Adaptation

Pack
Adaptation Pack
Contents

2 Introduction

3 Introducing and using the puppet

Getting used to school

6 Session structure and class routines

10 Understanding and responding to simple commands

11 Wheel Mat: suggested activities

12 TPR, additional short games and more suggestions

1 Templates and flashcards

Ferris Wheel © Springer Nature Limited 2019

Introduction

The move from home to a school environment is The most challenging transition period is the initial
an especially important time for three year olds. stage from home to school, so the material in this
Some children may have never been separated from booklet is based on the first level of the course.
their parents. It is therefore important to spend the However, four and five year olds can also benefit
first few sessions of the year doing activities that help from these activities to help ease them into the
create a warm, welcoming and safe environment, school year. You can find activities to use with older
before moving to the Student’s Book. children in the Teacher’s Notes and alternative
versions of some songs at the end of this pack.
This Adaptation Pack is a bank of activities and
ideas to help you as a teacher to support children Thanks to these activities, we hope that your students
in this initial transition period from home to school. will quickly become more autonomous, at ease and
By dipping in and out of the pack, you will find confident in the new school environment, ready to
plenty of ideas on how to include free play and start their English language learning journey with the
slowly incorporate strategies which will help Student’s Book.
children transition into the school environment and
later, the Student’s Book.
In particular, this booklet provides suggestions on
Teacher’s tip
how to make students feel at ease and cared for; Children that are beginning to learn English will
initially go through a ‘silent period’. Some children
how to let your students get to know the different
may be ready for production before others.
spaces in the school; and how to familiarize them Readiness for production depends on a number
with the classroom materials, daily activities and of differing factors, such as the age of the child or
basic routines – including those relating to the their personality. Confident children will be ready
Student’s Book. to produce language sooner than those who are
naturally shy. Avoid pressuring any children who
The first section, Introducing and using the puppet, are initially unwilling to speak. Encourage them
provides ideas for using the Mimi puppet to welcome to use non verbal responses until they feel ready
and relax the children, as well as to support children to begin producing the language. Total Physical
getting to know each other and learning each other’s Response activities are ideal for this period. You will
find ideas for different games in the section TPR,
names. The section Getting used to school presents
additional short games and more suggestions.
ideas for establishing basic classroom routines
through the use of chants and jingles, as well as
suggestions for activities to familiarize students with
different spaces in the school. The section Session
structure and class routines provides more ideas
on how to incorporate games, chants and the course
songs to familiarize children with more class routines
at the beginning, middle and end of lessons. The
section Understanding and responding to simple
commands presents more specific chants and
games for introducing simple commands, and the
section Wheel Mat: suggested activities outlines
activities to introduce the Wheel Mat to children in
a fun and motivating way. The final section, TPR,
additional short games and more suggestions,
ends with extra games and classroom suggestions
to help set up the class and your lessons for the rest
of the year. Finally, flashcards and templates are
provided at the end of this booklet to help support
the activities in the pack.
2
Ferris Wheel © Springer Nature Limited 2019
Introducing and using the puppet
It is important that the children feel safe and comfortable
during this initial adaptation period. The presence of a
puppet can help to create a safe learning environment.
The Mimi puppet is soft to the touch, so encourage the
children to interact with her by petting or hugging her.
Showing affection to a puppet helps the children to relax.
Use your Mimi puppet to greet the children and say
goodbye at the beginning or end of the class. Even the
shyest children won’t be able to resist replying and
interacting with the puppet.
Initially it may be difficult to keep the children’s attention.
Use the puppet to attract their attention through humor,
perhaps pretending that Mimi is shy and appears little
by little.
Use the puppet to interact with you, showing the children
how to answer a question correctly. First, ask the question
to Mimi and have her answer. Nod encouragingly and
then ask the same question to the class.
Use the puppet as a control technique. Tell the children
that Mimi doesn’t like loud noise. If the noise level in the
classroom becomes too high, Mimi covers her ears with
her hands (or you can cover Mimi’s ears) and hides away in
a box or the Wheel Mat bag until the children quiet down.
You can later use the Wheel Mat bag as a feely bag.
It is usual during this period for some of the children to
cry and miss their family. In these cases, children can be
allowed to sit with the puppet to comfort them. Alongside
the puppet, they may feel comfortable enough to join
the circle with the rest of the class. Alternatively, use the
puppet to help children understand their emotions.
Tell them that Mimi is feeling sad and encourage them
to pet her so that she feels comfortable in the class and
wants to join in with the activities.
Make sure that your Mimi puppet is always present when
children are in class. To retain the magic of Mimi being
real, put her on and take her off with your hand inside
a box or the feely bag. Alternatively, you can put her on
a shelf and let her watch the children.
Introduce Mimi and Dylan
• Introduce your Mimi puppet. Move her around
animatedly and have her say Hello, I’m Mimi and
