Opening Routine

Aim: To help students go into English mode

Hello Song

Recommended Songs:
 Dream English for Kindergarten 1
 Super Simple Songs for Kindergarten 2-3
Review Classroom Language:
Look, Listen, Sing, Be Quiet, Stand up, Jump, Sit Down, Raise your
hand, Clap your hands, Stop, Hands, Down
Set up Classroom management system
Aim: To set behavioral expectation
Recommended Rules:
 Listen
 Be Quiet
 Sit Nicely
 Raise your hand
 Speaking English
Introduce/Review Vocab
Aim: Pretty obvious this one
Creating context (Lead-in):
 Song
 First Picture of the book
 Take a walk activity (example: “Everyone close your eyes. We’re at
the zoo. What animals do you see?)
Recommended procedure for presenting vocab:
 Ask the students to count the number of flashcards without
showing the images
 Pick up and introduce the first flashcard (use various tones/pitches
as well as concentrating on hard sounds in isolation)
o Emotions (happy, sad, angry, scared…)
o Volume (high-low)
o Back-chaining (example: er – ter – uter – puter – omputer –
computer)
o Silly voices (robot – pirate – old woman)
o Clap + Gestures ( It’s a *double clap* dog *hands on the head
as ears)
o Stomp + Gestures (It’s a *stomp left-stomp right* cat *slide
fingers as whiskers)
Group Receptive:
Aim: Students must learn to recognize TL aurally before producing it
orally. Group receptive before single receptive to allow the weaker
students to follow the lead of the stronger students.

Four corners
Place flashcards around the room. Tell the students to run to the
flashcards.
Always use the grammar structure of the unit “I can see a lion” “I
like bananas”
Challenge: Hop to the/tiptoe to the/crawl to the /dance to
the/walk backwards to the….
Let your strong students be teachers
Drill Sergeant
“Be a _____” and students have to use the gestures of the vocab
you said using the gestures you drilled before. Works well with
animals or feelings. Give feedback (with gestures or the flashcard)
after 5 seconds allowing students to time to do the action.
Challenge: Let your strong students be teachers
Can be a productive activity where students play in
groups of 3. Teacher student says “Be a monkey”
and the first of the 2 other kids that does the
monkey action first becomes the teacher for the
next round.
Column Running
Same as four corners except the flashcards are on the same wall. A
line on the floor separates the columns under the flashcards.
Students are told to stand in a line under 1 flashcard and hop from
column to column when you say the word.
Always use the grammar structure of the unit “I can see a lion” “I
like bananas”
Challenge: First student to jump into a column becomes teacher
Let your strong students be teachers
Battlefield
Place the flashcards in the middle of the class. Divide the class in 2 and
have them stand behind lines on opposite ends of the classroom facing
the flashcards. Write a number for each student below their feet. Before
you begin, shout out “Number 1, raise your hand” and so on to make
sure the students know their numbers. Draw a circle in front of each line
and place a hammer there. Teacher will shout out a vocab word followed
by the number (this order is important or else the students will stop
paying attention if their number isn’t called). Example: “I can hear a lion
*pause* number 7”. Students standing above number 7 have to quickly
grab the hammer and run to the middle of the class and hit the
flashcard.
Challenge: Let your strong students be teachers.
Student that hits the card first becomes the teacher. This
way students are always swapping numbers and teams
Picture Safari
A good game to follow 4 corners since the flashcards are already
on the wall. Ask the students to sit in the middle of the class. Tell
them you’re taking them on a safari where they will take pictures
of animals (variation: going to the market/bedroom to take
pictures of food/toys…). Shout out the vocab and students will take
pictures with their hands (as if they’re holding a camera). Spice it
up by saying “Punch, Kung Fu chop, Shoot”. They can also run
around the class to take a selfie with flashcard or feed the animals
(be creative)
Challenge: Let your strong students be teachers.
Individual Receptive
Aim: Students will practice recognizing and identifying the vocabulary
individually after having practiced doing it in groups

Flyswatter game
A good game to follow column running since the flashcards are
already on the wall. Have students stand in 3 lines with the first
students holding a flyswatter. Shout out the vocab and the
students will run and hit the card. Tell them to pass the flyswatter
to the next student in the line and go to the back.
Challenge: Let your strong students be teachers.
Have your students say “Here you go” when they
pass on the flyswatter and “thank you” when they
receive it.
Hammer game
Same as the flyswatter game except its hammers and the
flashcards are on the floor. Have students stand in 3 lines with the
first students holding a hammer. Shout out the vocab and the
students will run and hit the card. Tell them to pass the hammer to
the next student in the line and go to the back.
Challenge: Let your strong students be teachers.
Have your students say “Here you go” when they
pass on the flyswatter and “thank you” when they
receive it.
Listen and Point
A good settler activity. You can prepare sheets of the vocab or use
the student’s books. Put them in pairs with 1 sheet/book between
them. Shout out “Fingers up”, students raise a finger and then
shout out the vocab “I want to be a doctor”.
Challenge: Use the same image on the iwb to ask “Is this the
doctor?” pointing at the wrong image first. Get the
students to say “No” or “No, it isn’t” depending on
their level. Do a few wrong ones before pointing at
the correct image.
Let your strong students be teachers.
Coloring dictation
Another good settler activity. You can use the sheets you used for
listen and point from the previous lesson. Shout out the color first
“Green crayons up” and then “Colour the _____ green”
Challenge: Let your strong students be teachers.
Ask the students what colour they want for the
flashcard. Nominate a student and use the
suggestion. “What colour is the apple?” “It’s red”
“Excellent! Red crayons up. Colour the apple red.”
Use this opportunity to teach more vocab. Example:
If the vocab is animals “This is a tail. Colour the tail
of the lion red.” Or if the vocab is modes of transport
“These are wheels. Color the wheels of the bus red”
 Mini Flashcard Race
Place a set of mini flashcards in front of each student. Call out a
vocab and the students have to rush to find the correct flashcard,
run to the teacher and hand it to you.
Challenge: Get the students to say “Here you go” when they
hand you the flashcard
Use extra language like “Everyone I want you to tip
toe. It’s a ____”. You can also use “hop, crawl, walk
very slowly, hop on 1 leg….”

Group Productive:
Aim: Students will practice producing the language as a group after
having encountered the language multiple times during receptive
activities.

Look at my lips game

This is a great game to help students with their pronunciation.
Place the flashcards on the floor face down. Pick one up and say
“Everyone, look at my lips. What am I saying?” and mouth the
vocab. Then nominate a student to repeat what you said. If
correct, tell the students to repeat. If wrong, mouth it again.
Challenge: Let your strong students be teachers.
Can be turned into an individual productive activity
by putting them in groups of 3 with mini flashcards.
One student can be the teacher and then the
student who guesses the word correctly and become
the teacher.

Angry Gorilla
Draw 2 lines on opposite ends of the classroom. Teacher stands
behind one while the students stand behind the other facing each
other. Teacher has a set of flashcards, with an angry gorilla card
hidden inside somewhere. Teacher goes through the flashcards
(asking questions like “What is it?” while students shout out the
vocab. When the angry gorilla comes up, students must run away
from it. Chase the students from one side of the class to the other
until they are “safe” behind the other line. And repeat. Make sure
it’s safe for the students to run because it can get a bit chaotic. A
very slow gorilla, crawling on all 4s instead of running, a hopping
angry kangaroo can help avoid accidents.
Challenge: If you catch a student, they will become the teacher.
Ask a follow up questions for each flashcard

Kim’s game
A good game to follow the flyswatter game since the flashcards are
still on the wall. Point at the first flashcard and have the students
say it. Point at the second and then third and on… going down the
line. After they’ve said them all, go back to the first and remove
the flashcard off the wall. Point to the spot where the flashcard
was and ask your question. Students should try to remember and
say what the flashcard in that spot was. Point at the other
flashcards and then go back and remove the second flashcard.
Keep going until there are no more flashcards on the wall.
Challenge: At the end, ask if any student can remember all the
vocab in order.
Point to a random spot on the wall and ask “What
was here?”

Slowly Slowly
Fun game where the teacher reveals a card veryyyyy slowly.
Students usually start shouting vocab the second they see a
glimpse of the flashcard. If a student says the correct vocab, they
get a high five. Have the other students repeat the correct answer.
Challenge: Let your strong students be teachers.
Can be turned into an individual productive activity
by putting them in groups of 3 with mini flashcards.
One student can be the teacher and then the
student who guesses the word correctly and become
the teacher.

Yes/No line
 Great way to practice.
“Yes, it is./No, it isn’t.”
“Yes, I can./No, I cant”
“Yes, I do./No, I don’t”
Draw a line in the center of the class. Draw a happy face on one
side and a sad face on the other. Students stand on the line with 1
foot on either side. Teacher shouts out “Do you like ice cream?”,
students that do, will jump on the happy face side and the
students that don’t will jump on the sad face side.

Individual Productive:
Aim: Students will practice producing the language individually with
their classmates

Guess the word

Same as charades except the students have to guess using “Is it a
____?” and the teacher reply with “Yes, it is.” or “No, it isn’t.”

Challenge: Get your students to ask more advanced questions to

figure out the word. For example: “Can it fly?” “No, it
can’t” “Can it stomp?” “Yes, it can” “Is it an elephant?”
“Yes, it is”

Find and High-five

Demo the activity by nominating 2 strong students, giving each the
same mini flashcard (for example: bananas) and telling them to keep it
hidden. Get a different card (apples) and approach one of the students
and say “I like apples” while showing the class you have a mini
flashcard with apples on it. The student should say “I like bananas”.
Tell the class that because the cards are different, you’re going to
switch cards. Now approach the second student and say “I like
bananas”. When the student says the same, High-five once with each
hand to celebrate. Distribute two sets of flashcards to the rest of the
class and ask them to find their pairs.

Challenge: Add a greeting at the beginning where you have to say

your name and any other kind of language before saying
what’s on your card.

Charades
Demo with the flashcards but placing them face down on the floor in
front of you. Take the top one and do the action corresponding to the
vocab word on the flashcard (the same action you used when drilling
the vocab words). Students have to raise their hand and say the vocab
+ language. Ask the student who gets it right to be teacher and demo
it as a class a few more times. Afterwards, divide the class in groups of
3 or 4 and hand them mini-flashcards. Appoint the first set of teachers
and let them play.

What’s missing
Demo the activity by placing the flashcards face up in front of you. Tell
the students to close their eyes. Pick up a flashcard, hide it on your
chest and ask your students “What’s missing?”. Students have to raise
their hands and guess what the missing card is. Let the student who
answers correctly become teacher. Demo a few more times and then
put them in groups of 3-4 with mini flashcards. It would help if you had
the vocab page of the book open on the IWB so that the students can
use it to see which vocab card is missing.
Challenge: Teach your students to say “Close your eyes”, “Open
your eyes” and “What’s missing”
Students can guess by asking “Is it a ____?” or “Can you
see ____?” or “Are you holding ____?” or “Have you got
_____?”