I am
from”
37
5 mins Teacher to call a child’s name. Model “good sitting” before
This child to stand up and walk starting (and throughout) to
over to the teacher. Teacher to indicate you will be choosing
hold microphone to their mouth children who are sitting
and ask “Where are you from?” sensibly and waiting for their
before holding the microphone turn.
to the child’s mouth for child to Depending on the number
answer “I am from…” followed by of children, the teacher can
the name of the country they are either repeat this activity for
from (in English) before returning every child in the circle or
to their place in the circle. Repeat just a few children.
with different children. Choose It can be helpful to repeat
children who are sitting sensibly the second activity (clap
and not calling out! and say the vocabulary
2 mins Teacher to say “Where are you Be aware of younger/newer
from?” loudly and clearly whilst children in the group who
any louder!
Repeat for “I am from” followed
by the names of the countries the
children are from in the group.
For example, if the children are
from Syria and Iraq, alternate
between saying “I am from Syria”
and “I am from Iraq”.
Hold up the “Where are you
from?” symbol card again for all
children to see.
Say “Where are you from?” loudly
and clearly whilst clapping your
hands for each syllable as you say
it.
Children to copy.
Repeat for “I am from”.
38
8 mins Children to be sitting When directing children to sit
where they can all see the down or stand up, consistently
alphabet symbols on the use the phrases “sit down”/
wall. Make sure all children “everybody sit down”/“stand up”
are sitting sensibly with or “everybody stand up” together
their legs crossed before with these signs:
starting.
Sit down: Stand up:
Teacher to point to letters
of the alphabet in order
(starting from “a”) whilst
saying each letter name
clearly for the children
to copy one by one. For
example: Teacher points to
the letter “a” and says “a”.
Children all say “a”. Repeat for
the whole alphabet.
Teacher to point to random
letters of the alphabet for the It always helps for the teacher to
children to call out in unison. count down from 3 (using fingers
Correct pronunciation where too) before starting a song!
needed.
Teacher to sing the “Alphabet
Song!” whilst pointing to
the letters as they are sung.
Some children will know this
song already and will join in.
Sing one more time, this time
encouraging all the children
to sing too!
3 mins Children to be standing in a See Songs document for other
circle. Make sure all children notes and ideas for “If you’re
are standing sensibly with happy and you know it!”
enough space before
starting.
happy and you know it!” with
the actions!
Direct children to sit down
again in the circle. Call
children’s names one by
one to leave the circle e.g.
George, goodbye Sherin”.
Choose children who are
sitting and waiting sensibly.
39
Level: Beginner
Subject area:
(see notes).
Learning goals:
sing along.
I am from… • English alphabet symbols displayed on the wall 1 assistant.
in order.
• “If you’re happy and you know it!” song lyrics
• A soft ball.
learning goals?
40
1 min Hold up the “Where are you The pace of the lesson will
from?” symbol card for all increase once the children
Say “Where are you from?” lesson structure and routine.
loudly and clearly.
Place symbol card in front of If all of the children in the
you so all children can see it and group are from one country
repeat saying “Where are you then use the name of this
from?”, this time clapping your country (in English) when
hands for each syllable as you saying “I am from” whilst
say it. clapping the syllables for
Children to repeat saying children to copy. For example:
“Where are you from?” whilst “I am from Syria”
clapping the syllables. If the children are from 2 or
Repeat this a few times until all 3 different countries then do
the children are saying “Where this for each of the countries.
are you from?” whilst clapping If you don’t know where all of
the syllables clearly and in the children are from, wait to
unison. do this after you have asked
all of the children in the next
Teacher to turn to adult assistant activity.
and ask “Where are you from?”
Assistant to reply with “I am
from…” followed by the name
of the country they are from (in
English). Assistant to then ask
answer.

say “I am from” loudly and clearly
whilst clapping the syllables as
you say it.
Children to repeat saying “I
syllables.
all the children are saying “I

again followed by saying “Where
are you from?” whilst clapping
back to you. Repeat with “I am
from”
41
5 mins Teacher to stand in the centre Model “good sitting” before
of the circle with a ball. Teacher starting (and throughout) to
to choose a child who is sitting indicate you will be choosing
sensibly, say their name and then children who are sitting
ask “Where are you from?” before sensibly and waiting for their
throwing the ball to them. Child turn.
to catch the ball, answer “I am Depending on the number
from…” followed by the name of children, the teacher can
of the country they are from (in either repeat this activity for
English), before throwing the ball every child in the circle or
back to the teacher. just a few children.
Repeat with all the children in the It can be helpful to repeat
group. Choose children who are the second activity (clap
sitting sensibly and not calling and say the vocabulary
out! being practised for children
2 mins Teacher to say “Where are you Be aware of younger/newer
from?” loudly and clearly whilst children in the group who
any louder!
Repeat for “I am from” followed
by the names of the countries the
children are from in the group.
For example, if the children are
from Syria and Iraq, alternate
between saying “I am from Syria”
and “I am from Iraq”.
Hold up the “Where are you
children to see.
it.
Children to copy.
42
8 mins Children to be sitting where When directing children to sit
they can all see the alphabet down or stand up, consistently
symbols on the wall. Make sure use the phrases “sit down”/
all children are sitting sensibly “everybody sit down”/“stand
with their legs crossed before up” or “everybody stand up”
starting. together with these signs:
Teacher to point to letters of the
alphabet in order (starting from Sit down: Stand up:
“a”) whilst saying each letter
name clearly for the children to
copy one by one. For example:
Teacher points to the letter “a”
and says “a”. Children all say “a”.
Repeat for the whole alphabet.
letters of the alphabet for the
children to call out in unison.
Correct pronunciation where
needed.
Teacher to model the British It always helps for the teacher
Sign Language finger spelling to count down from 3 (using
signs for each letter for children fingers too) before starting a
to copy one by one. Don’t worry song!
if some children are finding
this difficult, it takes time and
practise!
Think of your own signs for the
last part of the song! It doesn’t
matter what they are – as long as
they are simple and consistent!
This can be done before the
lesson or with the children.
Everyone to sing the “Alphabet
Song!” slowly whilst signing each
letter.
circle. Make sure all children notes and ideas for “If you’re
are standing sensibly with happy and you know it!”
enough space before starting.
children to sing “If you’re happy
and you know it!” with the
actions!
Direct children to sit down again
in the circle. Call children’s names
one by one to leave the circle e.g.
“Goodbye Ali, goodbye George,
goodbye Sherin”. Choose children
who are sitting and waiting
sensibly.
43
Level: Beginner
Subject area:
(see notes).
Learning goals:
sing along.
in order.
• “Heads, Shoulders, Knees and Toes!” song lyrics
• A soft ball.
learning goals?
44
2 mins Teacher to choose a child and give
them an action from the song “If
you’re happy and you know it!” as
well as “sit down” and “stand up” to
demonstrate. For example:
“Mohammed, stand up, clap your
hands, sit down” or
“Rojan, stand up, stomp your feet,
nod your head, sit down”. Repeat
Mohammed stands up,
claps his hands,
30 Hold up the “Where are you from?”

secs symbol card for all children to see.
and clearly.
Place symbol card in front of you
saying “Where are you from?”, this
Children to repeat saying “Where
are you from?” whilst clapping the
syllables.
children are saying “Where are you
from?” whilst clapping the syllables
clearly and in unison.
Repeat for “I am from…”
45
Teacher to hold ball and say “I am the third activity (clap and
from…” followed by the name say the vocabulary being
of the country they are from (in practised for children to
English). Teacher to then choose a copy) after every 3 or 4
child who is standing sensibly to children to remind them.
throw ball to before sitting down.
Child to catch ball and say “I am
from…” followed by the country
they are from, before throwing
the ball to another child. Child to
then sit down.
Repeat until all children are
sitting down.
30 secs Hold up the “Where are you
children to see.
Children to say “Where are

you from?” whilst clapping the
syllables.
46
Teacher to point to letters of the Sit down: Stand up:

alphabet in order (starting from

Correct pronunciation where It always helps for the teacher
needed. to count down from 3 (using
fingers too) before starting a
Teacher to model the British Sign song!
Language finger spelling signs
for each letter and the signs
for the last part of the song, for
children to copy one by one.
Don’t worry if some children are
finding this difficult, it takes time
and practise!