wave to the children. Encourage the children to wave
back and say Hello, Mimi. Hide the puppet behind your
back or in the feely bag and make it suddenly appear.
Each time children see the puppet, they call out Hello,
Mimi. Repeat several times. Use the flashcard to
introduce Dylan in the same way. Hide the puppet and
flashcard behind your back. Produce them in turn and
children call out Hello, Mimi or Hello, Dylan depending
on who they see.
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Ferris Wheel © Springer Nature Limited 2019
Tell Mimi and Dylan your name
• Use the puppet to say Hello, I’m Mimi to you and
respond by saying Hello, I’m … and say your name.
• Repeat with the flashcard of Dylan. Use the puppet
to say Hello, I’m Mimi to individual children and
encourage them to respond with their name: Hello,
I’m … Repeat with the flashcard of Dylan. Use the
children’s shared language to explain that Mimi and
Dylan are going to help the children learn English.
Puppet activities
Pass the puppet
• Play Pass the puppet. Play some lively music or sing
one of the songs. Encourage the children to pass
Mimi around the circle. Pause the music and the child
holding Mimi at that moment says Hello to her and
gives her a hug.
Hello, bye bye game
• Play a Hello, bye bye game with your Mimi puppet.
Turn Mimi to face the children and say Hello. Turn her
away from the children and encourage the class to say
Bye bye.
Learning name games
• At the beginning of the year, the children have yet to
learn each other’s names. Play some games to help
them get to know each other and yourself.
Ball game
• During circle time, use your puppet to introduce the
question, What’s your name? First ask the question
to Mimi - Mimi replies - and then have Mimi ask you.
Have Mimi roll a ball to one of the children to indicate
who is the next person to respond. Encourage the
children to ask each other What’s your name?
and answer.
Tell Mimi your name game
• Use Mimi to go around the circle asking different
children their name. As the children respond,
encourage them to pet Mimi or give her a hug.
Encourage the rest of the class to say Hello (Maria) to
the child after they say their name.
Action names (for four and five year olds)
• Say your name and do an action, e.g. clap your hands,
stamp, jump, turn around, etc. Ask your students to say
their name and then do an action, e.g. Marcos (two
claps), Eduardo (stamp), etc. After each child says their
name, have all the class repeat it and do the action.
Getting used to school
Establishing routines is the first step towards students
becoming autonomous. Routines give structure to the
children’s day and add security in the knowledge of
what’s coming next and how to go about it. Use this initial
adaptation period to introduce your routines and let the
children know exactly how you want them to come into
the classroom, line up, sit down in a circle, etc. Gradually
children will learn how to do these things and take pride
in becoming more independent.
A fun way to establish routines is by using jingles or
chants. Sing the jingle and do the actions yourself,
encouraging the class to join in. Show the relevant
flashcard to reinforce comprehension. Once the routine
jingles or chants have been introduced, use them each
time you want the children to perform that particular
routine. In a short while, children will be performing the
routines automatically and joining in with the jingles, too.
Teacher’s tip
Use a well-known tune for the chants. A simple,
repetitive tune such as Frère Jacques can work
very well. Other examples are: The Muffin Man,
Old McDonald Had a Farm, The Farmer’s in the
Den, London Bridge is Falling Down, Three Blind
Mice and Hot Cross Buns. Ensure that you use a
different tune for each routine.
Entry to classroom
• Lead the children into the classroom in a line and
walk slowly around the circle area with the children
following you. It’s a good idea to walk backwards so
that you can direct the children. Show the ‘Circle time’
flashcard and beckon with one hand.
Follow the teacher
Follow the teacher
Follow me
Follow me
Follow the teacher
Follow the teacher
Follow me
Follow me
Take off your coat
• If your class is during the first hour of the day, children
will need to be shown where to hang their coats and
leave their snack bags. It’s a good idea to do this in
small groups at first. Initially, stand by the pegs so that
the children have a clear idea of where to go. Say all
chants twice to reinforce and give students time to
carry out the instructions.
Ferris Wheel © Springer Nature Limited 2019
Take off your coat  (mime taking off your coat)
Take off your coat
Hang it here  (point to the coat pegs)
Hang it here
Repeat
Leave your snack
• Find out in advance from the class teacher where the
children need to leave their snack. Gesture to one of
the children’s snack bags while saying the chant.
Leave your snack
Leave your snack
Put it here
Put it here
Repeat
Snack time
• Have the helper come and help you give out the snacks
(ideas for choosing the helper are in section Session
structure and class routines). Say the Snack time chant.
Make sure that the children dispose of the wrappers
correctly. It’s a good idea to put the trash cans in the
center of the circle so that the children can access them
easily.
Now it’s snack time  (go to the snack area)
Now it’s snack time
Whose is this?  (hold up a snack bag)
Whose is this?
I am hungry  (rub your tummy)
I am hungry
Yum, yum, yum
Yum, yum, yum
Going to the bathroom
• Some of the children may only recently be out of
diapers. They will ask to go to the bathroom using
their shared language. Reflect this back by saying,
Bathroom please and allow them to go.
Teacher’s tip
Use your Mimi puppet to introduce the language.
Pretend she needs to go to the bathroom by having
her jump about and whisper in your ear. Ask the
class to help you teach her to say Bathroom please
and take her towards the bathroom area.
Drinking water
• Consult with the teacher about the water routine.
Children may bring their own bottles of water or have
cups in the bathroom area. Introduce the Water chant
for them to use when they are thirsty or when it’s time
to drink water.
Water please
