GIÁO TRÌNH HAPPY HEART STARTER.

Theme: colors Children’s language: yellow, blue, sun, sky, green, tree, red, apples Theme: parts of the body, commands Children’s language: hands, feet, stand up, sit down, clap your han

Map of the Course p 2

Introduction p 4

Starter Unit – Hello, hello! p 12 Unit 1 – Colors! p 18 Unit 2 – Little mouse! p 36 Unit 3 – One, two, three! p 54 Unit 4 – Having Fun! p 72 Unit 5 – The Farm! p 90 Unit 6 – Bye-bye, birdie! p 108 Children’s Day! p 126 Mother’s Day! p 128 Extra Photocopiable Resources p 130

Evaluation p 163

Contents

Teacher’s Edition

Map of the Course

Starter Unit – Hello, hello! Theme: greetings

Children’s language: hello, bye-bye Hello, I’m …

ñ Enjoyment of the songs and activities ñ Polite behavior and respect of others ñ

Unit 1 – Colors! Theme: colors

Children’s language: yellow, blue, sun, sky, green, tree, red, apples

Theme: parts of the body, commands

Children’s language: hands, feet, stand up, sit down, clap your hands, stamp your feet, little, big

ñ To understand and follow commands ñTo practice demonstrating the positional terms up and down as they move their bodies and blocks up and down ñTo develop gross motor skills through miming actions in the songs and story ñTo improve fine motor skills by tracing and matching ñTo develop creative skills by making a mouse mask ñTo develop observational skills through tracing and matching activities ñTo encourage the children to cooperate by singing songs and playing games

Unit 3 – One, two, three! Theme: numbers (1-3), weather

Children’s language: one, two, three, It’s hot It’s cold It’s sunny.

Happy Hearts US is a three-level course for children

aged 3-6 years It features engaging characters like

Billy, Molly, and Kenny the Cat that will appeal to all

children of pre-school age Happy Hearts US develops

the listening, speaking, and pre-reading/pre-writing skills

of young children through art, music, and movement It

provides a carefully graded learning program that

ensures pre-schoolers make simple yet steady progress

in the development of their English language skills

The Student Book includes tear-out worksheets.

Teachers can choose to remove the worksheets before

class and hand them out to children Each child should

have a folder in which to keep their worksheets This will

encourage them to take responsibility for keeping their

work neat and tidy, as well as enable them to take their

work home to show their parents

The worksheets are designed to encourage children

to think and speak in English They promote active

participation and interaction, and develop children’s

pre-reading and pre-writing skills Written on the back

of each worksheet are quick reminders of the main

activities to be done in each lesson Teachers can

refer to these reminders if they find it difficult to consult

the Teacher’s Edition once a lesson has started In

addition to the six main units, there are two optional

units, Children’s Day and Mother’s Day, which can be

covered as preparation for these celebrations

In each unit, children work on the story with the help of

stickers This not only helps children feel like they “own”

the story, it gives them the opportunity to develop their

fine motor skills There are also reward stickers to boost

children’s self-confidence and give them a sense of

achievement

In Lesson 2 of each unit, children activate the language

they have learned through the use of press-outs, which

they remove and use to act out the song from Lesson 1

Acting out the song is a way to engage children both

mentally and physically and caters to their personal,

social, and emotional needs If teachers wish, they can

encourage children to take their press-outs home to

their parents, as well as use them while listening to their

Songs CD

In every unit, Billy, Molly, and Kenny the Cat welcome a

new animal friend to their animal farm through the use

of the Happy Hearts US animal farm Poster Teachers

should ensure that this poster is placed in a position in

the classroom that is easily accessible to children, andshould encourage children to refer to the poster often,e.g by asking children to bring them one of the animalfriends/by asking them who Kenny’s friends are

The Kenny Puppet not only helps children become more

expressive, it is very effective at bringing shy children out

of their shells, since children who hesitate to speak in front

of others will invariably interact enthusiastically with apuppet Teachers can make use of the Kenny Puppet atvarious points in the lesson, e.g at the beginning of a

lesson/during Circle Time/when explaining the rules of a

game/when introducing new language When childrenare working on their worksheets, the Kenny Puppet canwalk around the classroom asking children what colorsthey are using/providing them with assistance, etc TheKenny Puppet should always be present and part of theclassroom

N.B The Kenny Puppet has been manufactured to meet with international health and safety standards Nevertheless, any handling of the puppet by children must be under adult supervision.

The Teacher’s Edition contains step-by-step lesson

plans, the focused language (children’s language) and the receptive language (classroom language) Each

lesson plan contains detailed suggestions for presentingthe new language, group and individual practice,games, and tapescripts of the songs and stories.Additional activities and games are included at the

end of each lesson in Kenny’s Corner, where the

teacher will find ideas on how to further activate thelanguage of the lesson For teachers whose lessons are

of longer duration, two optional lessons (Lessons 7 & 8)are included in each unit Lessons 2 and 8 includephotocopiable worksheets which can be found in the

“Extra Photocopiable Resources” section

The Picture Flashcards include the vocabulary of each

unit and are numbered for easy identification Pictureflashcards are ideal for visual learners, but they can also

be used in a variety of ways to appeal to kinesthetic

learners (see Activity Bank p 11) The Picture Flashcards

can be used to present, practice, and recyclevocabulary They can also be used to occupy early-finishers who have become familiar with the activitiesused in class In such instances, they can be given toearly-finishers to use in small groups

The Story Cards have enlarged versions of the pictures

from the stories in the Student Book They can be used byteachers to present and practice the stories The storytext (as well as guidelines for telling the story) are written

on the back of each card enabling teachers to narratethe story without having to memorize it

Course Components

Who is this book for?

Storytelling is a powerful teaching tool and can provide

valuable cultural input Stories encourage children to be

creative and imaginative and advance skills such as

prediction and guessing Teachers do not have to be

gifted actors to maintain children’s interest as young

children love being told stories If possible, teachers

should gather children in a circle for storytelling The

stories are all recorded on the Class CD, but teachers

may prefer to narrate the stories themselves so that

pauses can be made to point to pictures/give emphasis

to actions depicted/ask questions, etc

The Class CD contains the songs and story from each

unit Instrumental (karaoke) versions of the songs are

included for teachers who wish to let the children

themselves perform the songs The Songs CD contains

the songs from all the units It is for children to take home

so they can listen to their favorite songs

The DVD brings the characters of the course to life.

Children will have fun watching their favorite

characters in action!

The Routine Poster can be used at the beginning of

each lesson to introduce/review the topics of

numbers, colors, days of the week, and weather It

also includes a birthday section to be used whenever

a child is celebrating his/her birthday It is important to

establish a routine at the beginning of each lesson as

this creates a sense of security and familiarizes children

with everyday language With a routine, all members

of a class, irrespective of their abilities, are soon able

to contribute to the discussion, thus boosting

self-esteem and social development

You can use the Routine Poster in the following way:

ñ at the beginning of each lesson by asking: What’s

the weather like today? Can you tell me? Is it sunny, raining, snowing, or windy? Then by saying, Yes Today it’s (sunny) Teachers can point to the

picture and mime the corresponding action Or,they can ask a child to come and point to thepicture and mime the corresponding action

Alternatively, a frame or a circle can be stuck overthe corresponding picture

ñ by asking: What day is it today? Can you tell me?

Then by saying, Yes It’s (Monday) today and

already familiar topics (colors, animals, etc) that helpchildren explore and broaden their knowledge of theworld around them

The Teacher’s Resource CD-ROM provides teachers with

a variety of extra materials These materials can be used

to make extra worksheets, picture dictionaries, templatesfor extra arts and crafts activities, etc

Pre-school children are naturally inquisitive, enthusiastic,and receptive to new input They are also undergoingrapid physical, mental, emotional, and social

development The aim of Happy Hearts US is therefore

not simply to teach children English but to do so in a way

that helps them grow To achieve this, Happy Hearts US

exposes children to new language through activitiesand games, thus creating an environment in whichchildren develop both their gross and fine motor skills

Cognitive Development

Happy Hearts US aims to:

ñ develop children’s pencil control and eye-handcoordination

ñ introduce children to spoken English, and helpthem enjoy listening to and using spoken English

ñ help children explore and experiment withsounds, and develop their pronunciation andintonation

ñ use children’s innate love for stories, music, songs,rhymes, and role play

ñ help children observe, discover, and identifyfeatures in the place they live and in the naturalworld around them

ñ use activities that encourage children to respond

in a variety of ways to what they see, hear, smell,touch, and feel

Main attitudes to learning

Happy Hearts US aims to:

ñ motivate children and get them interested in

Basic Principles of Happy Hearts US

We can refer to development in terms of S.P.I.C.E - Social,

Physical, Intellectual, Creative, and Emotional Happy

Hearts US encourages development in each of these five

areas by:

ñ developing children’s ability to work in groups,

play/share with others, follow and accept rules,

etc (Social development)

ñ developing children’s fine and gross motor skills

through drawing, dancing, coloring, miming, etc

(Physical development)

ñ developing children’s knowledge and

understanding of the world by closely examiningsimilarities/differences, exploring child-centeredthemes, examining life patterns and changes,

e.g weather, life on a farm, etc (Intellectual development)

ñ developing children’s self-expression and

imagination through music, dance, songs, arts

and crafts, role play, stories, etc (Creative development)

ñ developing children’s awareness,

self-confidence, and mechanisms for coping withtheir feelings through group-based activities

(Emotional development) Evaluation

The focus of Happy Hearts US is to instill a sense of

achievement in children as this will motivate them to

learn English For this reason, it is important that teachers

keep a record of each child’s progress Teachers should

use the photocopiable instruments for evaluation to

record each child’s involvement in games, activities,

etc (For further information see Evaluation, p 163)

Young children benefit from an established routine as

it gives them a sense of security when they know what

to expect Thus, each unit in Happy Hearts US follows

the same layout In the same way it is important that

every lesson follow the same structure, as the more

familiar the children are with the class routine the

easier it will be to manage Remember: the English

teacher is a new person in the young children’s lives

and comes with a new set of rules and expectations

This can be upsetting for young children Thus, the

teacher must first gain the children’s trust

The Hello and Goodbye Routines

The way in which a lesson is both begun and ended is

very important At the beginning of each lesson,

teachers should gather children in a circle and have

them sing the Hello! song In this way, children will

At the end of a lesson, teachers should play the bye! song In this way, the end of a lesson is not abrupt

Bye-and children get the chance to say goodbye to theirfavorite friends

Worksheets

The worksheets have been designed to reflect thecognitive development of children aged 3-4 years Theaim of the worksheets is to review the language that hasbeen learned and to develop the children’s eye-handcoordination and fine motor skills Worksheets should begiven to children when they are seated at their tables

(Table Time) By coloring/circling differences/matching,

etc, children “own” the new language and feel a sense

of achievement Children also come to realize that theyare able to follow instructions in English, carry outactivities, listen to a song, and point to various items ontheir worksheets, etc

Kenny’s Corner

These are optional activities which can be done at theend of a lesson, and which are designed to make thenew language more personal It is suggested that

teachers make a Kenny’s Corner somewhere in the

classroom where children can go to put up the thingsthey create By decorating the classroom with theirown work, children get a feeling of satisfaction andachievement

Although routine is highly important for children,variation is also necessary This is because youngchildren have short attention spans and lose interesteasily Lessons must be carefully structured to engagechildren’s interest and trigger their curiosity For thisreason, lessons in every unit are designed to vary inboth context and procedure

In Lesson 1 of every unit, Kenny welcomes an animal

friend to the animal farm They sing a song that presentssome of the new language Teachers can use the

Happy Hearts US animal farm Poster and the Picture

Lessons Structure Unit Structure

Flashcards to present the new character and the core

vocabulary

Lesson 2 reviews Lesson 1 with the use of press-outs.

There are optional activities and games to review the

language One of the activities uses photocopiable

material

Lesson 3 presents new language through Picture

Flashcards In Kenny’s Corner, teachers will find optional

games and activities to review and extend the new

language

Lesson 4, Toy Box, promotes a hands-on approach to

language learning Children review the new language

while developing their creative skills During this lesson,

children make something to be used in the optional

Lesson 7, Showtime.

In Lesson 5, teachers present the story using the Story

Cards The story is reviewed by carrying out the

activities in the Student Book

Lesson 6 reviews the story Children can watch the

story on the DVD and interact by repeating/joining in

with key words and phrases, putting the Story Cards in

the right order, etc

At the end of every unit, there are two optional lessons

meant for classes of longer duration These are:

Showtime (Optional Lesson 7): Children use the artwork/

arts and crafts from Lesson 4 to activate the language

of the unit through dramatic play Dramatic play gives

children the opportunity to use their imaginations and

bring the language they have learned to life It is the

main type of play for three-to-seven-year-olds Children

at this age use objects, actions, and storylines to

symbolize the things that concern them, and in the

process build thinking skills and develop social,

emotional, and language skills

Across the Curriculum (Optional Lesson 8): In this

lesson, children: explore the world around them;

observe; experiment with textures; talk about the

animal footprints, etc

Teaching very young learners can be an enjoyable

reassurance Teachers should walk around theclassroom whenever children are carrying out anactivity and praise them Mistakes should not beover-emphasized The Kenny Puppet can beused to say the correct word or phrase

2 The 4 V’s (variety of activity, variety of pace, variety of organization & variety of voice): Young

children have short attention spans and need avariety of activities if they are to stay focused.Activities should be organized and presented indifferent ways to keep children alert andinterested If children are allowed to get bored,they become very difficult to manage

3 Repeat nursery rhymes, stories, songs, etc.: Young

children love the familiar It is therefore a goodidea to repeat a favorite song, rhyme, story oractivity for as long as children are activelyengaged The primary goal of teaching at thislevel is to instill a love for the English language inchildren

4 Physical activity: Young children are very active.

They like to move around, see, hear, smell, andtouch things In short, young children need toexplore their surroundings Because youngchildren’s bodies are developing rapidly, teachersneed to provide opportunities for their students todevelop their gross motor skills Teachers shouldtherefore incorporate activities that involvemovement, miming, facial expressions, and asmany other senses as possible into their lessons.Short dramatic plays are an excellent idea

5 Use lots of pictures and objects: Teachers should

have pictures and realia at hand and use them

as much as possible Children need to see, hear,smell, and touch things as they learn by “doing.”

6 Pronunciation: Young children are better at

pronunciation than older children This is becausethey are keener listeners and are not afraid to makemistakes It is therefore important that teachers

speak clearly but at a normal pace

7 The “silent” period: It is quite common for young

children not to produce anything during the initialstages This period of adjustment should not alarmteachers Teachers need to bear in mind that suchchildren will be absorbing the new language and

Teaching Very Young Learners

(3-6 year olds)

When young children enter a classroom they need to

feel secure When children feel safe, they are more

likely to experiment with a new language, be creative,

and interact with their peers Happy Hearts US also

takes into consideration the highly important role that

space and organization play in the language

classroom With regard to space, Happy Hearts US

organizes activities to take place in different parts of

the classroom, depending on their aims For example,

children sit in a circle on the floor when they sing

songs/listen to stories/learn new words, etc (Circle

Time) However, they move to their tables when they

work on their worksheets/make collages/do arts and

crafts activities, etc (Table Time) With regard to

organization, the duration of all activities in Happy

Hearts US is set with a young child’s short attention span

and desire to frequently move around, firmly in mind

Young children need to know what is expected of them,

rather than to be reprimanded and not know why

Happy Hearts US provides teachers with the means to

manage a classroom efficiently, using very little L1

However, teachers should keep in mind the following:

ñ Young children are easily distracted Do not allow

children to clutter their tables with unnecessarypens, pencils, books, etc Remember: a colorfulpencil case can easily attract a child’s attention

ñ Children should be moved from the circle (Circle

Time) to their tables (Table Time) group by group,

not all at once This way it is faster and quieter

ñ Class rules, e.g no shouting, no crawling under

tables, etc should be established from day one,and children should be given regular reminders ofthese rules Teachers must ensure that they havetheir class’s full attention when they arepresenting them with the rules

ñ Shy, introverted children can be put in charge of

looking after the Kenny Puppet They will love theresponsibility and it will encourage them tointeract with others

ñ If a class becomes too lively, surprise activities can

be introduced into the lesson For example,children can be asked to jump up and down threetimes then run to the board, or they can be asked

to touch their noses, then ears, then mouths, etc

Vary the count and let the children follow

ñ Whenever the class’s attention is needed, e.g

when changing an activity, teachers should refrainfrom raising their voices Instead, they should make

a sound with a musical instrument [such as arecorder, drum, rattle (any box with some rice in it

with the requirement to stop talking

Fun Ideas for Maintaining Discipline

A Sweet Reward

Teachers can use young children’s love of candy in afun way For example, a jar and a packet of candycan be kept in the classroom and every time the classdoes something that merits a “reward”, e.g they havesung a song beautifully/followed instructions well,teachers can place a piece of candy in the jar At theend of each week/when the jar is full, the candy canthen be shared among children

Soccer Rules

Just as in soccer, teachers can present misbehavingchildren with cards Each time a child behaves badly,they can be presented with a yellow card Once achild has been given two yellow cards, the teachercan take the cards back and give the child a redcard Teachers can keep a record of how many redcards each child gets and inform parents once acertain number has been reached Alternatively,teachers may wish to inform parents at the end of alesson/by writing something in the child’s notebook

You’re a Star!

Teachers can draw up a table with the names of eachchild on a large piece of cardboard paper and eachtime a child does something worth rewarding, e.g.behaves well/is kind to their friends, they can place astar next to that child’s name (teachers may alsochoose to remove stars for misbehavior) At the end ofeach lesson/week, the children with stars next to theirnames can be given a “reward.”

What a treat!

Children love colorful stickers/readers/worksheets theycan draw on, etc Thus, these things can be used tomaintain discipline in the classroom Items of this kindcan be placed in a box and children told that if theywant any of the items from the box, they must “buy”them A “price” can be put on each item, e.g the

“price” might be based in terms of stars from theactivity above, e.g if a child wants to “buy” a stickerfrom the box, he/she needs two stars next to theirname at the end of the week Every one or two weeks,the class can have a “shopping day” where childrenare allowed to “buy” the items they want

Classroom management

The importance of songs, rhymes, and chants should

not be underestimated It is well known that music is a

powerful tool for language learning and retention A

song’s melody, rhythm, and repetition makes words

highly memorable There are many ways to teach a

song For example, teachers can play the song and

simply ask children to dance to the melody If the song

has a word which is frequently repeated, children will

soon start joining in on that word

It is highly recommended that teachers not push

children into singing before they are ready Shy

children will not, at first, feel comfortable enough to

participate and teachers should not insist Instead,

teachers should simply play the song a number of

times and encourage children to join in The songs in

Happy Hearts US are simple and based on traditional

tunes After several repeatings of the song, and with

plenty of praise and encouragement, teachers will

soon find the entire class joining in

There are many ways to “animate” songs/chants in

the language classroom Below are some suggestions:

a) TPR Activities: Ask children to stand up and form a

circle Play the song and demonstrate the actionsthat accompany the words Play the song again,this time asking children to join in on the actions

Certain children will do the actions withoutsinging, as some children find it difficult tocoordinate both singing and action The youngerthey are, the more difficulty they will have

However, the fact that they are “acting out” thesong shows that they do understand it

b) Using prompts: Hand out realia or a picture

flashcard to children and ask them to show theirobject/picture to the rest of the class each timethey hear it mentioned in the song Children listenand carry out the activity

c) Short plays: All songs have a plot and teachers

are strongly advised to put on short plays, as thiswill create a pleasant environment for thechildren Teachers can simply assign roles and get

A teacher can employ various means to get his/hermessage across without resorting to L1 For example:

a) gestures/miming: Children consistently use body

language to express themselves Teachers cantake advantage of this fact by accompanyingtheir instructions with gestures, actions, and mime

to convey the meaning of their words;

b) pictures/realia: Visual aids such as realia and

pictures are a powerful way of getting one’smeaning across Never forget that a “picture isworth a thousand words;”

c) drawing: Sometimes a quick sketch on the

blackboard is all it takes to get a message across The objective is to instill confidence in children and,thus, gradually encourage them to use their Englishskills more and more

The Kenny Puppet has been designed to help childrenlearn in a fun way Kenny is the children’s friend andcan help them out every time they have a problem orworry Below are some ideas on how to incorporatethe Kenny Puppet in lessons:

To present/practice the new language

ñ The Kenny puppet can be used to present newvocabulary Teachers can ask Kenny what he has

in his basket (Interactive Poster) and Kenny cantake the flashcards out of the interactive posterand show them to the class Kenny can thenrepeat the words after the teacher/or he can askchildren to repeat them after him

ñ Teachers can go around the classroom and haveKenny show the flashcards to children Kenny canask individual children to name the items on theflashcards

ñ Kenny can take the role of the teacher and can:think of a word and ask children to guess theword; say a word loud or softly/fast or slowly and

Using the Kenny Puppet

How to avoid using the children’s mother tongue Songs, rhymes, and chants in

the language classroom

paused, the child holding Kenny can be asked to

do something, e.g name a flashcard item, sing asong, give Kenny a kiss, etc

ñ Teachers can point to Kenny and say Look! Kenny’s

sleeping Let’s wake him up Come on, Kenny! It’s time for a (song)! The children can then “wake up”

Kenny by singing a song, etc Alternatively, the

class can be quieted by saying Shhh! Kenny is sleeping Be quiet, everyone!

To help develop a positive attitude towards self

and others

ñ Kenny can be given to shy children who can then

take care of him Teachers can ask the child totake good care of Kenny/teach Kenny what theyhave learned in class, etc

ñ Kenny can give a kiss/hug to a student who is upset

ñ Kenny can go around the classroom when

children are working and praise them

Games help children learn the target language more

efficiently and more pleasantly This is because the

patterns and the words are used as a means to have

fun Below are some activities to be used with the

Interactive Poster and the Picture Flashcards:

Flashcards Relay

Put the flashcards of the items to be reviewed inside

the interactive poster and ask children to stand in a

line, one behind the other The first child takes out a

flashcard, shows it to the rest of the class, and names

the item on the card The other children verify or

correct the child The child then passes the card to the

person standing behind him/her This child in turn

names the item on the card before giving it to the

child behind him/her, and so on When the last child

has named the item on the card, he/she comes to the

front of the line and puts the card inside the

interactive poster He/she then shuffles the cards and

picks out a new one The game continues

Name the flashcard items

Place some flashcards on the floor in a circle/on the

board one next to the other Give children one minute

to memorize the cards Then, remove or cover the

cards Children, in pairs or in groups, have to name as

many of the flashcard items as they can

Show children flashcards of four items to be reviewed.Ask children to put the four flashcards face down on theboard, and the color flashcards above them Then askthem to close their eyes Ask children to open their eyes,and invite one child to choose a color and guess what

flashcard is underneath that color, e.g blue, socks Turn

the flashcard over If the child’s guess was correct, leave

it If the guess was incorrect, turn the card over againand repeat the procedure with another child

How’s your memory?

Put up to six flashcards on the board Point to eachcard and name the item on it, asking children torepeat the word Then, remove the first card and point

to the blank space Encourage children to name theitem on the missing card, as well as the rest of theexisting cards on the board Follow the sameprocedure until all the cards have been removed andthe children are able to remember them all by heart

Flash the card

Flip a flashcard over very quickly so that childrencatch only a quick glimpse of the card Then, invitechildren to guess what the item on the flashcard is.Repeat the procedure until the children guesscorrectly Alternatively, cover a flashcard with a piece

of paper and slowly reveal it As it is being revealed,encourage children to guess what the item on theflashcard is As a follow-up, repeat the word manytimes using different intonations/silly voices, etc tomake it fun Children will automatically mimic theirteacher’s voice

Point or race to the flashcards

Put up around the classroom, the flashcards of the items

to be reviewed Ask individual children/pairs/groups to

walk/run to a flashcard and point to it, e.g (John), walk/run to the (tree)! In more advanced classes, ask for

volunteers to give the instructions to the rest of the class

As a variation, give instructions such as Jump to the (hands)!/If you have (red T-shirts), (dance) to the (ball)!

etc

Whispering Game

Place flashcards of the items to be reviewed inside theInteractive Poster Children sit in a circle One flashcard

is removed from the Interactive Poster and handed to

a child without the others seeing it The child looks atthe card and whispers the name of the item pictured

on it to the student next to him/her The last child callsout the item and the first child reveals the flashcard forverification Begin with a different child each time

Using the Interactive Poster

and the Picture Flashcards –

Activity Bank

Pass the flashcard

Hand the flashcards of the unit/lesson out to children

Play a song from the unit and while the music is playing,

have the children pass the flashcards among

themselves At random intervals, pause the music and

ask whoever is holding a card to name the item on

it/perform a particular task, e.g sing a song, perform an

action, etc

Flashcards Station

Hand out the flashcards of the items to be reviewed

(If there are more children than flashcards, flashcards

can be given to pairs/groups of children.) Tell the

children who are holding the flashcards that they are

“stations” Appoint one child in the class to be the

“train” Then, call out flashcard “stations” at random

The “train” must go to the correct “station” The child

holding the flashcard joins the back of the “train”

Gone shopping

Put up flashcards of the items to be reviewed around

the classroom and have the children form pairs

Position A’s next to the flashcards and tell them that

they are the “store owners” Tell B’s that they are the

“customers” The children play “store” using the

dialogue below The game can be prolonged by

putting children in different pairings

A: Hello.

B: Hello A (ball) and a (scooter), please.

A: Here you are.

17 Clap your hands

18 Stamp your feet

ñ To familiarize the children with the English class routine

ñ To introduce the main characters, Kenny, Billy, and Molly

ñ To practice greetings

ñ To develop gross motor skills through miming actions in the songs

ñ To develop creative skills by making finger puppets

ñ To encourage the children to cooperate by singing songs and playing games

ñ Willingness to participate

ñ Enjoyment of the songs and activities

ñ Polite behavior and respect for others

ñ Development of self-confidence

Children should:

ñ identify and name the characters

ñ start to interact with others and the puppet

ñ be able to use their body to communicate verbally and non-verbally

ñ respond appropriately to classroom language

ñ perform actions and mime during songs and games

ñ participate in the activities

Unit Aims

Main Evaluation Criteria Main Attitudes

Lesson 1

Lesson 2

Lesson 1

Student’s language

ñ hello, bye-bye

Teacher’s language

ñ Sit with me! Who’s this? Sit down, please!

Thank you, Kenny.

Kenny puppetInteractive Poster

Picture Flashcards 1-3 (Kenny, Molly, Billy)

Class CD Extra Worksheet 1, a copy for each child,straws

Extra materials checklist Language

Note: Before the class starts, decide where you are

going to keep the Kenny puppet You can make ahome for him out of a shoe box You can keep theKenny puppet there and have it as a class routine

to put him to bed at the end of every lesson

1 Hello, everyone Listen to the Hello! song.

(Track 02)

Stand where the class teacher usually stands and

introduce yourself Say Hello to the children Ask

the children to hold hands and form a circle Theneveryone sits down As you are doing this, say thefollowing chant:

Stand in a circle, Stand with me.

Now sit in the circle, One, two, three!

Present Kenny and his home Shake the box sothat the children can hear that there is something

in the box and say Who’s in the box? Look inside

as you are putting on the Kenny puppet and say

excitedly: It’s Kenny! (show Kenny to the children) Hello! Hello! Hello, Kenny! Explain to the children

that Kenny speaks another language: English

Invite children to say Hello to Kenny

Go around the classroom with the Kenny puppet

and say Hello to the children Go up to each

child, have Kenny purr, shake their hands and say

Hello, (name) Encourage each child to shake Kenny’s hand and say Hello.

Play the Hello song As you sing, make Kenny

wave to the children

Hello! Hello!

It’s a lovely day.

Welcome to the farm, Come in and play!

2 Meet the characters! Listen to the Hello, I’m Kenny! song. (Track 04)

Put up the Interactive Poster and place the

character flashcards (Kenny, Molly, and Billy) in the

basket Show the Kenny flashcard to the children

Ask Who’s this? Say Hello, Kenny Encourage the children to copy you Repeat with Molly and Billy.

Place the Kenny flashcard in front of your face and

with a change in your voice say Hello, I’m Kenny Encourage the children to say Hello, Kenny Repeat with Molly and Billy.

Now play the song Hold up the characterflashcards when their names are heard Have thechildren wave to the characters Play the songagain, encouraging the children to join in

Circle Time

Hello, I’m Kenny, Hello, hello, hello!

Hello, I’m Molly, Hello, hello, hello!

Hello, I’m Billy, Hello, hello, hello!

3 Play Kenny, Billy, Molly.

Make sure the children are sitting down again

Assign roles (Kenny, Billy, Molly) by going aroundand patting the children on their shoulders

Demonstrate the game Say Hello, Kenny! The

children who belong in that group stand up and

say Hello Repeat the procedure with the rest of

the groups

Ask the children to go back to their seats usingthe following chant:

Go to the table, Sit down, please.

Go to the table, One, two, three!

4 Welcome to the Happy Hearts US Animal

Farm.* (Extra Worksheet 1 on p 131)

Show the children the Extra Worksheet 1 Point toKenny Ask the children if they notice anything

special on Kenny’s tummy (a red heart) Explain

to the children, in L1, that Kenny is a specialanimal with special friends He lives on a farm andthis year they are going to join him and have a lot

of fun together! Point to the rest of the characters

on the worksheet and elicit their names

Hand out the extra worksheet to the children.Explain that they have to color in the characters.Allow the children some time to work on theirown Then help the children make puppets bycutting the characters out, folding them andsticking them on straws

As an extension, play the Hello, I’m Kenny! song

(Track 04) The children move the puppets to themusic

Give the children their folders Ask them to put intheir worksheets

* If you are running out of time, you can skip Table Time.

5 Bye-bye, everyone Listen to the Bye-bye!

Sit in a circle with the children Ask a child to go and sit inside the circle Ask him/her to cover

his/her eyes Ask another child to say Hello The child in the middle tries to guess the name of the

child who said hello Keep changing the child in the middle

Hello, Kenny!

The children sit in a circle Play the Hello! song (Track 04) while the children pass the character

flashcards around Pause the music The children with the character flashcards have to say

Hello, (Kenny)!

Lesson 2

Student’s language

ñ hello, bye-bye

Teacher’s language

ñ Kenny’s sleeping Let’s wake him up.

Come on, Kenny! It’s time for a (song)!

How lovely Thank you, (Mary)

Kenny puppetInteractive poster

Picture Flashcards 1-3 (Kenny, Molly, Billy)

Class CD Kenny’s Corner: Soft ball; Extra Worksheet

2, a copy for each child

Extra materials checklist Language

1 Hello, everyone Listen to the Hello! song.

(Track 02)

As in Lesson 1, ask the children to form and sit in acircle while saying the following chant:

Stand in a circle, Stand with me.

Now sit in the circle, One, two, three!

Point to Kenny inside his “home” and say Look!

Kenny’s sleeping Let’s wake him up Come on, Kenny! It’s time for a (song)! Play the Hello! song.

The children “wake up” Kenny by singing thesong to him

2 Meet the characters Listen to the Hello,

I’m Kenny! song. (Track 04)

Show children the Kenny flashcard Ask Who’s this? Say Hello, Kenny Encourage the children to copy you Show the Molly and Billy flashcards Elicit

to the music

3 Play Hello!

Hold up the Kenny puppet and have him say

hello to a child Encourage the child to greet him.

Continue until all the children have had the

opportunity to say hello, e.g Kenny: Hello, (Anna)!

Anna: (stands up) Hello!

As in Lesson 1, ask the children to go back to theirseats using the following chant:

Go to the table, Sit down, please.

Go to the table, One, two, three!

Table Time Circle Time

You will need a soft-ball for this game Ask the children to stand in a circle Say Hello, I’m (Kelly).

Throw a soft-ball to a child The child responds by saying Hello, (Kelly) I’m (Frank) and throws

the ball back to you Repeat with the rest of the children

This is me! (Extra Worksheet 2 on p 132)

If you have time, photocopy and hand out Extra Worksheet 2 Elicit the names of thecharacters Explain the activity The children draw themselves in the space provided Then they

present themselves to the class Encourage them to say Hello, I’m (Sam).

Note: You can make a Happy Hearts US classroom poster and stick the children’s extra worksheets

there You can use the poster as a point of reference every time you wish to address the children

Kenny’s Corner

4 Worksheet 1 page 3

Show Worksheet 1 to the children Point to Kenny

and elicit his name Repeat with Molly and Billy.

Say Welcome to the farm!

Hand out Worksheet 1 to the children Explain theactivity The children color the farm Walk aroundthe classroom while the children are working and,using the Kenny puppet, comment on the picture,

e.g Kenny: How lovely Thank you, (Mary)

Give the children their folders Ask them to put intheir worksheets

4 Bye-bye, everyone (Track 06)

Hold up the Kenny puppet and say Thank you, Kenny Bye-bye Ask the students to say goodbye

to Kenny Play the goodbye song.

Sing the song while waving goodbye Encouragethe children to wave and sing along

ñ To practice identifying and matching colors

ñ To observe and record color and shapes from direct experience

ñ To develop gross motor skills through miming actions in the songs and story

ñ To improve fine motor skills by tracing and coloring

ñ To develop creative skills by making a color streamer

ñ To develop observational skills through tracing and coloring activities

ñ To familiarize the children with the English class routine

ñ To develop social skills by having children follow commands

ñ To encourage the children to cooperate by singing songs and playing games

ñ Willingness to participate

ñ Enjoyment of the songs, activities, and story

ñ Polite behavior and respect for others

ñ Development of self-confidence

Children should:

ñ identify and name colors

ñ start to interact with others

ñ be able to use their body to communicate verbally and nonverbally

ñ respond appropriately to classroom language

ñ perform actions and mime during songs, games, and dramatic play

Unit Aims

Main attitudes

Main Evaluation criteria

Lesson 1 Lesson 2

Lesson 4 Lesson 3

Lessons 5 & 6

Lesson 1

Ask the children to hold hands and form a circle

Then everyone sits down As you are doing this,say the following chant:

Stand in a circle, Stand with me.

Now sit in the circle, One, two, three!

Take the Kenny puppet out of his home (See Starter Unit Lesson 1.) and sing the Hello! song,

encouraging the children to sing along Goaround the classroom pretending to be Kennyand greet the children

Put up the Happy Hearts US animal farm poster.

Point to it and read the title Remind the childrenwhat animal farm means Tell the children that inevery unit they will invite a new animal friend to the

animal farm Put up the Kenny flashcard on the first

frame Point to it and say Hello, Kenny Welcome to the Happy Hearts US animal farm! Encourage the children to wave to Kenny and say Hello.

Put up the Interactive Poster Say the followingchant:

What’s in my basket?

Come and see.

What’s in my basket?

One, two, three!

Use the Kenny puppet and take the yellow

flashcard out of the basket Show it to the

children and say yellow Ask the children to

repeat after you Show children a yellow colored

pen/crayon and say yellow again The children

repeat after you Follow the same procedure withthe rest of the flashcards

Put the flashcards in front of you Ask a child tocome and point to the corresponding flashcard

Say (Susan), show me yellow.

Circle Time

Before going into class

Put picture flashcards 4-7 into the basket of theInteractive Poster

Picture Flashcards 4-7 (yellow, sun, blue, sky)

3 Listen to the Hello, yellow! song. (Track 08)

Go through the song and demonstrate thefollowing actions:

Hello, yellow! (wave) Yellow for the sun (trace an imaginary circle with

your hands)

Hello, yellow! (wave) Yellow is fun! (clap your hands) Hello, blue! (wave)

Blue for the sky (point to sky) Hello, blue! (wave)

Hello, hi! (wave)

Play the song and encourage the children to

copy you Play the Hello, yellow! song again.

Encourage the children to listen and join in withthe actions Time permitting, put up the flashcards(4-7) Play the song a third time and use theflashcards as prompts to help the children singalong while performing the actions

Place the yellow flashcard on one wall and the blue on the opposite Play the song again The

children move around Pause the music and

shout out Yellow! The children must move to the appropriate wall Repeat with blue

Ask the children to go back to their seats usingthe following chant:

Go to the table, Sit down, please.

Go to the table, One, two, three!

Show the children Worksheet 1 Point to the sunand encourage the children to name it Repeat

with sky Say The sun is yellow Take a yellow

colored pencil and pretend to color the sun

Repeat for The sky is blue

Hand out Worksheet 1 to the children Allow thechildren some time to work on their own Walkaround the classroom as the children are workingand help them if necessary

Play the Hello, yellow! song (Track 08) Encourage

the children to listen to the song and point to the

sun and the sky

Give the children their folders and ask them to puttheir worksheets in them

Hold up the Kenny puppet and say Thank you, Kenny Bye-bye Ask the children to say goodbye

to Kenny Play the Bye-bye! song Sing the song

while waving goodbye Encourage the children

to wave and sing along

Kenny’s Corner

Pass the flashcards

Table Time

Picture Flashcards 4-7 (yellow, sun, blue, sky)

Class CDFour cards with yellow and blue splotchesPlastic cups, clothes pins

Kenny’s Corner: Extra Worksheet 1, a copy for each child

Extra materials checklist Language

Ask the children to hold hands and form a circle

Then everyone sits down As you are doing this say

the Circle Time chant from Lesson 1 With the help

of the Kenny puppet sing the Hello! song,

encouraging the children to sing along Go aroundthe classroom pretending to be Kenny and greetthe children

Put up the Interactive poster Say the followingchant:

What’s in my basket?

Come and see.

What’s in my basket?

One, two, three!

Use the Kenny puppet and take out the yellow flashcard Show it to the children and say yellow.

Encourage the children to repeat Point tosomething yellow and repeat the word Thechildren repeat after you Repeat with the rest ofthe flashcards

You will need four cards with yellow and blue

splotches Show the first card (yellow) and say yellow Put it on the board Then show the card with the blue splotch and say blue Put it up on the board Continue with the next card (yellow).

Ask the children to tell you which card comes

next (blue)

You will need some plasticcups and some clothes pins

Draw some yellow and blue

circles around the top of eachplastic cup Color the clothes pins yellow or blue.Give each child a plastic cup and some clothespins Explain the activity The children shouldmatch the clothes pins to each of the coloreddots by putting a clothes pin above each dot.Ask some of the children to present their work andname the colors

* If you are running out of time, you can skip this activity.

Ask the children to go back to their seats using

the Table Time chant from Lesson 1.

Table Time

Circle Time

Before going into class

Put picture flashcards 4-7 into the basket of theInteractive Poster

5 Remove the Kenny press-out.

Give children their press-outs Demonstrate what

to do, using your own copy Put your fingersthrough the holes and have Kenny stand on the

table Look at it and say Hello, Kenny! Encourage

the children to do the same Go around theclassroom providing any necessary help

Play the Hello, yellow! song Encourage the

children to move their press-outs to music Havethe children form pairs Play the song again Thechildren take turns “performing” a verse, i.e

move their press-outs to the music of a verse

Give the children their folders and ask them to puttheir press outs in them

Hold up the Kenny puppet and say Thank you, Kenny Bye-bye Ask the children to say goodbye

to Kenny Play the Bye-bye! song Sing the song

while waving goodbye Encourage the children

to wave and sing along

Sing a Song!

Play the karaoke version of the Hello, yellow! song (Track 09) Lead

them into singing the song and miming the actions Alternatively, singpart of the song and leave some breaks in it for the children to join in,

e.g Yellow for…

Yellow for the Sun (Extra Worksheet 1 on p 133)

If you have time, photocopy and hand out Extra Worksheet 1 Point

to the suns and elicit the word sun Ask What color is the sun? Show

a yellow crayon and elicit the answer Explain the activity Ask thechildren to trace and color in the suns As an extension, ask the

children to color in the rest of the page blue Say Blue for the sky.

Kenny’s Corner

Lesson 3

Ask the children to hold hands and form a circle

Then everyone sits down As you are doing this

say the Circle Time chant from Lesson 1.

With the help of the Kenny puppet sing the Hello!

song encouraging the children to sing along Goaround the classroom pretending to be Kennyand greet the children

Put up the Interactive Poster Say the followingchant:

What’s in my basket?

Come and see.

What’s in my basket?

One, two, three!

Use the Kenny puppet and take the green

flashcard out of the basket Show it to the

children and say green Encourage the children

to repeat Next, take the tree flashcard out of the basket Show it to the children and say tree.

Encourage the children to say the word Repeat

for the red and apples flashcards

Point to the tree flashcard and say Green is for the color of the tree Encourage the children to repeat after you Point to the apples flashcard and say Red is for the apples on the tree Encourage the

tree with long branches)

Red is for the apples on the Tree, tree, tree! (mime putting an apple on your

head)

Circle Time

Before going into class

Put picture flashcards 8-11 into the basket ofthe Interactive Poster

ñ Green is for the color of the tree Red

is for the apples on the tree.

Kenny puppetInteractive Poster

Picture Flashcards 4, 6, 8-11 (yellow, blue, green, tree, red, apples)

Class CDWorksheet 2Kenny’s Corner: A paper bag with yellow, blue, red, and green items such as an apple, a banana, etc

Extra materials checklist Language

Table Time

Kenny’s Corner

Red for the apples, (mime holding an apple) Green for the tree, (extend your hands as if you

are a tree with long branches)

Red and green For you and me! (point to the children and to

yourself) Play the song and encourage the children to

copy you Play the Two pretty colors! song again.

Encourage the children to listen and join in withthe actions Time permitting, put up the flashcards

(green, tree, red, apples) Play the song a third

time and use the flashcards as a prompt to helpthe children sing along while performing theactions

Ask the children to sit in a circle Pass the red, green, blue, and yellow flashcards Play the karaoke version of the Two pretty colors! song

(Track 11) The children pass the cards around

Pause the music The children holding theflashcards must stand up and name the colorthey are holding

Ask the children to go back to their seats using

the Table Time chant from Lesson 1.

complete your sentences Use your finger and

pretend you are tracing the tree and the apples.

Explain to the children that they should trace andcolor in the tree and the apples on the right

Hand out Worksheet 2 to the children Allow thechildren some time to work on their own Walkaround the classroom and praise the children

Give the children their folders and ask them to puttheir worksheets in them

Hold up the Kenny puppet and say Thank you, Kenny Bye-bye Ask the children to say goodbye

to Kenny Play the Bye-bye! song Sing the song

while waving goodbye Encourage the children

to wave and sing along

Lesson 4 – Toy Box

Ask the children to hold hands and form a circle

Then everyone sits down As you are doing this

say the Circle Time chant from Lesson 1.

With the help of the Kenny puppet sing the Hello!

song encouraging the children to sing along Goaround the classroom pretending to be Kennyand greet the children

Put the yellow, red, blue, green flashcards on

different walls in the room Ask the children to

stand up Ask Kenny, what is your favorite color?

Have Kenny “whisper” a color to you Say the

color, e.g blue Encourage the children to go

and stand near the (blue) flashcard and repeatthe word

Next, take out the sun, sky, tree, apples picture

flashcards, one at a time and elicit the names

Ask What color is the sky? Encourage the children

to say blue Give the sky flashcard to a child and

ask him/her to put it up on the wall next to thecorresponding color Repeat with the otherflashcards

(Track 10)

Play the Two pretty colors! song Encourage the

children to mime the actions Play the song againand encourage the children to sing along joining

in with the actions

Make four big circles on the floor of the classroom

(red, yellow, blue, and green) using chalk or

colored duct tape Name a color and give abeanbag, a soft-ball, etc to a child The child has

to toss it inside the corresponding circle Repeatwith different colors and children

* If you are running out of time, you can skip this activity.

Ask the children to go back to their seats using

the Table Time chant from Lesson 1.

You will need a paper plate and some coloredpaper streamers, a set for each child Show thechildren your model and tell them that you aregoing to make color streamers Help the childrenmake their own color streamers by cutting thecenters out of their paper plates Then cut long

Table Time Circle Time

Children’s language

ñ Review

yellow, sun, blue, sky, green, tree, red, apples

Kenny puppetInteractive Poster

Picture Flashcards 4-11 (yellow, sun, blue, sky, green, tree, red, apples)

Class CD

A piece of chalk or duct tape and a beanbag/soft-ball

A paper plate and some colored paper streamers, a set for each child

Extra materials checklist Language

Kim’s Game

Put up the color flashcards Ask the children to look at them for a while before they close

their eyes Take one of the flashcards away Ask a child to tell you which one is missing

Where’s the sun?

Use the sun, tree, and apples flashcards Show the children the three

flashcards Put them face down on the table so that the childrencan’t see the pictures Mix the flashcards up Ask the children whichflashcard is the sun

Kenny’s Corner

pieces of red, yellow, green, and blue crepe paper

streamers and staple them onto the paper plate

As an extension, the children can present theirstreamers to their friends

Note: Don’t let the children take their color

streamers home yet if you are planning to doOptional Lesson 7 They will need them then

Hold up the Kenny puppet and say Thank you, Kenny Bye-bye Ask the children to say goodbye

to Kenny Play the Bye-bye! song Sing the song

while waving goodbye Encourage the children

to wave and sing along

Lesson 5

Ask the children to hold hands and form a circle

Then everyone sits down As you are doing this

say the Circle Time chant from Lesson 1.

With the help of the Kenny puppet, sing the Hello!

song Encourage the children to sing along Goaround the classroom pretending to be Kennyand greet the children

Say Come on, everyone, one, two, three It’s storytime for you and me! Narrate the story or

play the CD While the children are listening, point

to the corresponding Story Cards

Story Card 1

Storyteller: Kenny is in the sun (point to Kenny

and the sun)

Billy: Hello Kenny, (point to Kenny and

Point to the characters and elicit their names

Point to the sun and say Look at the sun It’s …

Encourage the children to complete your

walking around

Story Card 3

Molly: Look at the beautiful green tree!

(point to the tree)

Storyteller: … says Molly (point to Molly) Kenny: Meow!

Storyteller: … says Kenny, and climbs up the tree.

(point to Kenny and mime climbing)

Point to the tree and ask What color is the tree? Encourage the children to say green Point to Kenny and mime climbing Say Kenny is climbing

up the … Encourage the children to complete your sentence (tree).

ñ Come on everyone, it’s storytime fun;

What color is the (sky)? Look at the apples!

Kenny puppetUnit 1 Story CardsClass CD

Kenny’s Corner: Simple sketches of a sun and a tree

Extra materials checklist Language

Story Card 4

Billy: Look at the beautiful red apples!

(point to the apples)

Storyteller: … says Billy (point to Billy) Kenny: Meow!

Storyteller: … says Kenny (point to Kenny)

Point to the apples and say Look at the beautiful red … Encourage the children to say apples.

Point to the apple bouncing off Billy’s head and

say Ouch! Poor Billy!

Story Card 5

Storyteller: An apple for Molly (point to the

apple and Molly)

An apple for Billy (point to the apple and Billy) and an apple for Kenny! (point to the apple

and Kenny)

Molly and Billy: What a beautiful day!

Storyteller: … say Molly and Billy (point to

Molly and Billy)

Storyteller: … says Kenny (point to Kenny)

Point to Molly and mime offering an apple as you

say An apple for … Encourage the children to say Molly Repeat with Billy and Kenny Repeat

the story Encourage the children to join in with

the sounds, e.g meow, ouch, etc.

Ask the children to go back to their seats using

the Table Time chant from Lesson 1.

Hand out the story worksheets and the stickerpage to the children Hold up the sticker page

Point to the sun sticker and say What a beautiful yellow sun! Pretend to take the sun sticker and

put it in the correct place on the worksheet.Repeat with the other stickers Now the childrenput their own stickers on their worksheets Walkaround the classroom providing any necessaryhelp and praising their efforts

Point to the apples on page 11 Say Look at the apples! Then say Let’s trace and color the apples.

Go around the classroom as the children areworking and ask them to say what color theapples are If you have time, play the story again.Encourage the children to join whenever they areable to

Give the children their folders and ask them to puttheir worksheets in them

Hold up the Kenny puppet and say Thank you, Kenny Bye-bye Ask the children to say goodbye

to Kenny Play the Bye-bye! song Sing the song

while waving goodbye Encourage the children

to wave and sing along

Paper cut-out apples in red, green, and yellow, basketExtra Worksheet 2, a copy for each child

Kenny’s Corner: Large piece of poster board, four trays of yellow, red, green, and blue hand paint

Extra materials checklist Language

Ask the children to hold hands and form a circle

Then everyone sits down As you are doing this,

say the Circle Time chant from Lesson 1.

With the help of the Kenny puppet sing the Hello!

song, encouraging the children to sing along Goaround the classroom pretending to be Kennyand greet the children

Say the storytime chant from the previous lesson

Put the Story Cards up where the children cansee them Narrate the story or play the CD Point

to the characters as they speak as well as tovocabulary items as they are mentioned

Mix the Story Cards up Play the first part of thestory Ask the children to identify the correct StoryCard Put it first Repeat with the rest of the StoryCards

You will need to prepare some paper cut-outapples by drawing simple sketches of apples on

red, green, and yellow construction paper Cut

the apples out and stack them in a basket

Ask the children to sit in a circle, and hand out the

apples Say Red is for the apples on the tree, tree, tree! The children with the corresponding apples

hold them up and repeat the name of the color

Repeat with the green and yellow apples

Ask the children to go back to their seats using

the Table Time chant from Lesson 1.

Pretend that Kenny wants to tell you something

Have him “whisper” to you and say Really? That’s great! Tell children that Kenny loves apples Say Kenny wants an apple! Ask the children to draw an

apple Alternatively, photocopy Extra Worksheet 2(p 134) and hand it out The children trace andcolor the apple

As an extension, you can have the children comeand offer their apples to Kenny Teach them to say

A (red) apple for you Accept it and say Thank you.

Hold up the Kenny puppet and say: Thank you, Kenny Bye-bye Ask the children to say goodbye

to Kenny Play the Bye-bye! song Sing the song

while waving goodbye Encourage children towave and sing along

Table Time Circle Time

Kenny’s Corner

Colored handprints

You will need a large piece of poster card and four trays of paint, yellow, red, green, andblue Call out a color and have the children take turns dipping their hands in the paint andpressing their handprints on the paper Repeat with the other colors You can write theirnames under their handprints

Color Actions

Divide the class into four color groups and demonstrate the following actions:

Yellow – the children in this group jump up and down Blue – the children in this group wave their arms Green – the children in this group stamp their feet Red – the children in this group clap their hands

Play the karaoke version of one of the unit songs The childrenwalk in a circle Pause the music and name a color The childrenthat belong in that group, perform the corresponding actions

Picture Flashcards 4, 6, 8, 10 (yellow, blue, green, red)

The color streamers the children prepared in Lesson 4Kenny’s Corner: Colored strips of paper; Unit 1 Picture Flashcards

Extra materials checklist Language

Ask the children to hold hands and form a circle

Then everyone sits down As you are doing this say

the Circle Time chant from Lesson 1.

With the help of the Kenny puppet sing the Hello!

song, encouraging the children to sing along Goaround the classroom pretending to be Kenny andgreet the children

Ask for four volunteers and give them the colorflashcards Ask them to show them to the rest of the

class Then ask Kenny, what’s your favorite color?

Name the colors as you point to them Have Kenny

“whisper” his favorite color to you and say (Green)?

Hooray for (green)! Point to the corresponding

flashcard

Ask the children with the flashcards to go andstand around the class Play a song from the unit

The rest of the children walk around the room

Pause the song and ask Kenny again about his

favorite color Say (Blue)? Hooray for (blue)! The

children run to the child that is holding the (blue)flashcard Repeat as many times as you thinknecessary

The children use the colored streamers theyprepared in Lesson 4 Have them stand in a circle,holding their streamers Stand in the middle of thecircle Ask for some volunteers and demonstratethe following dramatic play:

Teacher: Hooray for yellow!

Children: Yellow, yellow, yellow! (children run to

the middle of circle and back again,shaking their streamers)

Teacher: Hooray for blue!

Children: Blue, blue, blue! (children run to the

middle of circle and back again,shaking their streamers)

Teacher: Hooray for green!

Children: Green, green, green! (children run to

the middle of circle and back again,shaking their streamers)

Teacher: Hooray for red!

Children: Red, red, red! (children run to the

middle of circle and back again,shaking their streamers)

Teacher: Yellow, blue, green, red!

Children: Yellow, blue, green, red! (children

shake their streamers in the air eachtime a color is shouted)

Circle Time

Kenny’s Corner

Have the children stand in a line and wave thestreamers from side to side in unison to create arainbow effect

Repeat This time encourage all the children toparticipate Do not push any shy children toparticipate if they don’t want to They can be theaudience and they can applaud you and therest of the children upon completion of theperformance

Give the children their folders and ask them to puttheir color streamers in them

Ask the children to choose their favorite song.Play the song The children join in with the actionsand sing along If you wish, you can use theKaraoke version of the song

Hold up the Kenny puppet and say Thank you, Kenny Bye-bye Ask the students to say goodbye

to Kenny Play the Bye-bye! song Encourage the

children to wave and sing along

My Color Friend

Prepare strips of colored paper (red, blue, green, and yellow) Go around the classroom

and give a strip to each child Play a song from the unit The children move around theclassroom Pause the song The children have to find a child with the same color

Memory Game

Place the unit flashcards on the floor in a circle The children look

at them for a couple of minutes before they close their eyes Placethe flashcards face down The children, in pairs or on their own,have to name as many flashcard items as they can remember

Across the Curriculum (Lesson 8 – Optional)

ñ To identify and name colors; to observe and record color and shapes from direct experience (art)

Children’s language

ñ yellow, blue, green, red

Kenny puppetCross-curricular poster 1

Picture Flashcards 4, 6, 8, 10 (yellow, blue, green, red)

A bowl with red, blue, green, and yellowitems

Extra Worksheet 3, a copy for each childKenny’s Corner: A jar full of wrapped colored candy; white ice cube trays with red, yellow, and blue water(made with food coloring), an eye dropper

Extra materials checklist Aim

Ask the children to hold hands and form a circle

Then everyone sits down As you are doing this

say the Circle Time chant from Lesson 1.

With the help of the Kenny puppet sing the Hello!

song, encouraging the children to sing along Goaround the classroom pretending to be Kennyand greet the children

the red items Then point to a yellow item and ask

him Is it red? Shake your head and elicit the

answer from the children Repeat with the rest ofthe items and colors

Point to an item on the poster Ask a child toname the color Ask the rest of the class forverification Repeat with some more children

Hold up the green flashcard Ask What color is it? Elicit the answer Then say Show me Green The

children point to something in the classroom that

is green Repeat with the other colors

Ask the children to go back to their seats using

the Table Time chant from Lesson 1.

Make up a bowl with items of different colors Try to

include at least one item from each color, e.g red: apple; yellow: flower; green: pear; blue: crayon.

Find a safe place for these on or near the paintingarea

Let the children look at, smell, and feel the items

on display and have a discussion, in L1, abouttheir color and texture Mime holding, smelling, oreating an item (where applicable) Ask children

to point to the item When guessed correctly,hold up the item and trace its outline with afinger If you wish, you can draw a simple sketch

of the item on the board Repeat with some more

Table Time*

Circle Time

Kenny’s Corner

Sweet sorting

You will need some candy for this activity Show the children the transparent jar full ofwrapped colored candy Explain to them, in L1, that the candy has been mixed up andthat you need some help to sort it out by color The children, in groups or as a class,complete the activity As an extension, you can offer the children some of the candy as areward

Mix the colors

Fill the first three spaces of a white ice cube tray with red, yellow, and blue water (made with food coloring) Use an eye dropper and

let the children take turns mixing the colors in the empty spacesand see what color is made from each color combination:

red + yellow = orangered + blue = purpleyellow + blue = green

items Ask the children to draw an item from thebowl on a piece of paper Make a class display

As a variation, you can photocopy and hand outExtra Worksheet 3 (p 135) The children trace andcolor the items Allow the children some time tocomplete the activity Walk around the classroom

as the children are completing the activity andpraise their work

Give the children their folders and ask them to puttheir worksheets in them

* If you are running out of time, you can skip Table Time.

Hold up the Kenny puppet and say Thank you, Kenny Bye-bye Ask the students to say goodbye

to Kenny Play the Bye-bye! song Encourage the

children to wave and sing along

ñ To present parts of the body

ñ To understand and follow commands

ñ To review colors

ñ To practice demonstrating the positional terms up and down as they move their bodies and blocks up anddown

ñ To develop gross motor skills through miming actions in the songs and story

ñ To improve fine motor skills by tracing and matching

ñ To develop creative skills by making a mouse mask

ñ To develop observational skills through tracing and matching activities

ñ To familiarize the children with the English class routine

ñ To develop social skills by having children follow commands

ñ To encourage the children to cooperate by singing songs and playing games

ñ Willingness to participate

ñ Enjoyment of the songs, activities, and story

ñ Polite behavior and respect for others

ñ Development of self-confidence

Children should:

ñ identify and name parts of the body

ñ be able to follow commands

ñ start identifying the positional terms up and down

ñ start to interact with others

ñ be able to use their bodies to communicate verbally and nonverbally

ñ respond appropriately to classroom language

ñ perform actions and mime during songs, games, and dramatic play

Unit Aims

Main attitudes

Main Evaluation criteria

Lesson 1 Lesson 2

Lesson 4 Lesson 3

Lessons 5 & 6

Lesson 1

1 Hello, everyone. (Track 02)

Ask the children to hold hands and form a circle

Then everyone sits down As you are doing this,say the following chant:

Stand in a circle, Stand with me.

Now sit in the circle, One, two, three!

Take the Kenny puppet out of his home (See Starter Unit Lesson 1.) and sing the Hello! song encouraging

the children to sing along Walk around, pretending

to be Kenny and greet the children

2 Play What’s in my basket?

Put up the Interactive Poster Say the followingchant:

What’s in my basket?

Come and see.

What’s in my basket?

One, two, three!

Use the Kenny puppet and take the Mackey

flashcard out of the basket Show it to the children

and say This is Mackey (the mouse) Encourage the children to say Hello, Mackey! Explain to the

children, in L1, that Mackey is Kenny’s friend andthat he has just come to the animal farm Wave to

Mackey and say Welcome, Mackey Encourage the children to repeat after you Go to the Happy Hearts US animal farm poster and put the Mackey

flashcard on the designated frame Alternatively,ask a child to do that for you While you are doingthis, you can sing the following (To the tune of

Hello, I’m Kenny! Track 04):

Hello, I’m Mackey.

Hello, hello, hello!

Use the Kenny puppet and take the hands flashcard

out of the basket Show it to the children and,

holding your hands up in front of you, say hands.

Circle Time

Before going into class

Put picture flashcards 12-14 into the basket ofthe Interactive Poster

Picture Flashcards (12-14) (Mackey, hands, feet)

Happy Hearts US animal farm poster

Class CD

A yellow boxWorksheet 1Kenny’s Corner: Unit 1 Picture Flashcards

Extra materials checklist Language

Kenny’s Corner

Encourage the children to mime and repeat Take

the feet flashcard out of the basket Show it to the children and, wiggling your fingers, say feet.

Encourage the children to mime and repeat

Point to Mackey and say Little mouse, little mouse!

Mime little and repeat the phrase Encourage the

children to copy your actions Point to his hands

and feet and say little hands, little feet Encourage

the children to repeat after you

3 Listen to the Little mouse song. (Track 13)

Go through the song and demonstrate thefollowing actions:

Little mouse, little mouse!

Funny little mouse, funny little mouse!

Little hands, little feet, (hold up hands, wiggle

fingers)

Little mouse is very sweet! (open and close eyes) Little mouse, little mouse!

Play the song and encourage the children to

copy you Play the Little mouse song again.

Encourage the children to listen and join in withthe actions Time permitting, put up the flashcards

(hands, feet) Play the song a third time and use

the flashcards as prompts to help the childrensing along while doing the actions

4 Play Little Mouse.

Bring something to class to represent a piece of

cheese, e.g a yellow box Ask the children to sit in a

circle Invite one of the children to sit in the middle

as the “mouse” with eyes closed and the piece of

“cheese” behind him/her Point to a child in thecircle He/She must get the cheese and sit back inthe circle with the cheese behind his/her back Thechild in the middle opens his/her eyes and tries toguess who has the cheese The child with thecheese takes the next turn in the middle

Ask the children to go back to their seats usingthe following chant:

Go to the table, Sit down, please.

Go to the table, One, two, three!

5 Worksheet 1 page 13

Show Worksheet 1 to the children Point to

Mackey the mouse and say Mackey is a …

Encourage the children to complete your

sentence (mouse) Point to Mackey’s hands and feet and say Little … Encourage the children to say hands and feet

Hand out Worksheet 1 to the children Explain theactivity Take a pencil and mime tracing

Mackey’s hands and feet Allow the children

some time to work on their own Walk around theclassroom as the children are working and helpthem if necessary

Play the Little mouse (Track 13) song Encourage

the children to sing the song and point to

Mackey’s hands and feet when they hear the

words in the song

Give the children their folders and ask them to puttheir worksheets in them

6 Bye-bye, everyone. (Track 06)

Hold up the Kenny puppet and say Thank you, Kenny Bye-bye Ask the children to say goodbye

to Kenny Play the Bye-bye! song Sing the song

while waving goodbye Encourage the children

to wave and sing along

Table Time

Picture Flashcards 13 & 14 (hands, feet)

Class CD Kenny’s Corner: Extra Worksheet 1, a copy per child

Extra materials checklist Language

1 Hello, everyone. (Track 02)

Ask the children to hold hands and form a circle

Then everyone sits down As you are doing this

say the Circle Time chant from Lesson 1.

With the help of the Kenny puppet sing the Hello!

song encouraging the children to sing along Goaround the classroom pretending to be Kennyand greet the children

2 Play What’s in my basket?

Put up the Interactive poster Say the followingchant:

What’s in my basket?

Come and see.

What’s in my basket?

One, two, three!

Use the Kenny puppet and take out the hands flashcard Show it to the children and say hands.

Say Show me your little hands Encourage the children to say little hands Next take out the feet

flashcard and repeat

3 Play Mouse Trap.

Choose two children to be a “mouse trap” Tellthe rest of the children that they are “mice,” andshould avoid being caught by the mouse trap.Designate an area where the mouse trap cankeep the mice

Have the children who are mouse traps faceeach other, take hold of both hands and holdtheir arms high to make an arch Play some musicand have the “mice” march under the arch.Pause the music The mouse trap comes downand catches any mouse that happens to beunder their arms The mouse who is caught goes

to the designated area and the game continues.Keep changing the mouse traps

4 Play Hands or Feet?*

Show children the hands and feet flashcards.

Encourage them to name the parts of the body Askthe children to close their eyes Choose a flashcardand put it behind your back Ask the children to

open their eyes Ask a child Hands or feet? When

the child answers reveal the flashcard Repeat withsome more children

* If you are running out of time, you can skip this activity.

Circle Time

Before going into class

Put picture flashcards 13 & 14 into the basket ofthe Interactive Poster