Song!” slowly whilst signing.
circle. Make sure all children notes and ideas for “Heads,
are standing sensibly with Shoulders, Knees and Toes!”

children to sing “Heads,
Shoulders, Knees and Toes!” with
the actions!

sensibly.
47
Level: Beginner
Subject area:
(see notes).
Learning goals:
sing along.
in order.
• “Heads, Shoulders, Knees and Toes!” song lyrics
• Toy microphone (or laminated picture of a
microphone/hairbrush/colourful stick/feather
duster etc).
learning goals?
48
2 mins Teacher to choose a child and give If working with a larger
them an action from the song “If group of children choose 2
you’re happy and you know it!” as or 3 children to do the same
well as “sit down” and “stand up” to actions at the same time.
demonstrate. For example: Having a friend to stand up
“Mohammed, stand up, clap your and do the actions at the
hands, sit down” or same time can also help
“Rojan, stand up, stomp your feet, children who are feeling less
nod your head, sit down”. Repeat confident.
Mohammed stands up,
claps his hands,
30 Hold up the “Where are you from?” The pace of the lesson will
secs symbol card for all children to see. increase once the children
Say “Where are you from?” loudly become familiar with the
and clearly. lesson structure and routine.
Place symbol card in front of you
saying “Where are you from?”, this
Children to repeat saying “Where
are you from?” whilst clapping the
syllables.
children are saying “Where are you
from?” whilst clapping the syllables
clearly and in unison.
Repeat for “I am from…”
49
If working with a much
Teacher to choose a child who is larger group of children,
standing sensibly and walk over repeat the activity from the
to that child (it helps to start first lesson in this unit where
with an older or more able child). the teacher chooses children
Teacher to hold microphone to from the circle to ask and
their mouth and ask “Where are answer the question but
you from?” before holding the choose different children this
microphone to the child’s mouth time!
for them to answer “I am from…”
followed by the name of the It can be helpful to repeat
country they are from (in English). the third activity (clap and
Teacher to give this child the say the vocabulary being
microphone before returning to practised for children to
their place in the circle and sitting copy) after every 3 or 4
down. children to remind them.
Child with microphone to then It can also be helpful if

choose another child to ask the teacher or assistant
“Where are you from?” (speaking travels across the circle with
into the microphone), before younger/less confident/new
holding the microphone to the children when it is their turn
other child’s mouth for them to to help with vocabulary and
answer “I am from…” followed by confidence.
the name of the country they are
from (in English). The first child
then hands over the microphone
before returning to their place in
the circle and sitting down.
Repeat until all children are

sitting down.
30 secs Hold up the “Where are you
children to see.
Children to say “Where are

you from?” whilst clapping the
syllables.
50
Teacher to point to letters of the Sit down: Stand up:

alphabet in order (starting from

Correct pronunciation where It always helps for the teacher
needed. to count down from 3 (using
Teacher to model the British Sign song!
Language finger spelling signs
for each letter and the signs
for the last part of the song, for
children to copy one by one.
Don’t worry if some children are
finding this difficult, it takes time
and practise!

Song!” slowly whilst signing.
circle. Make sure all children notes and ideas for “Heads,
are standing sensibly with Shoulders, Knees and Toes!”

children to sing “Heads,
Shoulders, Knees and Toes!” with
the actions!

sensibly.
51
Level: Beginner
Subject area:
(see notes).
Learning goals:
• Children will be able to ask for resources using the phrase/question “Please can I have…?” followed
by “Thank you!” and will be able to ask for some commonly used classroom resources (Paper,
Pencil, Pen, Scissors, Sellotape, Glue, Paint, Paintbrush).
Please can I have…? • “Please can I have…?” symbol card. 1 teacher and
Thank you! • “If you’re happy and you know it!” song lyrics 1 assistant.
Paper, Pencil, Pen, Scissors, • A piece of paper, a writing pencil and a
Sellotape, Glue, Paint, coloured pencil, 2 different types of pens, a pair
Paintbrush of scissors, a roll of sellotape, some glue, some
paint and a paintbrush in a small box that has
an easy to open (preferably hinged) lid.

learning goals?
52
3 mins Hold up the “Please can I have…?” Use 2 different types of
symbol card for all children to see. pen and 2 different types
Say “Please can I have…?” loudly of pencils so that children
and clearly. know that the word “pen”
Place symbol card in front of you and the word “pencil” can be
so all children can see it and repeat used for different types of
saying “Please can I have…?”, this pens and pencils.
Children to repeat saying “Please
can I have…?” whilst clapping the
syllables.
the children are saying “Please
Take out each item from the box
of resources (one by one), hold it
up and say its name for children
to copy before placing it on the
floor in front of you e.g. hold up
one of the pens and say “pen”
then children say “pen”, hold up
the other pen and say “pen” then
children say “pen”, hold up the
piece of paper and say “paper” then
children say “paper”.
Then hold up each item for children
to call out the name (correcting
pronunciation where needed)
before putting it back in the box.
53
5 mins Hold up the “Please can I have…?” Use 2 different types of pen
symbol card for all children to see. and 2 different types of
Say “Please can I have…?” loudly pencils so that children know
and clearly. that the word “pen” and the
Place symbol card in front of word “pencil” can be used for
you so all children can see it different types of pens and
and repeat saying “Please can I pencils.
have…?”, this time clapping your
it.
Children to repeat saying “Please
syllables.
the children are saying “Please
Take out each item from the box
of resources (one by one), hold it
up and say its name for children
to copy before placing it on the
floor in front of you e.g. hold up
one of the pens and say “pen”
then children say “pen”, hold up
the other pen and say “pen” then
children say “pen”, hold up the
piece of paper and say “paper”
then children say “paper”.
Then hold up each item for
children to call out the name
(correcting pronunciation where
needed) before putting it back in
the box.
5 mins Assistant to approach teacher Model “good sitting” before
and ask for something from the starting (and throughout) to
box using the key vocabulary. indicate you will be choosing
For example: children who are sitting
sensibly and waiting for their
Assistant to ask “Please can I turn.
have…a pen?”
Teacher says “yes” and passes the Depending on the number
assistant a pen from the box. The of children, the teacher can
assistant says “Thank you!” before either repeat this activity so
returning to where they were that every child in the circle
sitting with the pen. gets a turn or just until the
Teacher to then choose a child in box has been refilled once or
the circle (who is sitting sensibly) twice.
to approach them and ask for
something from the box using
the key vocabulary
54
“Please can I have…?”, followed It can be helpful to repeat
by the name of the item they the second activity (clap and
would like, and “Thank you!” once say the vocabulary being
the teacher gives them the item. practised for children to copy)
Child to return to where they were after every 3 or 4 children to
sitting in the circle with their item. remind them.
Once all items have been taken,
teacher to ask “Please can I have Whilst this unit is being
the paper?” Child with paper taught, encourage children
to return paper to teacher and to use this vocabulary when
teacher to say “Thank you!” before asking for resources in the
putting the paper back in the box. classroom (outside of lessons)!
Repeat until all items are back in
the box.
2 mins Teacher to say “Please can I have…?” Be aware of younger/newer
hands for each syllable. Children may find the noise level at the
to copy. Then repeat but whisper end of this activity unsettling.
the question and only very lightly Normally simply a smile in
clap your hands. Children to copy. their direction (with eye
Repeat again even more quietly contact) is enough to reassure
whispering to make sure all children them as everyone gets louder!
are trying to say the question as
quietly as they can! Then continue
clapping slightly louder) each time
until you and the children cannot
get any louder!
Hold up the “Please can I have…?”
to see.
Say “Please can I have…?” loudly
it.
Children to copy.
circle. Make sure all children are notes and ideas for “If you’re
standing sensibly with enough happy and you know it!”
All adults in the room and children
to sing “If you’re happy and you
know it!” with the actions!
sensibly.
55
Level: Beginner
Subject area:
(see notes).
Learning goals:

learning goals?
56
2 mins Teacher to choose a child and give them an If working with
action from the song “If you’re happy and you a larger group of
know it!” as well as “sit down” and “stand up” children choose
to demonstrate. For example: 2 or 3 children
“Mohammed, stand up, clap your hands, sit to do the same
down” or actions at the
“Rojan, stand up, stomp your feet, nod your same time.
head, sit down”. Repeat for a few different Having a friend to
children. stand up and do
Keep this simple for younger or less able the actions at the
children by giving one instruction at a time, same time can
for example: also help children
“Mohammed, stand up” - Mohammed stands who are feeling
up, less confident.
“Clap your hands” - Mohammed claps his
hands,
For older or more able children give longer
lists of instructions before they stand up and
repeat some of the actions, for example:
“Rojan, stand up, sit down, stand up, stomp
your feet, sit down” – Rojan does all the
actions in the list one after the other without
being reminded of what they were!
2 mins Hold up the “Please can I have…?” symbol Use 2 different

card for all children to see. types of pen
Say “Please can I have…?” loudly and clearly. and 2 different
Place symbol card in front of you so all types of pencils
children can see it and repeat saying “Please so that children
can I have…?”, this time clapping your hands know that the
for each syllable as you say it. word “pen” and
Children to repeat saying “Please can I the word “pencil”
have…?” whilst clapping the syllables. can be used for
Repeat this a few times until all the children different types of
are saying “Please can I have…?” whilst pens and pencils.
clapping the syllables clearly and in unison.
Take out each item from the box of resources
(one by one), hold it up and say its name for
children to copy before placing it on the floor
in front of you e.g. hold up one of the pens
and say “pen” then children say “pen”, hold
up the other pen and say “pen” then children
say “pen”, hold up the piece of paper and say
“paper” then children say “paper”.
Then hold up each item for children to call
out the name (correcting pronunciation
where needed) before putting it back in the
box.
57
9 mins Play “Teacher’s box” Model “good sitting” before
starting (and throughout).
Box with items inside to be
passed around the circle whilst If the children have a
everyone sings: consistent teacher, their
name can replace the word
“Teacher’s box, pass it round, pass “Teacher” in the song e.g.
it round, pass it round, Teacher’s “Sadie’s box, pass it round…”
box, pass it round, what’s in the
box?” in the tune of the song If the children take too long
“London Bridge Is Falling Down”. to choose an item from the
box, introduce the rule that
When the song ends, the child they must close their eyes
who is holding the box opens the and take anything from
lid, takes out one item, holds it up the box. Don’t have sharp
for everyone to see before saying scissors in the box if doing
the name of the item. this!
Repeat until there are no more Whilst this unit is being

items in the box. taught, encourage children
to use this vocabulary when
Teacher to take box and ask asking for resources in
“Please can I have the paper?” the classroom (outside of
Child with paper to return paper lessons)!
to teacher and teacher to say
“Thank you!” before putting the
paper back in the box. Repeat
until all items are back in the box.
1 min Teacher to hold up each item
from the box for children to call
out its name one more time
the box. For example:
Teacher to hold up one of the

pens and children to say “pen”. If
some children say “pin” or “pencil”
(for example) teacher to say “pen”
loudly and clearly for children to
copy. If all children say “pen” put
the pen back in the box and hold
up the next item.
58
get any louder!

symbol card again for all children to
see.
hands for each syllable as you say it.
Children to copy.


again in the circle. Call children’s
names one by one to leave
the circle e.g. “Goodbye Ali,
goodbye George, goodbye
Sherin”. Choose children who
are sitting and waiting sensibly.
59
Level: Beginner
Subject area:
(see notes).
Learning goals:

learning goals?
60
2 mins eacher to choose a child and give them an If working with
action from the song “If you’re happy and you a larger group of
know it!” as well as “sit down” and “stand up” children choose
to demonstrate. For example: 2 or 3 children
“Mohammed, stand up, clap your hands, sit to do the same
down” or actions at the
“Rojan, stand up, stomp your feet, nod your same time.
head, sit down”. Repeat for a few different Having a friend to
children. stand up and do
Keep this simple for younger or less able the actions at the
children by giving one instruction at a time, same time can
for example: also help children
“Mohammed, stand up” - Mohammed stands who are feeling
up, less confident.
hands,
lists of instructions before they stand up and
repeat some of the actions, for example:
“Rojan, stand up, sit down, stand up, stomp
your feet, sit down” – Rojan does all the
actions in the list one after the other without
being reminded of what they were!
2 mins Hold up the “Please can I have…?” symbol Use 2 different
card for all children to see. types of pen
Say “Please can I have…?” loudly and clearly. and 2 different
Place symbol card in front of you so all types of pencils
children can see it and repeat saying “Please so that children
can I have…?”, this time clapping your hands know that the
for each syllable as you say it. word “pen” and
Children to repeat saying “Please can I the word “pencil”
have…?” whilst clapping the syllables. can be used for
Repeat this a few times until all the children different types of
are saying “Please can I have…?” whilst pens and pencils.
clapping the syllables clearly and in unison.
Take out each item from the box of resources
(one by one), hold it up and say its name for
children to copy before placing it on the floor
in front of you e.g. hold up one of the pens
up the other pen and say “pen” then children
say “pen”, hold up the piece of paper and say
“paper” then children say “paper”.
where needed) before putting it back in the
box.
61
4 mins Teacher to place items on the Model “good sitting” before
floor (spaced out) in the centre starting (and throughout) to
of the circle. Children to call out indicate you will be choosing
the names of the item as they are children who are sitting
placed on the floor. Teacher to sensibly and waiting for their
return to where they were sitting turn.
in the circle.
Depending on the number
Teacher to choose a child who is of children, the teacher can
sitting sensibly, say their name either repeat this activity so
and then ask “Please can I have that every child in the circle
the paper?” Child to find the gets a turn or just until the
paper, pick it up and return it to box has been refilled once or
the teacher. Teacher to say “Thank twice.
you!” before placing the paper in
the box. Whilst this unit is being
taught, encourage children
Repeat with different children to use this vocabulary when
until all items are back in the box. asking for resources in
the classroom (outside of
lessons)!

up the next item.
62
get any louder!

symbol card again for all children to
see.
hands for each syllable as you say it.
Children to copy.