Water please
Can I drink
water please?
Repeat
Put on your coat
• Be sure to allow time for children to put their coats
on and collect any belongings before home time.
If possible, allow them to do this in groups, saying
the chant while you help them put their coats on.
Put on your coat
Put on your coat
Arm in here
Arm in here
Repeat
Line up
• You may need to take the children out to the
playground or bring them in as part of your session.
Show them how to line up as part of the lesson before
you need to move them to a new place. Discuss with
the class teacher if the children usually move in ‘train’
formation, holding on to each other or with their hands
down. Move to the line-up area and show the ‘Line
up’ flashcard while you say the chant. Use your Mimi
puppet to encourage the children to get into the right
place (once your students have lined up, you can say
the Time to go home chant ).
Everybody line up, line up, line up  (gesture along the
line-up area)
Everybody line up, line up, line up
Just like me  (point to yourself)
Just like me
Washing hands
• Many pre-school teachers use wet wipes for washing
children’s hands when they come in from the
playground. Encourage the children to wipe each
finger individually counting the fingers on each hand
as they do so. Encourage them to wipe their face,
naming each part or alternatively saying a chant, e.g.
This is the way I wash my hands,
wash my hands, wash my hands.
This is the way I wash my hands,
wash my hands.
Continue for wipe my mouth, nose and face.
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Ferris Wheel © Springer Nature Limited 2019
Leaving classroom
• Once the children are in the line having said the
Line up chant, say the Time to go home chant.
Encourage the children to wave bye bye to Mimi
as they leave the classroom.
Time to go home
Time to go home
Bye bye, Mimi
Bye bye, Mimi
See you tomorrow
See you tomorrow
Bye bye, Mimi
Bye bye, Mimi
Learning about school spaces
Presentation of school place vocabulary
• Place the Wheel Mat (after it has been introduced)
on the floor with the flashcards face down (each on
a different color). Alternatively, you can hang the mat
on the wall. Use the Mimi puppet to turn them over
one by one and name them. Children repeat the
words. If possible, take the children to each place,
showing the corresponding flashcard when you get
to each one.
Teacher’s tip
If possible, enlist the help of the class teacher when
taking the children out of the classroom. Use the
Line up chant first.
Play Guess which place
• Turn the flashcards face down and mix them up so that
they are on different colors of the wheel. Point to one
flashcard. Children guess what it is. Then say Let’s find
out! Turn the flashcard over and children say the word.
Repeat with all the flashcards.
Play Follow the leader
• Place the school area flashcards (classroom,
bathroom, playground) in three different corners of
the classroom, clearly visible, naming them as you
do so. Say Stand up! Show the children how to line up
one behind the other. Say Let’s go to the playground!
Lead the line to the ‘Playground’ flashcard. Move to
the back of the line and allow one of the children to be
the leader.
Session structure and class routines
In initial sessions, don’t try to do too much. Introduce
the routines little by little and allow time for free play.
Playing structured action games will help the children
get used to listening to English, joining in as a group and
starting to have fun. Try out different short games to get
to know what type of games are more popular with the
class. Use the more popular games in future sessions to
increase enjoyment.
It can be useful to think of these initial sessions as divided
into four segments:
• Opening activities: greetings, hello song, weather,
taking attendance
• Main activity: introduction of a new routine, song,
or game
• Free play time: in the corners or at the tables
• Closing activities: goodbye song
Introduce the Hello song
• Play the song. Encourage the children to stand up and
do the actions with you.
• If you are using Ferris Wheel Level 3, please see page 37.
Hello song
Ferris Wheel, Ferris Wheel,  (make a circular motion
with one arm in front of you)
Hello, hello, hello  (wave to the children)
Ferris Wheel, Ferris Wheel,  (make a circular motion
with one arm in front of you)
Hop on! Hop on! Let’s go!  (beckon with your
whole arm)
Ferris Wheel, Ferris Wheel  (make a circular motion
with one arm in front of you)
Hello, hello, hello  (wave to the children)
Ferris Wheel, Ferris Wheel,  (make a circular motion
with one arm in front of you)
Hop on! Hop on! Let’s go!  (beckon with your
whole arm)
Bye bye
• At the end of the lesson, introduce the Bye bye song
before lining up. Play the audio and encourage them
to do the actions.
• If you are using Ferris Wheel Level 3, please see page 37.
Ferris Wheel © Springer Nature Limited 2019
Bye bye song
Ferris Wheel, Ferris Wheel,  (make a circular motion
with one arm in front of you)
Bye bye, bye bye, bye bye  (wave bye bye)
Ferris Wheel, Ferris Wheel  (make a circular motion
with one arm in front of you)
Hop off! Hop off! Bye bye!  (gesture away from the
Wheel Mat and wave bye bye)
Ferris Wheel, Ferris Wheel,  (make a circular motion
with one arm in front of you)
Bye bye, bye bye, bye bye  (wave bye bye)
Ferris Wheel, Ferris Wheel  (make a circular motion
with one arm in front of you)
Hop off! Hop off! Bye bye!  (gesture away from the
Wheel Mat and wave bye bye)
Teacher’s tip: Dosey Doe hello
game
In addition to the Hello and Bye bye songs, play a
game to differentiate meaning.
Divide the children into two groups and direct
them to stand on opposite sides of the circle in two
lines facing each other. They should walk towards
each other and say, Hello!, waving as they do so.
Then they turn around and say, Bye bye!
Introducing circle time
• To get students to sit down in a circle, you could
use the Sit down chant from the Understanding and
responding to simple commands section and indicate
where they need to sit to form the circle. Once the
children are seated in the circle, play the Circle
time chant. Do the actions along with the chant and
encourage the children to join in with you.
6