63
Level: Beginner
Subject area:
(see notes).
Learning goals:

learning goals?
64
2 mins Hold up the “Please can I have…?” symbol Use 2 different types
card for all children to see. of pen and 2 different
Say “Please can I have…?” loudly and types of pencils so
clearly. that children know
Place symbol card in front of you so all that the word “pen”
children can see it and repeat saying and the word “pencil”
“Please can I have…?”, this time clapping can be used for
your hands for each syllable as you say it. different types of pens
Children to repeat saying “Please can I and pencils.
have…?” whilst clapping the syllables.
children are saying “Please can I have…?”
whilst clapping the syllables clearly and in
unison.
Take out each item from the box of
resources (one by one), hold it up and
say its name for children to copy before
placing it on the floor in front of you e.g.
hold up one of the pens and say “pen” then
children say “pen”, hold up the other pen
up the piece of paper and say “paper” then
children say “paper”.
where needed) before putting it back in
the box.
5 mins Assistant to approach teacher and ask for Model “good sitting”
something from the box using the key before starting (and
vocabulary. For example: throughout) to
Assistant to ask “Please can I have…a pen?” indicate you will be
Teacher says “yes” and passes the assistant choosing children
a pen from the box. The assistant says who are sitting
“Thank you!” before returning to where sensibly and waiting
they were sitting with the pen. for their turn.
Teacher to then choose a child in the Depending on the
circle (who is sitting sensibly) to approach number of children,
them and ask for something from the box the teacher can either
using the key vocabulary “Please can I repeat this activity so
have…?”, followed by the name of the item that every child in the
they would like, and “Thank you!” once circle gets a turn or
the teacher gives them the item. Child to just until the box has
return to where they were sitting in the been refilled once or
circle with their item. twice.
Once all items have been taken, teacher It can be helpful to
to ask “Please can I have the paper?” Child repeat the second
with paper to return paper to teacher and activity (clap and say
teacher to say “Thank you!” before putting the vocabulary being
the paper back in the box. Repeat until all practised for children
items are back in the box. to copy) after every
3 or 4 children to
remind them.
65
8 mins Play “Teacher’s box” Model “good sitting” before
starting (and throughout) to
Box with items inside to be indicate you will be choosing
passed around the circle whilst children who are sitting
everyone sings: sensibly and waiting for their
turn.
“Teacher’s box, pass it round, pass
it round, pass it round, Teacher’s If the children have a
box, pass it round, what’s in the consistent teacher, their
box?” in the tune of the song name can replace the word
“London Bridge Is Falling Down”. “Teacher” in the song e.g.
“Sadie’s box, pass it round…”
When the song ends, the child
who is holding the box opens the If the children take too long
lid, takes out one item, holds it up to choose an item from the
for everyone to see before saying box, introduce the rule that
the name of the item. they must close their eyes
and take anything from
Repeat until there are no more the box. Don’t have sharp
items in the box. scissors in the box if doing
this!
Teacher to take box and ask
“Please can I have the paper?” Whilst this unit is being
Child with paper to return paper taught, encourage children
to teacher and teacher to say to use this vocabulary when
“Thank you!” before putting the asking for resources in
paper back in the box. Repeat the classroom (outside of
until all items are back in the box. lessons)!

up the next item.
66


67
Level: Beginner
Subject area:
English as an additional language. Class size:
Unit: 5a Works best with around
Lesson unit: Lesson Lesson duration: 20 children but can be adapted for smaller and
5 of 5 number: 20 minutes much larger numbers of children (see notes).
1 of 4
Learning goals:
• Children will know the English names of 9 colours (Red, Yellow, Pink, Green, Purple, Orange, Blue,
Black and White).
• Colour splat symbol cards (one set to be used as 1 teacher and
Red, Yellow, Pink, flashcards and another set on the wall in the order of the 1 assistant.
Green, Purple, “I Can Sing A Rainbow!” song).
Orange, Blue, • “I Can Sing A Rainbow!” song lyrics (see Songs document).
Black, White • 3 different red pencils, 3 different yellow pencils and 3
different pink pencils (the colour of each pencil needs
to be obvious) in a small box that has an easy to open
(preferably hinged) lid.

learning goals?
68
2 mins Teacher to choose a child and give them If working with
an action from the song “If you’re happy a larger group of
and you know it!” as well as “sit down” and children choose 2 or
“stand up” to demonstrate. For example: 3 children to do the
“Mohammed, stand up, clap your hands, sit same actions at the
down” or same time. Having a
“Rojan, stand up, stomp your feet, nod your friend to stand up and
head, sit down”. Repeat for a few different do the actions at the
children. same time can also
help children who are
Keep this simple for younger or less able feeling less confident.
children by giving one instruction at a time,
for example:
“Mohammed, stand up” - Mohammed
stands up,
hands,

lists of instructions before they stand
up and repeat some of the actions, for
example:
“Rojan, stand up, sit down, stand up,
stomp your feet, sit down” – Rojan does all
the actions in the list one after the other
without being reminded of what they
were!
1 min Teacher to point to each of the colours on This is just a quick
the wall, one by one, saying their name introduction to the
loudly and clearly for children to copy. For different colour
example, teacher points to the red colour names that the
splat and says “red”, children say “red”. children will be
learning in this unit
so rather than getting
all of the children to
move out of the circle
to see the colours on
the wall, simply direct
children to turn their
heads/bodies so they
can see the colour
splats.
69
1 min Teacher to have red, yellow and pink Younger children find
colour splat symbol cards in their lap. it easier to learn a few
Teacher to hold them up, one by one, new words at a time.
saying their name loudly and clearly for The vocabulary in this
children to copy. For example, teacher unit is broken down
holds up the red colour splat and says into smaller sections
“red”, children say “red”. Repeat with to introduce in each
yellow and pink colour splats. lesson.
Teacher to then hold up each one
without saying anything to see if
children can remember the colour
name. For example, teacher holds up
the red colour splat and the children
say “red”. Do this a few times, holding
up the colour splats in a random order
until children can say the colour name
for each one in unison.
9 min Play “Teacher’s box” Model “good sitting”

Teacher to start by showing the before starting (and
children what is inside the box, holding throughout).
each pencil up, one by one, and saying
what colour it is, for children to copy. If the children have
For example, hold up a pink pencil and a consistent teacher,
say “pink pencil” then the children say their name can replace
“pink pencil”. the word “Teacher” in
Box with pencils inside to be passed the song e.g. “Sadie’s
around the circle whilst everyone sings: box, pass it round…”
“Teacher’s box, pass it round, pass it
round, pass it round, Teacher’s box, Whilst this unit is being
pass it round, what’s in the box?” in taught, encourage
the tune of the song “London Bridge Is children to use this
Falling Down”. vocabulary when
When the song ends, the child who is asking for resources in
holding the box opens the lid, takes the classroom (outside
out one pencil, holds it up for everyone of lessons)!
to see before saying the colour of the
pencil. For example: “yellow pencil”.
Repeat until there are no more pencils
in the box.
Teacher to take box and ask “Please can
I have the red pencils?” Children with
red pencils to return pencils to teacher
and teacher to say “Thank you!” to each
of them before putting the pencils
back in the box. Repeat with yellow
and pink pencils.
70
1 min Teacher to hold up each of the
red, yellow and pink colour
splat symbol cards, one by one,
without saying anything to
see if children can remember
the colour name. For example,
teacher holds up the red colour
splat and the children say “red”.
Do this a few times, holding up
the colour splats in a random
order until children can say the
colour name for each one in
unison.
5 mins Children to be sitting where See Songs document for other
they can all see the colour notes and ideas for “I Can Sing A
splat symbols on the wall. Rainbow!”
Make sure all children are
sitting sensibly with their legs When directing children to sit
crossed before starting. down or stand up, consistently
use the phrases “sit down”/
Introduce children to the song “I “everybody sit down”/“stand
Can Sing A Rainbow!” by singing up” or “everybody stand up”
the lyrics, pointing to the colour together with these signs:
splat symbols on the wall in
order as they appear in the song Sit down: Stand up:
and modelling the actions for
the end of the song. Then sing
again, encouraging the children
and any other adults in the room
to join in!
If the children have become

restless, finish here. If not then
break down the song into
manageable chunks e.g. “Red It always helps for the teacher
and yellow, and pink and green” to count down from 3 (using
and “Orange and purple and fingers too) before starting a
blue”, speak each phrase clearly song!
and get the children to copy
until they can say it clearly. Finish
by getting everyone to sing the
song one last time with actions!
Call children’s names one

by one to leave the lesson
e.g. “Goodbye Ali, goodbye
71
Level: Beginner
Subject area:
2 of 4
Learning goals:
Black and White).

learning goals?
72
for example:
stands up,
hands,

example:
were!
the wall, one by one, saying their name reminder of the
can see the colour
splats.
73
1 min Teacher to have green, purple and Younger children find
orange colour splat symbol cards in it easier to learn a few
their lap. Teacher to hold them up, new words at a time.
one by one, saying their name loudly The vocabulary in this
and clearly for children to copy. For unit is broken down
example, teacher holds up the green into smaller sections
colour splat and says “green”, children to introduce in each
say “green”. Repeat with purple and lesson.
orange colour splats.
9 min Teacher to place green, purple and Model “good sitting”
orange items in the centre of the circle, before starting (and
saying the colour of each item for throughout) to indicate
children to copy as each item is placed you will be choosing
on the floor. For example, teacher children who are sitting
places a purple toy car on the floor sensibly and waiting
and says “purple car” then children say for their turn.
“purple car”.
Teacher to choose a child who is sitting

sensibly (it helps to start with an older
or more able child), say their name
followed by “Where is something
green?” This child to stand up and find
something green, pick it up and return
to their place in the circle with it.
Repeat with different children, asking

for them to find green, purple and
orange items, until all items have been
taken.
Teacher to ask “Please can I have the

green things?” Children with green
items to return them to the teacher
and teacher to say “Thank you!” for
each item. Repeat until all items have
been returned.
74
green, purple and orange colour
teacher holds up the green
colour splat and the children
say “green”. Do this a few times,
holding up the colour splats in
a random order until children
can say the colour name for each
one in unison.
Teacher to sing “I Can Sing A “everybody sit down”/“stand
Rainbow!” whilst pointing to the up” or “everybody stand up”
colour splat symbols on the wall together with these signs:
in order as they appear in the
song and modelling the actions Sit down: Stand up:
for the end of the song. Then
sing again, encouraging the
children and any other adults in
the room to join in!
If the children have become

restless, finish here. If not then
break down the song into
manageable chunks e.g. “Red
and yellow, and pink and green” It always helps for the teacher
and “Orange and purple and to count down from 3 (using
blue”, speak each phrase clearly fingers too) before starting a
and get the children to copy song!
until they can say it clearly. Finish
by getting everyone to sing the
song one last time with actions!

75
Level: Beginner
Subject area:
3 of 4
Learning goals:
Black and White).

learning goals?
76
for example:
stands up,
hands,

example:
were!
can see the colour
splats.
77
1 min Teacher to have blue, black and white Younger children find
colour splat symbol cards in their lap. it easier to learn a few
Teacher to hold them up, one by one, new words at a time.
saying their name loudly and clearly for The vocabulary in this
children to copy. For example, teacher unit is broken down
holds up the black colour splat and into smaller sections
says “black”, children say “black”. Repeat to introduce in each
with blue and white colour splats. lesson.

the blue colour splat and the children
say “blue”. Do this a few times, holding
6 min Play “Teacher’s box” Model “good sitting”
before starting (and
Teacher to start by showing the throughout).
children what is inside the box, holding
each pen up, one by one, and saying If the children have
what colour it is, for children to copy. a consistent teacher,
For example, hold up a black pen and their name can replace
say “black pen” then the children say the word “Teacher” in
“black pen”. the song e.g. “Sadie’s
Box with pens inside to be passed box, pass it round…”
around the circle whilst everyone sings:
“Teacher’s box, pass it round, pass it Whilst this unit is being
round, pass it round, Teacher’s box, taught, encourage
pass it round, what’s in the box?” in children to use this
the tune of the song “London Bridge Is vocabulary when
Falling Down”. asking for resources in
When the song ends, the child who is the classroom (outside
holding the box opens the lid, takes of lessons)!
out one pen, holds it up for everyone
to see before saying the colour of the
pen. For example: “white pen”.
Repeat until there are no more pens in
the box.
Teacher to take box and ask “Please can

I have the blue pens?” Children with
blue pens to return pens to teacher
and teacher to say “Thank you!” to each
of them before putting the pens back
in the box. Repeat with black and white
pens.
78
blue, black and white colour
teacher holds up the blue colour
splat and the children say “blue”.
unison.
Teacher to sing “I Can Sing A “everybody sit down”/“stand
Rainbow!” whilst pointing to the up” or “everybody stand up”
colour splat symbols on the wall together with these signs:
in order as they appear in the
song and modelling the actions Sit down: Stand up:
for the end of the song. Then
sing again, encouraging the
children and any other adults in
the room to join in!

Choose children who are It always helps for the teacher
sitting and waiting sensibly. to count down from 3 (using
song!
79
Level: Beginner
Subject area:
4 of 4
Learning goals:
Black and White).
Black, White • 1 or 2 items/toys in each of the colours learnt during this
unit e.g. a red toy car and a red pencil, a yellow toy lion
and a blue pair of scissors etc (the colour of each item
needs to be obvious).

learning goals?
80
for example:
stands up,
hands,

example:
were!
splat and says “red”, children say “red”. children have learnt
in this unit so rather
than getting all of the
children to move out
of the circle to see the
colours on the wall,
simply direct children
to turn their heads/
bodies so they can see
the colour splats.
81
2 mins Teacher to have all colour splat symbol
cards in their lap. Teacher to hold them
up, one by one, saying their name
loudly and clearly for children to copy.
For example, teacher holds up the
black colour splat and says “black”,
children say “black”. Repeat with all
colour splats.

the blue colour splat and the children
say “blue”. Do this a few times, holding
11 Teacher to place coloured items in the Model “good sitting”
mins centre of the circle, saying the colour before starting (and
of each item for children to copy as throughout) to indicate
each item is placed on the floor. For you will be choosing
example, teacher places a purple toy children who are sitting
car on the floor and says “purple car” sensibly and waiting
then children say “purple car”. for their turn.
Teacher to choose a child who is sitting

sensibly (it helps to start with an older
or more able child), say their name
followed by “Where is something
green?” This child to stand up and find
something green, pick it up and return
to their place in the circle with it.
Repeat with different children, asking

for them to find different coloured
items, until all items have been taken.
Teacher to ask “Please can I have the

green things?” Children with green
items to return them to the teacher
and teacher to say “Thank you!” for
each item. Repeat with different
colours until all items have been
returned.
82
colour splat symbol cards, one
by one, without saying anything
to see if children can remember
teacher holds up the blue colour
splat and the children say “blue”.
unison.
Everyone to sing “I Can Sing A “everybody sit down”/“stand
Rainbow!” with actions! Teacher up” or “everybody stand up”
to point at colour splats on the together with these signs:
wall as each one is mentioned in
the song. Sit down: Stand up:

It always helps for the teacher

to count down from 3 (using
song!
83
Games
These games are given as examples. They have been chosen as they have proven to work well with
groups of refugee children who are learning English at a beginner’s level. These games work best with
children who are aged 7 or older but can be adapted for smaller groups of younger children. There
are many other games that would work well too and different groups of children will have different
favourites!
These games all have a competitive element. Therefore it is important to remember that some children
may find loosing/not winning difficult. Children who have experienced trauma in their lives can find
this especially difficult. Some competition in adult-led games can be really fun, and most children will
enjoy it, if managed well by the adults. Learning how to be a “good loser” is an important yet difficult
skill to learn and takes time and support, however, if it appears to become distressing for any of the
children in the group then these games should be avoided. Also, if the same children win every time it
will become boring and possibly upsetting for the other children in the group. It is important to vary
which games are played, to not play competitive games too often and to try to find ways to stop the
same children winning every time! There are a few simple ways to do this; for example: by adding new
levels of challenge for the more able children or by repeating the game a few times in one session, not
allowing the winner from the previous game to be a winner in the next round (the runner up would be
the winner) or the previous winner could be a judge with the adult leading the game!
If there is a child in the group who speaks good English or knows how the play the game, ask them to
explain the rules to the rest of the class! If not, it will be helpful to find someone to translate the rules
to the group. If this is not possible, model the game with another adult/small group of adults for the
children to watch.
Simon Says!
Rules/Instructions Notes
Children to be standing in a space in front of the teacher. Make As some of the children may not
sure all children are standing sensibly with enough space before recognise the word “Simon” as
starting. a name, it can help to use the
Teacher to be facing the children. If there is a large group of name of the teacher e.g. “Sadie
children, it helps if the teacher stands on a chair in order to see Says”. This is a great game to
all of the children in the group. The teacher takes on the role of practise the vocabulary for body
“Simon” and gives the children instructions/actions that they must parts and other actions taught
copy. It helps if the teacher/Simon does the action whilst saying in the lessons through learning
it e.g. The teacher/Simon touches their head whilst saying “Simon “Heads, Shoulders, Knees and
says, touch your head”. Toes!” and “If You’re Happy And
The basic rule of the game is that the children only do the action You Know It!” It is also a good
given by the teacher/Simon if “Simon says” to do it. For example: game to play to help children
When the teacher says “Simon says, touch your head” whilst develop their listening skills.
touching their head, the children should touch their head and Once older children become
when the teacher says “touch your knees” whilst touching their confident in playing this game,
knees, the children should stay standing still (or performing the and with the language involved,
last action given). the children could take turns
If a child touches their knees they are out and must sit down. The being “Simon” and leading the
winner is the last child standing. game for the rest of the group.
84
Number Splat!
Rules/Instructions Resources Notes
Children to be split into 2 teams Whiteboard mounted on the A similar alternative to this
of the same size. Each team to wall at child height and 3 game would be to have all
be sitting on either side of the different coloured whiteboard the children sitting in a circle
whiteboard, so that all children pens (in this example a black, and have either a large piece
can see the whiteboard. green and red pen). of paper on the floor with
Teacher to write around 12 numbers written on it or
numbers on the whiteboard in This would also work with a flashcards spread out in the
random spaces (numbers to be blackboard and chalk or a large centre of the circle and children
appropriate to the children’s piece of paper stuck to the wall. have to step on the correct
level or what they are learning number! Remember to keep a
e.g. 0 – 20) with the black record of points won.
pen. Children to call out each Try to split the teams fairly so
number as it is written. that there are more and less
Teacher to then point to each able children on each team.
number (in random order) for If one child pushes the other
children to call out. child out of the way in order to
One team of children is the circle the number, give the point
green team (they will use the to the other team! This should
green pen) and the other team stop any pushing!
is the red team (they will use the It is helpful to remind children
red pen). of what the numbers are before
Choose 2 children of similar each turn e.g. one child from
ability, one from each team, to each team is standing in front
have the first go! Both children of the whiteboard ready to
to stand in front of the board have their turn, teacher points
with the correct colour pen for to the number 17 and says “17”,
their team. teacher points to the number 20
Teacher to call out a number and says “20” etc.
from the board. The first child to This is a great game to play
circle that number wins a point with children who struggle
for their team! This normally with losing games as children
happens so fast that it is more of play and win or lose as part
a “splat” than a circle (hence the of a team. However be wary
name Number Splat!). of children being unkind to
Repeat until all the numbers their teammates if they make
have been circled/all children a mistake. It is important to
have had a turn (add more “know” your group of children
numbers if needed). when introducing games like
Keep a tally of points for each this – will it work with the group
team on one of the corners of dynamics? Will children be able
the boards. The team with the to support and encourage each
most points wins! other (with your support)? This
is a group challenge – for the
group to work on together!
You can always stop the game
if children are being unkind to
each other (make it clear that
this is why the game is being
stopped) and move on to the
next activity.
85
Bingo!
Rules/Instructions Resources Notes
Children to be sitting where Whiteboard (on the wall for Bingo is a great game that
they can all see the whiteboard the teacher) and a whiteboard reinforces what children have
on the wall. Hand out bingo pen (or similar alternatives e.g. been learning. It can be adapted
cards and pens for every child. blackboard and chalk). to many different subjects, ages
Make sure all children are sitting and group sizes from numbers 0
sensibly with their legs crossed Bingo teacher’s cards and tin (or – 10 for small groups of younger
before starting. small box/hat etc). children to numbers 0 – 100 for
Teacher to have teacher’s cards Laminated bingo cards and a larger group of older children.
in a tin and to take one out whiteboard pens for each child. Bingo can also be used to help
without looking. Teacher to call children practice the vocabulary
out number/vocab and then they are learning e.g. colours,
write it on the whiteboard. emotions or the alphabet.
Children to check if they have Teacher, assistant and any other
this number/vocab on their adults in the room to support
bingo card and draw a cross children in finding the numbers/
over it if so. Repeat with other vocab on their cards.
number/vocab cards from the Teacher to check that all the
tin. winner’s numbers/vocab are on
The winner is the first child to the board and that they have
have all of their numbers/vocab not made any mistakes or are
crossed out on their bingo cheating!
cards! This is when they should If working with a large group
call out “Bingo!” of children and there are not
Continue until there are 2 or 3 enough bingo cards or there is
winners! a very large difference in ability
Children to clean their bingo or age in the group, pair up
cards. Teacher to collect bingo children so that there is one
cards, assistant to collect pens. more able or older child in a pair
with one less able or younger
child. Each pair to share one
bingo card and help each other
to find the numbers/vocab.
Bingo can be a good game
for giving small prizes to the
winners as it is not an ability
based game and every child has
a chance of winning!
86
1, 2, 3/3, 2, 1!
Rules/Instructions Notes
Children to be standing in a circle. Make sure all children are Once children are confident
standing sensibly with enough space before starting. with these numbers and this
Teacher to also be standing in the circle and say “0”, child next to game, do not start again after
teacher to say “1”, next child to say “2”, next child to say “3” and so 20 but continue with 21, 22, 23
on until “20” when the next child will start at “0” again. etc, until the children cannot go
If a child makes a mistake they sit down. The winner is the last any higher!
child standing. Once they can continue past
200 try counting backwards
(this is why the game is called 1,
2, 3/3, 2, 1)! Start the children off
with a high number e.g. “289”
and the next child should say
“288” and the next child “287”
etc.
Children have to listen carefully
to what the child before
them said. To make the game
slightly more challenging,
and to encourage children to
really listen to the game and
the child before them, do not
remind children of what the
child before them said (if they
ask)! However some children
may need extra support e.g. if
a less able child is struggling,
the teacher can say the last 3
numbers again to help them.
After playing this game with
the same group of children a
few times the teacher should
be able to tell which children
need more support and which
children need a higher level of
challenge!
This game should not be played
competitively with groups
of more than 35 children as
otherwise the first children to
sit down will have a very long
wait! If working with a larger
group of children simply count
around the circle, forwards or
backwards and starting from
different numbers, without
children sitting down if they
make a mistake.
87
Songs
These songs are given as examples. They have been chosen as they have proven to work well with
groups of refugee children who are learning English at a beginner’s level. There are many other songs
that would work well too but the best ones are songs with simple vocabulary and lots of actions!
Heads, Shoulders, Knees and Toes!