Circle time chant
Sit down,  (point to the floor)
Cross your legs,  (cross your own legs)
Hands together,  (put your hands together)
Just like me!  (point to yourself)
Ready to learn,  (thumbs up)
Ready to play,  (clap your hands)
Let’s start our lesson,
One, two, three!  (hold up 1, 2 and 3 fingers in turn)
Sit down,  (point to the floor)
Cross your legs,  (cross your own legs)
Hands together,  (put your hands together)
Just like me!  (point to yourself)
Ready to learn,  (thumbs up)
Ready to play,  (clap your hands)
Let’s start our lesson,
One, two, three!  (hold up 1, 2 and 3 fingers in turn)
Attendance
• At the beginning of the day, it’s important to establish
a routine to see if any children are missing. Initially,
say the names yourself, but as the children learn each
other’s names, they can take over by asking questions
themselves. You can also use the Mimi puppet to call
out the names.
Where’s (Maria)?
Maria: (jumps up and says) Here!
Everybody: Hello (Maria)!
Weather
• Place the ‘Weather’ flashcards on your Wheel Mat
(after it has been introduced). Turn them over one by
one and name them as you do so and stick them to
the board. Encourage the helper to look through the
window questioningly with you. Stick the flashcards on
the board and point to them when they appear in the
chant. Introduce an action for each type of weather:
Sunny: stretch your arms up and then open by
bringing them down
Cloudy: both palms open forward and moving in front
of your face as if there were clouds
Rainy: wiggle fingers downwards
Windy: sway arms from side to side
• If you are using Ferris Wheel Level 2 or Level 3, please
see page 37.
Weather chant
Sunny? Cloudy? Rainy? Windy?  (do each weather
action)
What’s the weather like today?  (shrug and a
questioning face)
Sunny? Cloudy? Rainy? Windy?  (do each weather
action)
What’s the weather? Can you say?  (look through
the window)
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Ferris Wheel © Springer Nature Limited 2019
What’s the weather like today?
• After saying the Weather chant, stick the flashcard
for the correct weather on the board. Encourage
the children to look through the window to check
it’s correct.
The weather game
• Name each type of weather and encourage the
children to do the corresponding action. Reverse roles
after a while, doing the action yourself and having
them name the weather.
Ferris wheel, ferris wheel, turn around - weather
(for four and five year olds)
• Materials: ‘Weather’ flashcards, Mimi puppet and
‘Dylan’ flashcard
• If you’ve already introduced the mat, you could use it
during the weather routine.
• Place a flashcard in each of the pockets of the wheel.
Invite one or two students to come to and stand
around the mat (as time goes on, you can increase the
number of students). Clear space to make sure that the
children are not too close to the mat and do not run the
risk of slipping over. As you say the chant: Ferris wheel,
ferris wheel, turn around children jump around the mat
as if from one pod to the next on each syllable. When
the chant ends, each child removes the flashcard from
the pocket. If it’s a ‘Weather’ flashcard, children name it
and if it’s Mimi or Dylan, they wave and say, Hello.
• Shuffle or change the flashcards and repeat with
different children.
The helper
• Many pre-school class teachers have a helper that is
rotated on a daily basis. Follow the routine established
by the class teacher for choosing the helper.
Alternatively, you can create a new one. For example,
you could add names or photos to a box and pull out
of it. The class helper is an important job that gives the
children a chance to perform some specific tasks in the
classroom, building confidence and social skills and
starting to instill a sense of responsibility. The helper
should be given the opportunity to perform some
important tasks, e.g.
• looking through the window at the weather
• being the first to greet Mimi
• being first in the line
• greeting the other children at the door
• switching lights on and off as needed, etc.
• As the children get older, you may wish to have a team
of helpers each with a different job, or one helper per
table to help with giving out or cleaning up materials.
 Class rules
• Consult with the class teacher to establish the rules
for good behavior. Have Mimi demonstrate the correct
behavior and praise her. For example, have her say
some words in the children’s shared language and
say, No, Mimi, English please. Include any other rules
that you have agreed on.
Play the good behavior game
• After introducing the rules, play an action game
by calling out the rules, e.g. Walk, please! Quiet,
please! etc. Have Mimi join in demonstrating
the correct behavior. Children can take turns in
demonstrating good behavior with the Mimi puppet.
Recycling language
• Introduce the Recycling chant once you have
introduced the actions to the class. Say the chant,
encourage the class to join in, then show them
the action flashcards and encourage them to say
the words.
Mimi’s recycling chant
Remember, remember,  (point to your brain)
One, two, three  (show 1, 2 and 3 fingers in turn)
Look and say
The words with me!
Very good! Very good!
Great! Hurray!
For all the words
That we can say!
Introducing table time
• It’s a good idea to practice moving to and from the
tables before requiring the children to do any work.
To facilitate the change, students could move in groups
one at a time. Gesture to the table area and show the
‘Table time’ flashcard while you say the chant.
Table time train chant
It’s table time, it’s table time!  (point to the tables)
Ch-ch-ch-ch, ch-ch-ch-ch  (move your arms back
and forth like the wheels of a train)
Off we go, off we go!  (beckon with your whole arm)
Ch-ch-ch-ch, ch-ch-ch-ch  (move your arms back
and forth like the wheels of a train)
It’s table time, it’s table time!  (point to the tables)
Ch-ch-ch-ch, ch-ch-ch-ch  (move your arms back
and forth like the wheels of a train)
Off we go, off we go!  (beckon with your whole arm)
Ch-ch-ch-ch, ch-ch-ch-ch  (move your arms back
and forth like the wheels of a train)
Ferris Wheel © Springer Nature Limited 2019
Free play
• After sending the children to the tables, allow them to
play freely with modeling clay. Show them how to start
by rolling some modeling clay yourself and chanting
the Modeling clay chant as you do so. Encourage the
children to show Mimi what they made. You could also
encourage children to color Mimi’s drawing or make
their own name cards (see templates 1 and 2).
Everybody rolling, rolling, rolling
Everybody rolling just like me
Teacher’s tip
Sit with each group in turn and play with
them. Your presence will make them feel more
comfortable and they can also look to you for a
good model of how to do an activity.
Taking turns
• It can take a while for children to understand that they
have to take turns. Have Mimi share the toy. Reinforce
the concept when children are playing freely by
praising any children who are sharing.
Letting off steam
• Introduce Mimi’s action rhyme as a fun way to let off
steam. If your session is after break, you may find
the children have more difficulty in concentrating
and sitting still. Harness their energy by saying the
action rhyme and having the children do the actions
as a group.
Mimi’s action rhyme
Follow, follow, follow me  (beckon)
Walk, walk, walk  (walk on the spot)
One, two, three!  (hold up 1, 2 and 3 fingers in turn)
Follow, follow, follow me
Run, run, run  (run on the spot)
One, two, three!
Follow, follow, follow me
Jump, jump, jump.  (jump on the spot)
One, two, three!
Follow, follow, follow me
Sit down, shhh …  (sit down and put a finger to
your lips)
One, two, three!
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• Towards the end of the adaptation period or when
Cleaning up
working with older children, you could introduce the
idea of working in small groups by dividing the class • Use your Mimi puppet to show the children how to
into two groups and allocating two actions to each clean up slowly and carefully. Say Mimi, let’s clean up.
group. Practice the action with each group before Play the audio of the Clean up song and use Mimi to
saying the rhyme. Encourage the other group to demonstrate, e.g. putting the modeling clay back in
watch the group you are working with and to give the box. Then, sing the song again and encourage the
encouragement and clap. Play the audio again and children to join in with the actions.
encourage each group to do their actions in turn.
Encourage each group to watch what the other
students are doing. Clean up song
Let’s clean up, clean up,  (mime putting things
Focusing attention in a box)
And put our things away.
• Introduce the clapping chant to the children as a way Let’s clean up, clean up,
of focusing their energy. Say clap and demonstrate. It’s time to stop today!  (put up your hand palm
Encourage the children to clap once with you. Say facing the children)
clap, clap and clap twice. Encourage the class to clap Let’s clean up, clean up,  (mime putting things
the same number of times as you. Play the audio and in a box)
encourage them to join in clapping at the right time. And put our things away.
Let’s clean up, clean up,
It’s time to stop today!  (put up your hand palm
Mimi’s clapping chant facing the children)
Clap – like this!  (clap your hands once)
Clap-clap – like this!  (as above following the rhythm)
Clap-clap, clap-clap – like this!  (as above)
Clap-clap-clap, clap-clap-clap – like this!  (as above)
Clap-clap-clap-clap-clap – like this!  (as above)
Clap – like this!  (clap your hands once)
Clap-clap – like this!  (as above following the rhythm)
Clap-clap, clap-clap – like this!  (as above)
Clap-clap-clap, clap-clap-clap – like this!  (as above)
Clap-clap-clap-clap-clap – like this!  (as above)

Settling down
• Introduce the settling down chant after an energetic
activity, for example, the lively clapping chant.
Children may be over excited. Say the chant and
encourage them to do the actions with you.

Settle down rhyme

I’m quiet as a mouse  (put a finger to your lips)
As still as can be  (sit still like a statue)
No noise at all  (shake your head)
Look at me!  (point to yourself)
I’m quiet as a mouse  (put a finger to your lips)
As still as can be  (sit still like a statue)
No noise at all  (shake your head)
Look at me!  (point to yourself)

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Understanding and responding to simple commands

Introduce each instruction one at a time within a song. Mimi actions

When you give the instructions, make sure you always
do the action yourself and show a flashcard as well
if necessary to reinforce comprehension. As time
progresses, stop doing the actions to see if the children
are starting to understand and respond to the commands
on their own.
Sit down
• Gesture to the floor, indicate where students need to sit
to form the circle and sit down yourself while you say
the chant. Show the ‘Sit down’ flashcard.
Everybody sit down
Everybody sit down
Just like me
Just like me
Repeat
• Use your Mimi puppet to introduce useful classroom
actions, e.g. Look! Listen! Think! Draw!, etc. Move an
object close to Mimi and say, Mimi, look! Have Mimi
look (to show ‘look’ put Mimi’s hands around her eyes
so that they look like binoculars) and then introduce the
‘Look’ flashcard. Ask the children to copy Mimi’s action.
Repeat with other actions, e.g. to show ‘listen’, cup a
hand behind her ear.
Mimi action game
• Once the children are familiar with the actions, turn
it into a game by saying, Mimi says, Listen!, etc.
Encourage the children to do the action for Listen.
Praise the children for doing a good job. Repeat with
the other actions.

Teacher’s tip
At first, sit down on the floor with the children so
that you appear more approachable.

Stand up
• Stand up yourself and say the chant. Show the
‘Stand up’ flashcard. Gesture upwards with your
hands if necessary to emphasize meaning.
Everybody stand up, stand up, stand up
Everybody stand up, stand up, stand up
Just like me
Just like me
Repeat

Teacher’s tip: Play Stand up /

sit down
In addition to the Stand up and Sit down routine
chants, play an action game so that the children
start to associate the words with their meaning.
Use your Mimi puppet to give instructions to the
children. Have Mimi say Stand up. Use gesture
and the flashcard at first to aid comprehension.
Have Mimi say Sit down. Alternate the instructions,
occasionally repeating the same one so the
children listen and follow the instructions.

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 Wheel Mat: suggested activities
Teacher’s tip
The Wheel Mat will become an important feature
of your English sessions. The first time you show it
to the children, produce it from your feely bag to
create excitement. Tell the children that this is the
Ferris Wheel. Sit the children around the Wheel Mat.
Alternatively, if you don’t have much space in your
classroom, you can hang it on the wall.
Introduce the Ferris Wheel
• Place the Wheel Mat on the floor. Explain that Mimi and
Dylan live near the Ferris Wheel. Ask the children to
close their eyes. Hide the ‘Mimi’ or ‘Dylan’ flashcard in
one of the pods. Ask them to open their eyes and ask,
Where’s Mimi / Dylan? Point to different pods and ask,
Here? Repeat until children find the flashcards.
Introduce the Hello song
• Play the song. Encourage the children to stand up and
do the actions with you.
Hello song
Ferris Wheel, Ferris Wheel,  (make a circular motion
with one arm in front of you)
Hello, hello, hello  (wave to the children)
Ferris Wheel, Ferris Wheel,  (make a circular motion
with one arm in front of you)
Hop on! Hop on! Let’s go!  (beckon with your
whole arm)
Ferris Wheel, Ferris Wheel
Hello, hello, hello
Ferris Wheel, Ferris Wheel,
Hop on! Hop on! Let’s go!
Ferris wheel, ferris wheel, turn around
• Materials: flashcards (choose from the action
flashcards: ‘Sit down’, ‘Stand up’, ‘Listen’, ‘Look’, ‘Think’,
‘Draw’, ‘Color’, etc.), mat
• After introducing a number of actions, practice these by
placing a flashcard in each of the pockets of the wheel.
Choose one child to come to the mat. Clear space to
make sure that the children are not too close to the
mat and do not run the risk of slipping over. As you say
the chant: Ferris wheel, ferris wheel, turn around the
child jumps around the mat as if from one pod to the
next on each syllable. When the chant ends, the child
removes the flashcard from the pocket, shows it to the
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class and does the action. Others could then copy and
say the action. Repeat with other children. If the mat is
hanging on the wall, children could touch the pods.
• Shuffle or change the flashcards and repeat. This
activity can be used with any other flashcards.
Ferris wheel, ferris wheel, turn around – names
• Materials: photos of the children if available
• If there are photos of the children, place one in each
of the pockets. Invite one or two children to come
and stand next to the pods (as time goes on, you
can increase the number of students) ensuring that
the children are not too close to the mat. Play one of
the songs and have the children dance around the
wheel. Pause the music and the children remove the
photos and say the name of the child on each photo.
Encourage the rest of the class to help with names.
Change the photos and repeat.
Ferris wheel, ferris wheel, turn around – play time
(for four and five year olds)
• Materials: an item from each of the corners where the
children play
• Place a small item from each of the playtime corners
in one of the pods, e.g. a book from the book corner,
a block from the construction center, etc. Choose six
children to come and stand around the mat, ensuring
that they are not too close to the mat. As you say
the chant Ferris wheel, ferris wheel, turn around
children step from one pod to the next on each
syllable. When the chant ends, each child removes
the item and then goes to this corner to play.
Introduce the Bye bye song
• At the end of the lesson, introduce the Bye bye song
before lining up. Play the audio and encourage them
to do the actions.
Bye bye song
Ferris Wheel, Ferris Wheel,  (make a circular motion
with one arm in front of you)
Bye bye, bye bye, bye bye  (wave bye bye)
Ferris Wheel, Ferris Wheel  (make a circular motion
with one arm in front of you)
Hop off! Hop off! Bye bye!  (gesture away from the
Wheel Mat and wave bye bye)
Ferris Wheel, Ferris Wheel,
Bye bye, bye bye, bye bye
Ferris Wheel, Ferris Wheel
Hop off! Hop off! Bye bye!
TPR, additional short games and more suggestions
Total Physical Response games
Action game
• Say the words and encourage children to do the
actions e.g. Jump! and children jump on the spot.
Point to
• Place the printed flashcards around the classroom
and have children point to those you name. You can
print out the flashcards from the online Teacher’s
Resource Bank.
Go to
• Place the flashcards around the classroom and have
children move to those you name, either individually
or in groups.
Pick up
• Lay the flashcards out on the floor and choose
individuals to pick up the card you name.
Games
Play Musical statues game
• After you have introduced the actions: Run!, Walk!,
Jump! etc. use them to play musical statues. Play some
lively music and encourage the class to dance around.
Pause the music and say one of the actions, e.g. Jump!
Do the action yourself and show the corresponding
flashcard to reinforce comprehension. Encourage the
children to jump on the spot. Repeat alternating the
actions. Gradually remove the support (flashcard /
your own action) to see if the children are beginning to
understand the instructions.
Musical groups (for four and five year olds)
• Play some lively music and let the children move freely
around the room. Pause the music and say a number
from 1-3 holding up the correct combination of fingers.
The children should make groups of that number,
e.g. Two! Children get into pairs. Help children find
groups, if necessary, and do not eliminate any children
who are ‘left over’ and make a group with them
yourself if necessary.
Play Jump!
• Stand in front of the class and say, One! Jump in the
air once, saying, One! as you jump. Then say, Two!
and jump twice, counting as you do so, One! Two!
Repeat for three, counting, One! Two! Three! on each
jump. Repeat with a volunteer. When the children seem
ready, have them stand up and say the numbers, first
in order and then at random. Encourage the children
to join in with the counting as they jump. If you prefer,
children can clap. When the children know this game
better they can take turns to call out the numbers
themselves.
Ferris Wheel © Springer Nature Limited 2019
Fingerplays
Finger rhymes provide a fun multi-sensory experience that
can help children develop gross motor skills and improve
memory and concentration. Demonstrate yourself first
by saying the rhyme and doing the actions. Then, gently
encourage the class to join in with you, first with the
actions and then with some of the words.
Up, up, up
Here we go up, up, up!  (reach up)
Here we go forwards and backwards, forwards and
backwards,  (swing arms)
And here we go round and round and round. ​
(rotate arms, one around the other)
Two little birds
Two little birds sitting on a wall  (2 index fingers in front
of you)
One named Peter, one named Paul.  (wiggle a finger
first for Peter, then for Paul)
Fly away Peter! Fly away Paul!  (draw back one arm
and then the other to hide Peter and Paul behind
your back)
Come back Peter! Come back Paul!  (reverse the
previous action)
More suggestions
Use a feely bag or box
• To create a sense of expectation and interest, take
along the exciting looking fabric feely bag or colorfully
decorated box. Use the bag or box to introduce Mimi
to the children on the first day. Place any flashcards or
realia in the bag / box. Once the children see you get
it, their interest will be aroused making it easier to get
their attention. Remove the items slowly, one by one
and name then clearly. Encourage children to repeat
after you.
Coordinating with Teacher
• If possible, set aside some time to coordinate with
the class teacher. Following any established routines
will greatly help the children feel more comfortable.
An observation session where you could watch the
teacher in action and help out is also advisable.
12
Praise
• Praise your students for their achievements and
encourage good behavior. You can use phrases
such as Good job, (Maria)!, Very good!, Amazing!,
Great!, Fantastic!, Excellent! Encourage children to
help and support their classmates. Remind them
to use positive language. If the answer is incorrect,
encourage them to say, e.g. Try again. If the answer is
correct, encourage them to offer praise, e.g. Great job!
Very good!
Bridge the gap between home and school
• Encourage the children to sing the songs at home and
tell their parents what they did at school today. Try to
bridge the gap between home and school by letting
students take something from school back home. It
could be a colored picture of Mimi decorated by them
or maybe even the puppet. Alternatively, you could
also invite children to bring one stuffed animal to
school or put a ‘happy’ photo (from vacation, home or
with a friend) by their coat pegs.
Make an English Corner
• Discuss with the class teacher the possibility of having
an English Corner in the classroom. Decorate the area
with flags, photos, picture books, games and any
English realia that you may have.
Assessing individual needs
• During this initial period, you will soon start to see
which children respond quickly and who needs more
support. Comment on your initial observations with the
class teacher. Some children may just be shy and need
a little more time to get used to the idea of a foreign
language, and others may benefit from the help of the
teacher during your sessions.
Using templates
• You can use the name tag template in class. Let your
students color the balloons with their favorite colors.
At the end of the class, you can pin it to the board,
use them to tag students’ belongings or you can let
them take it home. Alternatively, you could also use
it in class to take attendance. Similarly, you can use
Mimi’s template in class to let your students familiarize
themselves with the main character of their course.
Let them be creative and color Mimi in any way they like.
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Giving instructions
• You may find that in the early days, children find it
difficult to follow instructions in English. Remember
to speak slowly and clearly, use short, concise
instructions, and accompany them with the action
or a flashcard to demonstrate meaning.
• If children are still struggling to understand, help
them along by using one or two words in their own
language. One idea is to say the instruction in English,
repeat it in the children’s own language and then say
it again in English. Gradually phase out any use of the
children’s own language once they become used to
the routines.
Motivating students
• Creating a positive, welcoming environment is a key
factor in helping the students feel comfortable in their
English lessons. When speaking to the children, sit with
them or crouch down so that you are at their level.
Smile, nod and use plenty of encouraging language
e.g. Very good! Great! Fantastic! Awesome! etc. Even
if children make mistakes, encourage them by saying,
Good try! etc.
• Positive reinforcement shows the class they are on
the right track. If one team is working particularly
well, praise them so that the others can follow their
example. Children also respond very well to stickers.
These could be given to individuals or you could create
a chart with pictograms and add stickers when they
work well in certain areas such as joining in with a
song, using their Student’s Book, cleaning up after an
activity etc. This helps to create a sense of team spirit,
as stickers are only awarded when the whole class
performs well.
Template 1

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 Template 2

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Big Wheel © Springer Nature Limited 2019
Circle Time
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 Sit down
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Big Wheel © Springer Nature Limited 2019
Stand up
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 Table time
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Big Wheel © Springer Nature Limited 2019
Line up
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 Listen
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Big Wheel © Springer Nature Limited 2019
Sing
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 Draw
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Big Wheel © Springer Nature Limited 2019
Color
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 Look
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Big Wheel © Springer Nature Limited 2019
Think
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 Walk
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Big Wheel © Springer Nature Limited 2019
Run
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 Jump
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Big Wheel © Springer Nature Limited 2019
Sunny
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 Rainy
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 Cloudy
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 Big Wheel © Springer Nature Limited 2019
Windy
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 Classroom
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 Big Wheel © Springer Nature Limited 2019
Bathroom
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 Playground
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 Level differences

If you are using Ferris Wheel Level 2, the following routine song is different:

Weather chant (Level 2)

Sunny? Cloudy? Rainy? Windy?
What’s the weather like today?
Sunny? Cloudy? Rainy? Windy?
What’s the weather? Can you say?
Is it hot? Is it cold?
What’s the weather like today?
Is it hot? Is it cold?
What’s the weather? Can you say?

If you are using Ferris Wheel Level 3, use the Level 3 version of the following songs:

Hello song (Level 3) Weather chant (Level 3)

Hello, hello, how are you? What’s the weather like today?
How are you today? Look and see. Can you say?
Hop on the Ferris Wheel. Is it sunny? Is it cloudy?
It’s time to learn and play. Is it rainy? Is it windy?
Is it foggy? Is it snowy?
Hello, hello, I’m fine, thanks.
Is it hot? Is it cold?
I’m fine, I’m fine today.
What’s the weather like today?
Hop on the Ferris Wheel.
Look and see. Can you say?
It’s time to learn and play.

Goodbye song (Level 3)

Goodbye, goodbye, goodbye
We’ve finished for today.
Hop off the Ferris Wheel.
See you another day!
Goodbye, goodbye, goodbye
We’ve finished for today
Hop off the Ferris Wheel.
See you another day!

Please note that Mimi’s clapping chant and Settle down rhyme are available on the Level 1 CD and the
Teacher’s Resource Bank for all levels.

37
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Written by Joanne Ramsden
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First published 2019
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