Lyrics Actions/Resources Notes
Head, shoulders, knees and toes Touch body parts as they are Children should be standing in a
Knees and toes mentioned with both hands. circle, evenly spaced out before
Head, shoulders, knees and toes starting the song.
Knees and toes Also works well if all children are
And eyes and ears and mouth sitting in a circle with their legs
and nose stretched out in front of them
Head, shoulders, knees and toes (this can be done to simply add
Knees and toes variety but is also helpful when
there is a very large number of
children/lots of children who
find it difficult to stand still).
It can be difficult for young
learners/children learning
English as an additional
language to hear the separation
of words in songs. Before
singing this song it is helpful
to start by simply pointing to
each body part mentioned in
the song and speak each word
clearly for children to copy
(point to your head with both
hands and say “head” – children
to copy). This helps children to
learn the individual words from
the song and avoids children
learning the word for knees as
“knees-an” etc!
Can be extended for older/
more able children by taking
turns to miss out a word: Start
by singing the whole song with
actions. Next sing the whole
song with actions but replace
the word “head” with a “mmm”
sound. Then sing the whole
song with actions but replace
both the word “head” and the
word “shoulders” with a “mmm”
sound. Continue until the whole
song is all actions and no body
part words.
88
If You’re Happy And You Know It!
If you’re happy and you know it This is a great song for actions! Children should be standing in a
clap your hands. Where you sing “clap clap” clap circle, evenly spaced out before
(clap clap) twice in time with the song. starting the song.
If you’re happy and you know it Where you sing “nod nod” nod
clap your hands. your head twice etc. There are many different actions
(clap clap) that you can add to this song to
If you’re happy and you know it add variety e.g. “turn around” is
and you really want to show it. often a favourite!
If you’re happy and you know it
clap your hands. Sometimes children who are
(clap clap). learning English as an additional
language find “and you know it”
If you’re happy and you know it or “and you really want to show
nod your head. it” too complicated to sing so
(nod nod) there is a simpler version:
nod your head. If you’re happy happy happy
(nod nod) clap your hands.
If you’re happy and you know it (clap clap)
and you really want to show it. If you’re happy happy happy
If you’re happy and you know it clap your hands.
nod your head. (clap clap)
(nod nod). If you’re happy happy happy
clap your hands, clap your
If you’re happy and you know it hands.
stomp your feet. If you’re happy happy happy
(stomp stomp) clap your hands.
If you’re happy and you know it (clap clap).
stomp your feet.
(stomp stomp) It can also be helpful to practise
If you’re happy and you know it the actions before starting the
and you really want to show it. song by saying each action
If you’re happy and you know it clearly and demonstrating the
stomp your feet. accompanying action for the
(stomp stomp). children to copy e.g. “clap your
hands” followed by clapping
If you’re happy and you know it your hands twice.
do all 3.
(clap clap, nod nod, stomp
stomp)
do all 3.
stomp)
and you really want to show it.
do all 3.
stomp).
89
I Can Sing A Rainbow!
Red and yellow and pink and Display colour symbols (with This is a simplified/shortened
green, words) on the wall in order of version of the full “I can sing
Purple and orange and blue. the colours mentioned in this a rainbow” song. It is most
song to point to as they are effective when sung slowly.
I can sing a rainbow, sing a sung.
rainbow, Children should be seated
Sing a rainbow too. Use the British Sign Language so they can all see the colour
signs for sing and rainbow for symbols on the wall.
the second part of the song:
Sing:
Rainbow:
The signs for each colour can

be used too but this can over-
complicate the song.
90
The Days Of The Week!
To the tune of “The Adam’s Family”
The days of the week. Click your fingers where it says Children often speed up when
(click click) (click click) in the lyrics. singing this song, making it
The days of the week. difficult to sing each day of the
(click click) Display symbols (with words) week clearly. Keep it slow and
The days of the week, days of for the days of the week on the steady!
the week, days of the week. wall to point to when each day
(click click). is mentioned in the song. Children should be seated so
they can all see the symbols on
There’s Monday and there’s the wall.
Tuesday,
There’s Wednesday and there’s It helps to practise the words
Thursday, for each day of the week before
There’s Friday and there’s singing this song. Simply point
Saturday, to the symbols for each day of
And then there’s Sunday. the week for the children to call
out each word.
The days of the week.
(click click)
The days of the week.
(click click)
The days of the week, days of
the week, days of the week.
(click click).
These Are The Months Of The Year!

January, February, March and Display symbols (with words) Children should be seated so
April. for the months of the year on they can all see the symbols on
May, June, July and August. the wall to point to when each the wall.
September, October, November, month is mentioned in the
December. song. It helps to practise the words for
each month of the year before
These are the months of the singing this song. Simply point
year! to the symbols for each month
for the children to call out each
word. Do this in order starting
with January then randomly
point to different months.
91
10 Green Bottles!
Ten green bottles, sitting on the wall. Symbols/pictures of green There are many different
Ten green bottles, sitting on the wall. bottles with the numbers ways that children can join in
But if one green bottle should accidently fall, 1 – 10 on them. with this song but try to use
There will be nine green bottles sitting on symbols/pictures of green
the wall. Children to show the bottles with the numbers
Nine green bottles, sitting on the wall. number of bottles with 1 – 10 as often as possible
Nine green bottles, sitting on the wall. their fingers throughout and encourage children who
But if one green bottle should accidently fall, the song together with are not taking part in acting
There will be eight green bottles sitting on a few other actions, for out the song etc to use the
the wall. example: actions/signs whilst singing
Eight green bottles, sitting on the wall. along.
Eight green bottles, sitting on the wall. For “Ten green bottles”
But if one green bottle should accidently fall, - hold up all 10 fingers, The children could simply sit
There will be seven green bottles sitting on “sitting on the wall” – hold in a circle/semi-circle facing
the wall. out left hand with palm the adult/activity leader
Seven green bottles, sitting on the wall. facing up (a wall) and who leads the actions whilst
Seven green bottles, sitting on the wall. use right hand to place singing for the children to
But if one green bottle should accidently fall, imaginary bottle on left copy.
There will be six green bottles sitting on the hand, keep your hands
wall. like this because for “but Another option is to have
Six green bottles, sitting on the wall. if one green bottle should 10 children standing in front
Six green bottles, sitting on the wall. accidently fall” knock of the other children each
But if one green bottle should accidently fall, right hand off left hand to holding a numbered green
There will be five green bottles sitting on the indicate a bottle has fallen bottle (in order 1 – 10 for
wall. off the wall. Then hold up the song but you could get
Five green bottles, sitting on the wall. 9 fingers for “there will be them to order themselves
Five green bottles, sitting on the wall. 9 green bottles sitting on before starting). As the song
But if one green bottle should accidently fall, the wall”. is sung the children sit down
There will be four green bottles sitting on (fall down like a bottle falling
the wall. If you prefer to use slightly off a wall) one by one at “but
Four green bottles, sitting on the wall. different actions, that if one green bottle should
Four green bottles, sitting on the wall. could work too, as long as accidently fall”, starting with
But if one green bottle should accidently fall, you consistently use the the child holding the bottle
There will be three green bottles sitting on same actions each time. with the number 10 on it.
the wall.
Three green bottles, sitting on the wall. Alternatively you could
Three green bottles, sitting on the wall. display the symbols/pictures
But if one green bottle should accidently fall, of bottles on the wall and
There will be two green bottles sitting on the take them down one by one
wall. as the song progresses or
Two green bottles, sitting on the wall. choose different children to
Two green bottles, sitting on the wall. take one down at each step.
But if one green bottle should accidently fall,
There will be one green bottle sitting on the Finger puppets of green
wall. bottles numbered 1 – 10
One green bottle, sitting on the wall. and numbered green plastic
One green bottle, sitting on the wall. bottles could also be used
But if one green bottle should accidently fall, as props! Aim to use lots of
There will be zero green bottles sitting on different methods to keep
the wall. children hooked!
92
5 Little Ducks Went Swimming One Day!
Five little ducks went swimming one Symbols/pictures of There are many different
day, ducklings with the ways that children can join in
Over the hills and far away. numbers 1 – 5 on them with this song but try to use
Mother duck said, “Quack, quack, and a mother duck. symbols/pictures of little ducks
quack, quack,” with the numbers 1 – 5 as often
But only four little ducks came Picture book (optional): as possible and encourage
swimming back. “Five Little Ducks” by children who are not taking
Annie Kubler. part in acting out the song etc
Four little ducks went swimming one to use the actions/signs whilst
day, Children to show the singing along.
Over the hills and far away. number of little ducks The children could simply sit in
Mother duck said, “Quack, quack, with their fingers a circle/semi-circle facing the
quack, quack,” throughout the song adult/activity leader who leads
But only three little ducks came together with a few other the actions whilst singing for
swimming back. actions, for example: the children to copy.
Another option is to have 5
Three little ducks went swimming one For “five little ducks” hold children acting as little ducks
day, up 5 fingers, for “went who disappear one by one as
Over the hills and far away. swimming one day, over the song progresses (perhaps
Mother duck said, “Quack, quack, the hills and far away” hiding behind an adult) and
quack, quack,” take your right hand and then return at the end of the
But only two little ducks came create a wave like motion song. Another child or adult
swimming back. to indicate swimming/ could take on the role of
going over the hills, for mother duck. Each child could
Two little ducks went swimming one “quack, quack, quack, hold a picture of a little duck/
day, quack” use your thumb mother duck, carry a toy duck,
Over the hills and far away. together with your fingers have one duck finger puppet or
Mother duck said, “Quack, quack, to make a duck beak even wear a mask/costume!
quack, quack,” opening and closing. Alternatively you could display
But only one little duck came Then hold up 4 fingers the symbols/pictures of little
swimming back. for “but only 4 little ducks ducks on the wall and take
came swimming back”. them down one by one as the
One little duck went swimming one song progresses or choose
day, If you prefer to use different children to take one
Over the hills and far away. slightly different actions, down at each step.
Mother duck said, “Quack, quack, that could work too, as Sharing Annie Kebler’s “Five
quack, quack,” long as you consistently Little Ducks” picture book with
But zero little ducks came swimming use the same actions each the children, turning the pages
back. time. and looking at the illustrations
is another great option. If
Zero little ducks went swimming one possible keep the book in the
day, children’s reading area as they
Over the hill and far away. will want to re-visit the story
Mother duck said “Quack, quack, and may even try out being the
quack, quack,” “teacher” re-telling the story/
And five little ducks came swimming song to other children.
back! Always aim to use lots of
different methods to keep
children hooked!
93
Alphabet Song!
a, b, c, d, e, f, g, Display alphabet symbols Children should be seated so
h, i, j, k, l, m, n, o, p, (letters – each with a they can all see the symbols on
q, r, s, picture are best) on the the wall.
t, u, v, wall in the correct order
w, x, y and z and point to each letter as It helps to practise speaking
Now I know my a, b, c, it is sung. each letter before singing
Next time won’t you sing along with me? this song. Simply point to the
symbols for each letter for the
children to call out one at a
time. Do this in order starting
with “a” then randomly point to
different letters.
Download a copy of the British

Sign Language fingerspelling
signs for each letter of the
alphabet and teach them to the
children! Then sing the alphabet
song slowly whilst signing
along. It takes a bit of practice
but even the oldest children
enjoy learning the signs and
it helps children to learn the
letters of the alphabet too!
Think of your own signs for

the last part of the song! It
doesn’t matter what they are –
as long as they are simple and
consistent!
Other great songs:
The Hokey Cokey!

Alice The Camel!
Five Little Monkeys Jumping On The Bed!
10 Fat Sausages!
94
Useful Websites for Activity Ideas and Printable Resources
Pinterest: https://uk.pinterest.com/
Great for searching for activity ideas!
Activity Village: http://www.activityvillage.co.uk/

Great for themed and educational printable sheets and colouring sheets. Also has
activity and game ideas.
Red Ted Art: http://www.redtedart.com/

Wide range of different activity ideas.
The Artful Parent: http://artfulparent.com/

Wide range of different activity ideas.
Colouring Book: http://www.coloring-book.info/coloring/

Colouring sheets of children’s film and cartoon characters.
Sparklebox: http://www.sparklebox.co.uk/
A wide range of educational printable resources, including vocabulary mats, resources
that can be printed, laminated and used for handwriting, magnetic boards etc and lots
of playdough activity mats.
95
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Lesson Plan

ENGLISH LANGUAGE LESSONS PLAN, AGE 4-7

© 2016 United Nations Children’s Fund (UNICEF)

Permission is required to reproduce the text of this material.

United Nations Children’s Fund (UNICEF)

Cover photo: all-free-download.com

Asking for resources: Unit 4a: Please can I have..?

Time Activity Steps Notes Evaluation and Next Steps

Turn to your adult assistant

Then turn back to children and

Finally remind the children of

See Songs document for other notes

Time Activity Steps Notes Evaluation and Next Steps

Turn to your adult assistant

Then turn back to children

Finally remind the children of

Teacher to say “clap your Sit down: Stand up:

Direct children to sit

Time Activity Steps Notes Evaluation and Next Steps

It can be helpful to repeat

Children to say “What is your

Repeat for “My name is”.

Direct children to sit

Time Activity Steps Notes Evaluation and Next Steps

Children to say “What is your

Repeat for “My name is”.

Teacher to say “clap your Sit down: Stand up:

All adults in the room and

Direct children to sit

Time Activity Steps Notes Evaluation and Next Steps

Turn to your adult assistant and

Then turn back to children and

Finally remind the children of

It can be helpful to repeat

Repeat for “I am fine, thank you!”

Hold up the “How are you?”

Repeat for “I am fine, thank you!”

Teacher to point to their Sit down: Stand up:

Everyone to sing “Head,

If there’s time – repeat

Time Activity Steps Notes Evaluation and Next Steps

Turn to your adult assistant and

Then turn back to children and

Finally remind the children of

Teacher to point to their Sit down: Stand up:

Everyone to sing “Head,

If there’s time – repeat

Time Activity Steps Notes Evaluation and Next Steps

It can be helpful to repeat

Children to say “How are you?”

Repeat for “I am fine, thank you!”

Teacher to point to their Sit down: Stand up:

Everyone to sing “Head,

If there’s time – repeat

Time Activity Steps Notes Evaluation and Next Steps

Children to say “How are you?”

Repeat for “I am fine, thank you!”.

Teacher to point to their Sit down: Stand up: