Song Material Pack Vol 05 HQN

Songs for Kids Volume 5
CD Materials Pack
Lessons plans
Songs teaching tips
Song posters
Song word sheets
Flashcards
Worksheets
ESL KidStuff
www.ESLKidStuff.com
Songs for Kids - Volume 5
CONTENTS
1. What's in your Bag? (Stationery Song)
Lesson plan and teaching ideas ............................................................. 1
Song Posters .............................................................................................. 7
Song Word Sheets ..................................................................................... 9
Flashcards ................................................................................................. 13
Worksheets ............................................................................................... 26
2. Do you have any Pets?

Song Posters .............................................................................................. 35
Song Word Sheets ..................................................................................... 37
Flashcards .................................................................................................. 39
Worksheets ............................................................................................... 49
3. Where Do You Live?

Song Posters .............................................................................................. 59
Song Word Sheets ..................................................................................... 61
Flashcards .................................................................................................. 63
Worksheets ............................................................................................... 71
4. The Nature Song

Song Posters .............................................................................................. 79
Song Word Sheets ..................................................................................... 81
Flashcards ................................................................................................. 83
Worksheets ............................................................................................... 94
5. What do you do? (The Jobs Song)

Song Posters .............................................................................................. 101
Song Word Sheets ..................................................................................... 103
Flashcards ................................................................................................. 105
Worksheets ............................................................................................... 117
6. Yesterday was a Great Day! (Regular verbs)
Song Posters .............................................................................................. 125
Song Word Sheets ..................................................................................... 127
Flashcards ................................................................................................. 129
Worksheets ............................................................................................... 137
7. What did you do Yesterday? (Irregular verbs)

Lesson plan and teaching ideas ............................................................ 139
Song Posters .............................................................................................. 146
Song Word Sheets ..................................................................................... 148
Flashcards ................................................................................................. 150
Worksheets ............................................................................................... 162
8. Past Irregular Verbs Song

Lesson plan and teaching ideas ................................................................ 164
Song Posters ............................................................................................. 171
Song Word Sheets .................................................................................... 173
Flashcards ................................................................................................. 175
Worksheets ............................................................................................... 191
9. Describe Your Friend (Adjectives Song)

Song Posters ............................................................................................. 199
Song Word Sheets .................................................................................... 201
Worksheets .............................................................................................. 203
10. Let's Have Some Fun! (Adverbs Song)

Song Posters ............................................................................................. 215
Song Word Sheets .................................................................................... 217
Worksheets .............................................................................................. 219
www.eslkidstuff.com | Lesson Plans for ESL Kids Teachers
Lesson:
Classroom Stationery
General:
Time: 40 mins - 1 hour
Objectives: Talking about classroom stationery and requesting things
Structures: "What's in your bag?"
"Bring me the (pencil), please"
"Put it / them in my bag"
"Do you have my/a (pencil)?"
Target Vocab: bag, pencil, pen, book, glue, crayons, ruler, eraser (GB: rubber), scissors,
pencil case, stapler, pencil sharpener, tape
You will need to download:

Flashcards: pencil, pen, book, glue, crayons, ruler, eraser (GB: rubber), scissors, pencil
case, stapler, pencil sharpener, tape (only required if you do not have
enough stationery for everyone to use)
Printables: Classroom Stationery Match-up worksheet
Stationery Matchup 3 worksheet
What's in your Bag? song poster
Warm Up & Wrap Up lesson sheet
Readers: Jamie's Magic School Bag
Songs: What's in your Bag? (stationery song)
These can be downloaded at http://www.eslkidstuff.com/esl-kids-lesson-plans.html
You will also need:

bags of stationery (with all the objects in the song: pencil, pen, book, glue, crayons, ruler,
eraser (GB: rubber), scissors, pencil case, stapler, pencil sharpener, tape) enough for
each student (possibly ask parents to prepare) - if you don't have enough for everyone
you can use flashcards in a bag instead
CD / Tape player / Computer or something to play the song on
Notes:
This is a great lesson for learning different classroom stationery and also for requesting
things.
ESL KidStuff Lesson Plan: Page 1 of 6 Copyright ESL KidStuff

Classroom Stationery All rights reserved
Songs for Kids Volume 5 - Material Pack 1 Copyright ESLKidStuff.com
Lesson Overview:
Warm Up and Maintenance:
1. See our "Warm Up & Wrap Up" lesson sheet.
New Learning and Practice:

1. Introduce the vocab
2. Play "Whats Missing?"
3. Play "Bring me the item"
4. Sing the "Whats in your Bag?" song
5. Play "Object Swap"
6. Read classroom reader "Jamie's Magic School Bag"
7. Do the "Classroom Stationery Match-up" worksheet
Wrap Up:
1. Set Homework: "Stationery Matchup 3" worksheet
Lesson Procedure:
See our "Warm Up & Wrap Up" lesson sheet.

Preparation:
Before class, prepare enough bags of stationery (with all the objects in the song: pencil, pen,
book, glue, crayons, ruler, eraser (GB: rubber), scissors, pencil case, stapler, pencil
sharpener, tape) so that each student has a bag. It may be easier if you tell your students
(or their parents) what to bring in the preceding class though have plenty of spares for
students who forget. For the bags, simple supermarket bags are fine.

NOTE: if you don't have enough stationery items for everyone you can use flashcards in a
bag instead
1. Introduce the actions vocab
Have everyone sit so they can see the table you are going to use. Before class, put the
following stationery items in a bag: pencil, pen, book, glue, crayon, ruler, eraser (GB: rubber),
scissors, pencil case, stapler, pencil sharpener, tape.
First, hold up the bag and teach / elicit and chorus the word "bag". Then take out the first
item from the bag (e.g. a pencil) and elicit / teach and chorus the word. Place that object on
the table. Do the same for all the objects, each time placing them in a line on the table.
When all the items are on the table, point to each in turn and elicit the item.
2. Play "Whats Missing?"

Tell everyone to close and cover their eyes. Take away an item from the table and hide it
behind your back. Then say "Open your eyes". Point to the missing space on the table and
encourage everyone to shout out the missing item. Keep playing until you have practiced
every word.
3. Play "Bring me the item"

Pick up all of the items from the table and place them around the room. Then select a
student and say "Bring me the (scissors)" that student will have to stand up, locate the
object and bring it to you (dropping into your bag). Do this for all the objects, each time
selecting a different student. For a challenge, you can have everyone close and cover their
eyes as you put the objects around the room.
Next, put students in pairs. Each pair should have one bag of the stationery objects
between them (if you don't have enough for everyone you can use flashcards in a bag
instead). One of the students should place different items around the room and then ask
his/her partner to collect each item and place into his/her bag using the structures:
"Bring me the (tape), please."

"Put it into my bag."
"Thank you."
When the bag is full, the students can change roles.
4. Sing the Whats in your Bag? song

By now your students will be ready for the song. Make sure everyone has a bag full of the
items from the song (if you don't have enough for everyone you can use flashcards in a bag

instead). Explain that they have to listen carefully and take out each item in the order of the
items in the song and place them in a line, in the correct order, on their desk. Play the
song and then check the order of everyone's items after the song has finished (you can use
the song poster for this). You may want to do this activity 2 or even three times until
everyone can get the order right.
Lyrics for the "What's in your Bag?" song Gestures for the "What's in your Bag?" song
Chorus: There is a great activity to go with this song.

Whats in your bag?
Whats in your bag? before class, prepare enough bags of stationery (with all
What is in your bag? the objects in the song) so that each student has a bag (if
you don't have enough for everyone you can use
Verse 1: flashcards in a bag instead). It may be easier if you tell
Do you have a pencil? your students (or their parents) what to bring in the
Do you have a pen? preceding class though have plenty of spares for
Do you have a book? students who forget. For the bags, simple supermarket
Do you have glue? bags are fine.
Chorus play the song and have students listen and take out each
item of stationery as it is sung and place the items on
Verse 2: their desk in the correct order (you can check by using
Do you have crayons? the song poster). This can be quite challenging, but good
Do you have a ruler? fun! You may want to play the song two or three times
Do you have *an eraser? to give everyone a chance of getting the correct order.
Do you have scissors?
Chorus
Verse 3:
Do you have a pencil case?
Do you have a stapler?
Do you have a pencil sharpener?
Do you have tape?
Chorus
*a rubber in the GB version of the song
5. Play "Object Swap"

By the end of the song activity, everyone will have their stationery objects (or flashcards) in
front of them, on their desks. We are going to mix them all up amongst the students and
then everyone will have to find their objects again!

Start by saying to one student, "Collect the (pencils) and give everybody a different pencil.".
Do the same for all of the objects (using different student to distribute them), so by the end
everyone has a bag full of stationery which isn't theirs.
Everybody now has to find their own stationery. Get everyone to stand up and mingle,
using the structure:
"Do you have my (pencil)?"
As everyone mingles they have to swap their objects (each student cannot have two or
more of any one item) and continue until their bag is full of their own items.
6. Read classroom reader "Jamie's Magic School Bag"

This classroom reader ties in perfectly with the lesson vocab and objectives. Before class,
download and print off the reader "Jamie's Magic School Bag" from our website. As you go
through each page, point to the items Jamie pulls out of his school and elicit what they are
and practice using the lesson structures:
Teacher: "What's in your bag, Jamie?" (reading from page 2). What do you think he has in
his bag?
Students: pencils, crayons? (etc. - guessing)
Teacher: Ok, let's see... (turning to page 3) ... Oh look! What are these?
Students: Pencils and pens!
Teacher: Yes, that's right! (reading from page 3) "I have pencils and pens". What else do you
think he has in his school bag?
Get the students really involved in the story by asking lots of questions (e.g. eliciting the
objects and their colors) and getting everyone to guess what items he will pull out next.
7. Do the "Classroom Stationery Match-up" worksheet

Give out the worksheets and have everyone color, read and write the words for each object.
Circulate as everyone is working away, and ask lots of questions (e.g. Whats this?, What
color is this?, Do you have a (pen)?, etc.).
Wrap Up:
1. Assign Homework: "Stationery Matchup 3" worksheet.
2. Wrap up the lesson with some ideas from our "Warm Up & Wrap Up" lesson sheet.

All flashcards, worksheets, craft sheets, readers and songs used in this
lesson plan can be downloaded at eslkidstuff.com/esl-kids-lesson-
plans.html
More free Lesson Plans are available at eslkidstuff.com/esl-kids-lesson-
plans.html
Can you suggest any additions to this lesson plan? If you know of any great games, activities,
teaching points, links to other sites or any other ideas that can be added to this lesson plan,
please email us: http://www.eslkidstuff.com/contact.htm
Please report any mistakes at http://www.eslkidstuff.com/contact.htm
This lesson plan was produced by ESL KidStuff (http://www.eslkidstuff.com) and is covered
by copyright.

Whats in your Bag?
Copyright ESL KidStuff

Songs for Kids Volume 5 - Material Pack 7 Copyright ESLKidStuff.comESLKidStuff.com
Whats in your Bag?

Whats in your Bag? US Version
Chorus:
What's in your bag?
What's in your bag?
What is in your bag?
Verse 1:
Do you have a pencil?
Do you have a pen?
Do you have a book?
Do you have glue?
Chorus
Verse 2:
Do you have crayons?
Do you have a ruler?
Do you have an eraser?
Chorus
Verse 3:
Do you have tape?
Chorus
Songs for Kids Volume 5 - Material Pack 9 ESLKidStuff.com
Copyright ESLKidStuff.com
Whats in your Bag? GB Version
Chorus:
What's in your bag?
What's in your bag?
Verse 1:
Do you have a pen?
Do you have a book?
Do you have glue?
Chorus
Verse 2:
Do you have a rubber?
Chorus
Verse 3:
Do you have tape?
Chorus
Whats in your Bag? US Version
Chorus:
What's in your bag?
What's in your bag?
Verse 1:
Do you have a pen?
Do you have a book?
Do you have glue?
Chorus
Verse 2:
Do you have an eraser?
Chorus
Verse 3:
Do you have tape?
Chorus
Whats in your Bag? GB Version
Chorus:
What's in your bag?
What's in your bag?
Verse 1:
Do you have a pen?
Do you have a book?
Do you have glue?
Chorus
Verse 2:
Do you have a rubber?
Chorus
Verse 3:
Do you have tape?
Chorus
Stationery Match My name is ____________________
green
pencil case cenpli

aces
kobo
pink
lgeu
blue
lerur
red
etap
purple
nep
orange
patserl
grey
blue isscssro
yranco
green
Drawing My name is ____________________
Objects Match 3
Match the objects!

Lesson:
Pets & Possessions
General:
Objectives: Talking about different pets and possessions (using "I have ...")
Structures: "Do you have any ?"
"I have ..."
"Yes, I do / No, I don't"
Target Vocab: pets, a dog, cats, hamsters, rabbits, goldfish, mouse/mice, turtles,
parrots, horses, elephants, 1-10

Flashcards: dog, cat, hamster, rabbit, goldfish, mouse, turtle, parrot, horse, elephant
Printables: "Your Pets Class Survey" worksheet
"My Pet" or "My Dream Pet" worksheets
Do You Have Any Pets? song poster
Songs: The Numbers Song (Numbers 1-10)
Do You Have Any Pets?
You will also need:

cards with numbers 1-10 written marker pen (enough sets so that each group of 3 or 4
students has a set of number cards)
photos of your pets (even from years ago) if you have them. If not you can use
flashcards instead
blue tak / tape (to stick flashcards onto the board)
board with chalk / markers
Notes:
This fun lesson covers three different objectives: Numbers 1-10 (review), pet vocabulary and
using the verb "have" for possession / ownership.
IMPORTANT: You should have already taught the Numbers 1-10 lesson at some point
before this lesson - these numbers will be reviewed in this lesson.

Pets & Possessions All rights reserved
Lesson Overview:

1. Review numbers 1-10
2. Teach the vocabulary for pets / animals
3. Play the "Write vocab on the board race" game
4. Teach the structures "Do you have (any) ..." and "I have ..."
5. Play "Animal Actions"
6. Sing the "Do you have any Pets?" song
7. Do the "Your Pets Class Survey"
Wrap Up:
1. Set Homework: "My Pet" or "My Dream Pet" worksheets
Lesson Procedure:

1. Review numbers 1-10
You should have taught the Numbers 1-10 lesson at some point before this lesson. Your
students will be familiar with the numbers and this is a good time to review and have some
numbers fun.

Before class, write each of the numbers 1-10 on cards in marker pen (so you'll have a card
with "1" written on it, another with "2", and so on up to "10"). Prepare enough sets so that
each group of 3 or 4 students has a set of number cards.
Start by getting everyone to stand up and count in time with you the numbers 1-10,
holding up fingers for each number. Start slowly and get faster and faster. You can
even try some count downs from 10-1.
Next, Play "clusters". Say, "Get into groups of 3!". Everyone must grab someone and
try and make a group of 3 people. Do this with lots of different numbers, although
this will depend on the number of students in your class.
Next, put your students into teams of 3 or 4. Give each group a set of number cards
(explained above) and get each group to race putting them in the correct order.
With the number cards on the desk/floor, tell your students to move them around so
that they are shuffled well (but still face up). Give everyone 10 seconds to
remember where the cards are. Now say "Turn over the cards". When everyone is
ready say, "Ok, touch number 6". Everyone must touch the card they think is
number 6. Then allow them to turn the card over and check. Continue with all the
other cards.
Now collect up all of the number cards by having students race up and bring you
different numbers.
Finally, have everyone stand up and sing "The Numbers Song" (from the Numbers 1-
10 lesson) doing all of the actions.
2. Teach the vocabulary for pets / animals

Before class, print off the flashcards for the animals in the song from our flashcards pages
(dog, cat, hamster, rabbit, goldfish, mouse, turtle, parrot, horse, elephant).
Your students will probably already know some of the animal vocab (e.g. cat and dog), so
rather than just holding up each picture you can play "Flashcard Reveal": take the first
flashcard and place it behind the pack of the other cards, so it is hidden from view. Slowly
push the flashcard up so that the picture is revealed, bit by bit, to the class. Encourage
everyone to shout out what they think it is until someone gets the right answer. It is ok if
students shout out the word in their language if they don't know it but make sure you
teach the English word. Chorus each word three times and stick onto the board.

Once all of the cards are on the board, chorus them one more time. Then point to one
picture and elicit the word, then write it clearly under the card.
NOTE: be sure to teach the plural for "mouse" > "mice".
3. Play the "Write vocab on the board race" game

Put the class into teams, so you have 2 to 4 teams in total. Each team selects one person.
Teacher shouts out the word for one of the animals on the board and one student from
each team must rush up to the board, take a marker or chalk, and write the word (anywhere
on the board is ok). The first person to write the word, spelt correctly, wins a point for
his/her team. Continue playing until everyone has had a go and all the vocab has been
practiced.
4. Teach the structures "Do you have (any) ..." and "I have ..."
If you have any photos of your pets (even from years ago) it would be fun to bring them to
class show the photos to the class and as you do use the structure "I have" to say what
pets you have (e.g. "I have a pet dog"). If not, no problem, well just use the flashcards
instead.
Point to a card and then point to yourself. Say, "I have a pet (dog). His/ Her name is ...".
Draw a picture on the board of a house, a stick person (you) and the pet (a dog). Point to
the stick person and say "This is me". Then point to the house and the animal and say "This
is my house", "This is my pet dog, Momo" (for example). Maybe add a few of animals to the
picture (e.g. a hamster, a parrot) to get the idea across. The point of this is to make clear
that pets are animals we have at home (and not in the zoo, etc.).
Each time you add an animal to your picture, ask some students "Do you have pet (dog)?"
and elicit "Yes, I do / No, I don't". If a student says yes, ask what their pet's name is.
Depending on the level of your students, ask some other questions about their pets, such as
if they are large or small, colors, favorite food, etc.
Finally, pick out some students at random, choose an animal from the cards on the board,
and ask them if they have that pet (e.g. "Do you have a pet mouse"). The elephant is there
for fun dont be surprised if students say they have one but look at them disbelievingly!

5. Play "Animal Actions"

In this game students will practice the key structures and vocab.
If you have a large group (more than 10 students): invite 10 students to come to the
font of the class and stand in a line facing the rest of the class. Give each of them
one of the flashcards but don't let anyone see what the picture is. They can each
look at their own picture but mustn't show it to anyone else. The teacher starts by
saying to the first student "Do you have any pets?". Encourage the student to say
"Yes, I do" and then to do the action of the animal on his/her card (e.g. a cat
meowing, and licking its paw, etc.). Then say "Do you have a cat?". If correct the
student holds up the picture so everyone can see and says "Yes, I do". Then invite
members of the audience to ask the other students and guess what animal they have,
using the correct structures. It is great fun to see the animal impersonations and to
guess what it is!
If you have a small group (less than 10 students). Give everyone one of the
flashcards but don't let anyone see what the picture is. They can each look at their
own picture but mustn't show it to anyone else. The teacher starts by saying to the
first student "Do you have any pets?". Encourage the student to say "Yes, I do" and
then to do the action of the animal on his/her card (e.g. a cat meowing, and licking
its paw, etc.). Then say "Do you have a cat?". If correct the student holds up the
picture so everyone can see and says "Yes, I do". Then invite other students to ask
and guess what animal they have, using the correct structures. It is great fun to see
the animal impersonations and to guess what it is!
6. Sing the "Do you have any Pets?" song

Get everyone to stand up. Make sure the flashcards are on the board in the order of the
song, or alternatively, use the song poster. As the song is playing, have everyone march on
the spot in time with the music and do the actions described below in "Gestures for the "Do
you have any Pets?" song". Play the song 2 or 3 times until everyone has got the hang of it.

Lyrics for the "Do you have any Pets?" song Gestures for the "Do you have any Pets?" song
Chorus: The actions are very simple for this song:

Do you, do you, do you
Do you have any pets? for the chorus, march along on the spot as you sing (it
Do you, do you, do you is a marching-style song)
Do you have any pets?
for the verses:
Yes! Yes!
- Option 1: hold up your hands (fists closed) and
Verse 1: count off the numbers with your fingers as you sing
I have a dog (a dog!) (whilst still marching).
I have 2 cats (2 cats!)
I have 3 hamsters (3 hamsters!) - Option 2: print off the pets flashcards and stick
I have 4 rabbits (4 rabbits!) around the classroom walls (in the order of the song).
I have 5 goldfish (5 goldfish!) As you sing, point to each animal (whilst still
Chorus marching).
Verse 2:
I have 6 mice (6 mice!)
I have 7 turtles (7 turtles!)
I have 8 parrots (8 parrots!)
I have 9 horses (9 horses!)
I have 10 elephants! (10 elephants! No way!)
Chorus
Verse 3:
I have
a dog
2 cats
3 hamsters
4 rabbits
5 goldfish
6 mice
7 turtles
8 parrots
9 horses
and 10 elephants!
No way!
7. Do the Your Pets Class Survey

Give out the survey worksheets to each student. Model how to do the first line by writing
in their own names filling in their answers. Then get everyone to mingle and ask as many
students as they can about their pets. For students who don't have pets, we have added the

"Which new pet would you like?" section, so they have something to answer everyone
can answer this even if they already have pets.
When everyone has finished, tally up on the board the number of pets everyone has to find
out which is the most popular pet. Also, find out which new pet most people would like.
Wrap Up:
1. Assign Homework: For homework, give out the "My Pet" or "My Dream Pet" worksheets.
A good idea is to give our the "My Pet" worksheets to students who have pet and the
"My Dream Pet" worksheets to students who don't have any pets. It is worth giving a
model answer to this writing task, giving information such as the pet's name, age, size,
colors, favorite foods, etc.
plans.html
plans.html
by copyright.

1
9
10
1
9
10
Chorus:
Yes! Yes!
Verse 1:
I have a dog (a dog!)
I have 3 hamsters (3 hamsters!)
I have 4 rabbits (4 rabbits!)
I have 5 goldfish (5 goldfish!)
Chorus
Verse 2:
Chorus
Verse 3:
I have a dog
2 cats
3 hamsters
4 rabbits
5 goldfish
6 mice
7 turtles
8 parrots
9 horses
and 10 elephants!
No way! Copyright ESL KidStuff

Chorus:
Yes! Yes!
Verse 1:
I have a dog (a dog!)
I have 3 hamsters (3 hamsters!)
I have 4 rabbits (4 rabbits!)
I have 5 goldfish (5 goldfish!)
Chorus
Verse 2:
Chorus
Verse 3:
I have a dog
2 cats
3 hamsters
4 rabbits
5 goldfish
6 mice
7 turtles
8 parrots
9 horses
and 10 elephants!
No way! Copyright ESL KidStuff

Your Pets Class Survey Find out about your classmates pets. Ask questions
and write the answers in this survey.
Other information:
Student's What's your (dog's) name?
Which new pet
Do you have any pets? What color is (your dog)?
Name What food does (your dog) like? would you like?
E.g. Tom Yes. A dog. His name is Bobby. He is black. He likes meat. A horse.
ESL KidStuff | www.eslkidstuff.com

My Pet
Draw your pet here:
Write your information here:
My pets name is _________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
My Dream Pet
Draw your dream pet here:
Write your information here:
My dream pets name is ___________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Lesson:
Places & Where We Live
General:
Objectives: Talking about where animals and people live
Structures: "Where do you live?"
"Where does (a cow) live?"
"I live (in/on) ...", "It lives (in/on) ..."
Target Vocab: fish, cow, bear, camel, bat, duck, goat, hippo, sea, farm, forest, desert,
cave, lake, mountain, river, city, town, village, countryside

Flashcards: fish, cow, bear, camel, bat, duck, goat, hippo, sea, farm, forest, desert,
cave, lake, mountain, river, city, town, village, countryside
Printables: Where do you Live? Song Worksheet
Where do you live? Write worksheet
Where do you live? Song Poster
Songs: Where do you live? song
You will also need:

large sheet of construction paper / card (for the craft poster in point 5)
blank paper (1 per student) (for the craft poster in point 5)
craft supplies (e.g. glitter, cotton wool, etc.) - this is optional (for the craft in point 5)
colored pens
scissors and glue
CD / Tape player or something to play the song on
white / black board with marker / chalk
blue tak or something to stick flashcards to the board
Notes:
This lesson practices the structures of "Where do you live?" and "I live ...", introduces
animals and places vocabulary and shows how to use the prepositions "in" and "on" for
places. It ends with a fun class poster craft activity.

Places & Where We Live All rights reserved
Lesson Overview:

1. Review animal vocabulary play "What animal am I?"
2. Teach the vocabulary for places
3. Play the "Flashcards Race" game
4. Sing the "Where Do You Live?" song
5. Create an "Animal Habitats" wall poster
Wrap Up:
1. Set Homework: "Where do you live? Write" worksheet

Lesson Procedure:

1. Review animal vocabulary play "What animal am I?"
The song that you are going to play later in the lesson covers two different vocabulary areas:
animals and places. At this stage your students should have covered some animal vocab so
this can be a review of many of those animals. Before class print out the animal flashcards
for fish, cow, bear, camel, bat, duck, goat, hippo. Also add any other animals your students
have studied in previous lessons.
Start by modeling: look at a flashcard but don't show anyone. Then act out that animal (also
doing sounds), for example, walking on all fours saying moooo! (for cow). Students can
put their hands up if they know the answer. Select a student if he/she answers correctly
he/she can do the next animal show a flashcard and have them do the action. Again, the
student who answers correctly can do the next animal. Continue until all the animals have
been guessed.
Finally, stick the flashcards on the board. Put everyone in pairs to take turns in acting out
and guessing the animals.
2. Teach the vocabulary for places

Remove any animal flashcards from the board that are not in the song and then arrange the
remaining animal flashcards in a column from the left-top of the board to the left-bottom
(see image below). Make sure the animals are NOT in the order of the song if you are going
to do the listening worksheet (as they will be listening for the correct order).
Next take the places flashcards and stick them randomly onto the right-side of the board.
You are creating a matching activity on the board students will need to match the places
to where the animals live.
Start with the first animal (e.g. a cow) and say "Hmm. Where does a cow live?". Gesture to
the places pictures on the right. Point to the "sea" flashcard and say, "Does a cow live in the
sea?". Make it obvious that this is a crazy idea. Try pointing to a few more places flashcards
until everyone has told you the correct card (a farm). Hold the farm flashcard up and chorus

it 3 times. Place the farm flashcard next to the cow flashcard and write next to them, "A
cow lives on a farm" and chorus 3 times.
Then, select a student to come to the board and stick the correct place flashcard next to the
2nd animal. If correct, praise the student and ask him/her to sit back down. Chorus the
place 3 times, write the sentence on the board and chorus that 3 times. Continue until all
the animals have places flashcards next to them.
Board layout:
You should still have 4 places flashcards remaining on the right-side of the board: city, town,
village, countryside.
Under the last animal flashcard draw a stick man. Say, "I" and point to yourself. Point to
each of the remaining places flashcards and chorus them. Stick all 4 next to the stick man
and write 4 sentences (I live in a city, I live in a town, I live in a village, I live in the
countryside). Chorus all four sentences. Then, say where you live (e.g. pointing at the town
flashcard say "I live in a town"). Then go around the class, asking student where they live
and having them all use the correct structure. Help out with the meanings of these words
(e.g. a city is very, very big, a village is small, etc. you can use place names familiar to your
students, such as "Tokyo is a city").

Now that you have all of the vocab and structures on the board, lets practice. Put all
students in pairs. Student A says an animal (or the word "I") randomly, and their partner
has to say the sentence (reading from the board). For example:
Student A: "A goat."

Student B: "A goat lives on a mountain."
Get students to swap roles after each sentence. After a few minutes, explain that the
students are going to test each other. Pairs sit facing each other one student with his/her
back to the board. The other student says an animal and listens to their partner saying the
full sentence (he/she should help and correct if necessary). Make sure all students have a
go at being tested.
3. Play the "Flashcards Race" game

You will need 2 sets of the animals and places flashcards. Have everyone stand up and
divide the class up into two teams get each team to line up on either side of the classroom.
Take the 2 sets of flashcards and shuffle each set. Scatter one set on the floor, face down,
on the right-side of the classroom and do the same with the other set on the left-side of the
classroom.
Now for the game: the first "player" from each team will have to race to find the correct
cards and stick them on the board, according to your instructions. For example, shout "The
bat lives in a cave". The players from each team will run to their flashcards on the floor and
turn them over until they find the "bat" and "cave" flashcards, then run to the board and
stick them next to the sentence "A bat lives in a cave" (from point 2 above). Make sure that
they leave all the flashcards on the floor turned face down.
Then continue with other students. Each time, the first student to place the correct
flashcards next to the correct sentence on the board wins a point for his/her team.
Alternative #1: for fun, do silly sentences, such as "The hippo lives in a forest".
Alternative #2: instead of putting the cards next to the sentence on the board, erase the
sentences before starting the game. Each student then has to find the correct cards, put
them on the board, and write the sentences correctly.
4. Sing the "Where Do You Live?" song

You can either have everyone sing and dance along to the song or use our song worksheet
as a listening task. Please see the "Gestures for the "Where Do You Live?" song" below for
full instructions.

Lyrics for the "Where Do You Live?" song Gestures for the "Where Do You Live?" song
Chorus: During the song, student can either dance and do

Where do you live? gestures, or complete a listening task worksheet:
Where do you live?
Where, oh where, oh For gestures: students dance to the song and
Where do you live? act as the animals in the song.
Verse 1: For the listening worksheet: give a copy of

I am a fish, I live in the sea. the Where do you Live? Song Worksheet to
I am a cow, I live on a farm. everyone. Chorus the vocab and explain that
I am a bear, I live in a forest. everyone has to listen to the song to complete
I am a camel, I live in a desert. the sentences. Play the song 2-3 times until
everyone has completed the worksheets. If
Chorus your students enjoy the song, play once more
with everyone dancing and doing animal
Verse 2: gestures.
I am a bat, and I live in a cave.
I am a duck, I live on a lake.
I am a goat, I live on a mountain.
I am a hippo and I live in a river.
Chorus
Verse 3:
I live, I live, I live in a city.
I live, I live, I live in a town.
I live, I live, I live in a village.
I live, I live, I live in the countryside.
5. Create an Animal Habitats wall poster

Well end with a fun craft activity in which everyone creates a classroom poster. You will
need a large sheet of construction paper / card for the poster sheet (as big as possible).
Give everyone paper, colored pens, scissors and any other craft supplies you may have (e.g.
glitter, cotton wool, etc.). Give everyone a task to draw, color and cut out an animal or
place (use the ones from the song) to put on the poster. Depending on the number of
students you have you may need to give more than one picture for each student to do. Just
make sure that all 8 animals and places are being made.
After everyone has drawn and cut our their pictures, get them to work together to glue the
pictures onto the poster. For example, the student who created the bear and the student
who created the forest will have to make sure they stick their pictures together so the bear
is on the forest picture.

Finally, have the students draw speech bubbles next the pictures they have made and write
inside the speech bubbles where animals live (e.g. "I am a fish. I live in the sea").
Put the poster on the wall and give lots of praise as you go talk about their pictures. In
future lessons, you can use this wall poster as a review exercise.
Wrap Up:
1. Assign Homework: "Where do you live? Write" worksheet.
plans.html
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by copyright.

Where do you Live?

Where do you Live?

Where do you Live?
Chorus:
Where do you live?
Where do you live?
Where, oh where, oh
Where do you live?
Verse 1:
I am a fish, I live in the sea.
I am a cow, I live on a farm.
I am a bear, I live in a forest.
I am a camel, I live in a desert.
Chorus
Verse 2:
Chorus
Verse 3:

Where do you Live?
Chorus:
Where do you live?
Where do you live?
Where, oh where, oh
Where do you live?
Verse 1:
I am a fish, I live in the sea.
I am a cow, I live on a farm.
I am a bear, I live in a forest.
I am a camel, I live in a desert.
Chorus
Verse 2:
Chorus
Verse 3:

Where do you live?
My name is _________________
Song Worksheet
Listen to the song and complete the sentences in the same order of the song:
1 A ___________________ lives in the ________________________.
2 A ___________________ lives on a __________________________.
3 A ___________________ lives in a __________________________.
4 A ___________________ lives in a __________________________.
5 A ___________________ lives in a __________________________.
6 A ___________________ lives on a __________________________.
7 A ___________________ lives on a __________________________.
8 A ___________________ lives in a __________________________.
I live in 9 ________, 10 ________, 11 ________, 12 ____________.

Where do you live?
My name is _________________
Write
Complete the sentences:
1 A fish lives in the ________________________.
2 A cow lives on a __________________________.
3 A bear lives in a __________________________.
4 A camel lives in a __________________________.
5 A bat lives in a __________________________.
6 A duck lives on a __________________________.
7 A goat lives on a __________________________.
8 A hippo lives in a __________________________.
9 I live in ______________________________.

Lesson:
Our World
General:
Objectives: Talking about our world
Structures: "Whats this?"
"What color is ...?"
Target Vocab: sky, land, sun, moon, stars, mountain, sea, river, cloud, rainbow, lakes,
fields, forest, brown, white, black
Review Vocab: red, yellow, pink, green, purple, orange, blue

Flashcards:
sun, moon, stars, mountain, sea, river, cloud, rainbow, lakes, fields,
forest
Printables: Our World Draw worksheet
The Nature Song song poster
Readers: Monster Friends
Songs: The Nature Song
The Rainbow Song
You will also need:

colored pieces of paper (origami is ideal): red, yellow, pink, green, purple, orange, blue,
brown, white, black
blue tak or tape to stick the colored paper to the walls
1 large sheet of blank paper (A3 or larger)
colored crayons or pencils
a picture in a book or magazine which shows a scene with the sky and land (see point 4)
2 large A4 envelopes (color one green for land and one blue for sky)
large sheets of black or blue construction paper/card with a circle large cut out of green
construction paper/card glued in the middle (enough sheets for each group of 3 or 4
students)
Optional craft materials for "Our World" wall poster, such as blue wool, glitter, cotton
wool, blue, green (see point 8 below)

Our World All rights reserved
Notes:
In this lesson students will learn some vocabulary to describe the world around them.
Important: This lesson will review color vocabulary so you should make sure you have
taught the Colors lesson plan before this lesson.
Lesson Overview:

1. Review and teach the colors vocab and sing The Rainbow Song
2. Play "Color Touch"
3. Play "Draw colored lines"
4. Teach new vocab "sky" and "land"
5. Teach new "nature" vocab
6. Play "Slow Motion" and "Jump on it" with flashcards
7. Sing "The Nature Song"
8. Do an "Our World" wall poster
Wrap Up:
1. Set Homework: "Our World Draw" worksheet
Lesson Procedure:


1. Review and teach the colors vocab and sing The Rainbow Song
This lesson practices color vocabulary so make sure you have taught the colors lesson and
The Rainbow Song before this one. Prepare the following pieces colored paper (origami
paper works great) before class:
(review vocab) red, yellow, pink, green, purple, orange, blue

(new vocab) brown, white, black
Start by holding up the red piece of paper and elicit the color. Chorus the word and then let
some students touch the paper as they say the word. Do this for all the review colors in the
order of The Rainbow Song. Now, lay the colors on the floor and have everyone sit on the
floor in front of you facing the colors. Play the song and sing along, pointing at each color as
it is sung.
Finally, hold up each of the new vocab colored papers (brown, white, black), chorus and
pass around the class with students saying each word as they pass the paper.
2. Play "Color Touch"

Walk around the room and stick the pieces of colored paper to the walls as you walk around.
Say each color word as you stick them onto the walls and make sure they are at a level your
students can reach.
Now model the game: say "Touch green!" and show everyone how you look around the
walls for the green paper, then run and touch it. Encourage your students to do the same.
Now have everyone stand up in the middle of the room. Say different colors as your
students run around touching the colors.
3. Play "Draw colored lines

Get a big piece of blank paper (A3 or bigger if possible). Have everyone sit in a circle around
the paper with their crayons. Say, "Everyone draw a (blue) line", and model taking out a
blue crayon, drawing a nice blue line on the paper and then putting the crayon back into
your pencil case. Get everyone to follow suit. Continue with all the colors. In the end you
will have a nice abstract piece of artwork!
4. Teach new vocab "sky" and "land"

Before class, find a picture in a book or magazine which shows a scene with the sky and land.
Using this picture, point to the sky and chorus "sky" 3 times. Then say "Lets touch the sky!"
and jump as high as you can and mime touching the sky. Get everyone to copy you.

Then point to the land in the picture and chorus "land" 3 times. Say "Lets touch the land!"
and crouch down and touch the ground, with everyone else following along.
Next, line everyone up and shout out instructions "Touch the sky!", "Touch the land!" with
everyone jumping and crouching down. Make a game of it by going quickly but sometimes
calling out sky or land twice in a row.
5. Teach new "nature" vocab

Now we have two defined categories (sky and land) we are going to provide some new
words for those categories. Before class, prepare two large A4 envelopes (color one green
for land and one blue for sky) and flashcards for sun, moon, stars, mountain, sea, river,
cloud, rainbow, lakes, fields, forest. Pin both of the envelopes to the wall, opened, with the
green one low down on the wall (to represent land) and the blue one higher up (to
represent sky).
Next, show the first flashcard (e.g. sun). Ask what it is (elicit if required) and chorus. Also,
elicit the color. Then ask if it belongs in the sky or on the land. Finally, give the card to a
student to put into the right envelope. For example:
Teacher: Whats this?

Students: ???
Teacher: Its a sun. Repeat, sun.
Students: sun.
(chorus 2 more times)
Teacher: What color is the sun?
Students: Yellow!
Teacher: Good job! Yes, yellow. And does the sun belong in the sky (pointing at the
blue envelope) or on the land (pointing at the green envelope)?
Students: The sky!
Teacher: Yes, great! Emi, please put the sun in the sky envelope (student takes the
flashcard and puts into the blue envelope).
Continue with all of the flashcards.
6. Play "Slow Motion" and "Jump on it" with flashcards

Now that all of the flashcards are in the correct envelopes, well test to see if everyone can
remember the words by playing a guessing game.
Take one of the envelopes and slowly start pulling one flashcard out, bit by bit. Encourage
your students to guess and shout out what they think it is until it is guessed correctly. The

person who guesses first gets a high-five from the teacher! Do this with all of the flashcards
in both envelopes.
Next, spread the flashcards, face up, over the floor and get everyone to stand up. Shout out
"Jump on the (mountain)". The first student to jump on the correct flashcard wins a point.
7. Sing "The Nature Song"

The first time you play the song, put up The Nature Song song poster on the board. Quickly
elicit the vocab. Play the song and sing along, touching the objects on the song poster as
you sing. Get everyone to sing along and do the "sky" and "land" gestures, as described
above in Gestures and activities for "The Nature Song" below. Play 2 or 3 times.
Lyrics for "The Nature Song" Gestures and activities for "The Nature Song"
Verse 1: The gestures in this song are very simple - even very
Sun, moon, stars little ones will be able to join in.
Sun, moon, stars
Sun, moon, stars For verses 1 and 3: these verses are about the sky,
In the sky. so have everyone sway their arms in the air in time
with the music as they sing.
Sky, sky, sky, sky.
For verses 2 and 4: these verses are about the land,
Verse 2: so have everyone sway their arms low down near
Mountain, sea, river the ground in time with the music as they sing.
Mountain, sea, river
On the land.
Land, land, land, land.
Verse 3:
Cloud, rainbow, sun
Cloud, rainbow, sun
Cloud, rainbow, sun
In the sky.
Sky, sky, sky, sky.
Verse 4:
Lakes, fields, forest
On the land.

8. Do an "Our World" wall poster

Well finish with a nice craft activity. Before class, prepare the materials: a large sheet of
black or blue construction paper/card with a circle large cut out of green construction
paper/card glued in the middle of it (enough sheets for each group of 3 or 4 students). The
black/blue paper is the sky whilst the green circle is the Earth. Give out these sheets and
have each group have fun drawing objects from the song in the sky on the Earth. You can
also get a bit more creative, such as:
sticking on blue wool for rivers

glitter for stars
cotton wool for clouds
blue paint seas and lakes
green felt for fields
etc.
When everyone has finished, pin up the posters to the walls and go around the class asking
questions and giving lots of praise.
Wrap Up:
1. Assign Homework: "Vegetable Basket" worksheet. It is worthwhile modeling this
worksheet, especially if your students are not able to read. Quickly demonstrate
drawing the objects on the land and in the sky.
plans.html
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by copyright.

The Nature Song
Sky
Land
Sky
Land
Songs for Kids Volume 5 - Material Pack 79 Copyright ESL KidStuff

ESLKidStuff.com
The Nature Song
Sky
Land
Sky
Land

ESLKidStuff.com
The Nature Song
Verse 1:
Sun, moon, stars
Sun, moon, stars
Sun, moon, stars
In the sky.
Sky, sky, sky, sky.
Verse 2:
On the land.
Verse 3:
Cloud, rainbow, sun
Cloud, rainbow, sun
Cloud, rainbow, sun
In the sky.
Sky, sky, sky, sky.
Verse 4:
On the land.

The Nature Song
Verse 1:
Sun, moon, stars
Sun, moon, stars
Sun, moon, stars
In the sky.
Sky, sky, sky, sky.
Verse 2:
On the land.
Verse 3:
Cloud, rainbow, sun
Cloud, rainbow, sun
Cloud, rainbow, sun
In the sky.
Sky, sky, sky, sky.
Verse 4:
On the land.

Our World My name is ____________________
Sky
Draw a sun, a moon, stars, a cloud
and a rainbow
Land
Draw a sea, a mountain, a river,
Songs for Kids Volume 5 - Material Pack 94 a lake, fields andESLKidStuff.com
Copyright trees.
Lesson:
Jobs
General:
Objectives: Asking about jobs and saying 12 different jobs
Structures: "What do you do?"
"Im a "
"My dream job"
"I want to be a ..."
Target Vocab: farmer, bus driver, doctor, teacher, dentist, police officer, chef, hair
dresser, nurse, soldier, fire fighter, student

Flashcards:
farmer, bus driver, doctor, teacher, dentist, police officer, chef, hair
dresser, nurse, soldier, fire fighter, student
Printables: My Dream Job worksheet
Jobs Match 2 worksheet
What do you do? (The Jobs Song) song poster
Songs: What do you do? (The Jobs Song)
You will also need:

blue tak or tape to stick flashcards to the board
Notes:
In this lesson students will learn 12 words for jobs and the structure "What do you do?".
The jobs in this lesson are familiar to kids of all ages, so this can be taught to even young
kids.

Jobs All rights reserved
Lesson Overview:

1. Teach jobs vocab
2. Play "Missing Flashcards"
3. Play "Paper, Rock, Scissors" flashcards
4. Sing "What do you do? (The Jobs Song)"
5. Do the "My Dream Job" worksheet
Wrap Up:
1. Set Homework: "Jobs Match 2" worksheet
Lesson Procedure:

1. Teach jobs vocab
Before class, print off the jobs flashcards for the jobs in the song (farmer, bus driver, doctor,
teacher, dentist, police officer, chef, hair dresser, nurse, soldier, fire fighter, student). If
your students are older and can handle more vocab feel free to add more jobs.
NOTE: You'll notice that one of the jobs is "student". Although not technically a job, it is
perfectly appropriate to answer the question "What do you do?" with "I'm a student".
Now you are going to do actions for each job and your students will have to guess what job
it is.

Start by looking at the first flashcard (don't show anyone) and do one of the below actions.
Perhaps start with an easy one, like hairdresser, chef or bus driver. Encourage everyone to
shout out their guesses at this stage it is fine if students shout out the answers in their first
language you can correct and teach the new vocab as you go.
As each job is guessed, stick the flashcard onto the board and chorus the English word 3
times. Continue until all of the job flashcards are on the board.
Actions to do for jobs:

farmer: pretend to rake the soil, milk cows, pick vegetables from the ground and
fruit from trees
bus driver: pretend to drive a bus, beeping the horn, collecting money and giving out
tickets
doctor: pretend to give a student in injection in their arm, check their ears and inside
mouth, and pretend to listen to their heart with a stethoscope
teacher: point to yourself, pretend to write on an imaginary board
dentist: demonstrate with a student: get him/her open their mouth whist you look
inside and pretend to check, drill and even pull out teeth!
police officer: hold out hand in the "Holt" position and blow a pretend whistle, shoot
a gun and drive a police car with sirens blaring (say "nee-naa, nee -naa!")
chef: pretend to chop food and cook (stir a pot of food)
hair dresser: pretend to cut hair and blow dry hair
nurse: take a student's pulse (two finders on inside of wrist) and check their
temperature
soldier: march around and pretend to shoot a rifle
fire fighter: pretend to hold a hose and fire water at an imaginary fire
student: point to everyone, pretend to write in an imaginary notebook
2. Play "Missing Flashcards"

Now that you have all of the jobs flashcards on the board, tell everyone to close their eyes.
Remove one of the flashcards. Then shout "Open your eyes" and point to the space where
the flashcard was. Encourage everyone to shout out what it is, then reveal the card. The
first person to shout out the correct answer can come to the board, say "Close your eyes"
and remove a flashcard. Keep playing until every card has been guessed.

3. Play "Paper, Rock, Scissors" flashcards

If your students dont know how to play "Paper, rock, scissors" (known as jankan in Japan)
start off by teaching and demonstrating the game.
Next, give everyone a job flashcard make sure you have enough flashcards to give one to
each student. Say to one student "What do you do?" and motion towards their card elicit
"I'm a (soldier)" - whatever the flashcard is that s/he is holding. Write on the board:
"What do you do?"

"I'm a ..."
Chorus each sentence three times. Then do a quick practice by asking some students "What
do you do?" and have them say the job of the flashcard they are holding. Also, have
students ask you and other students, until everyone is comfortable with the structures.
Now for the game. Get 2 students to stand up to model the game. Start by playing "Rock,
Paper Scissors". The winner gets to ask the loser "What do you do?" and the loser must
reply "Im a ..." (saying the job on their card). Then the loser gives his/her card to the
winner. Ask another student to come and model with the winner: now one student has 2
cards and the other 1. They play "Rock, paper, scissors", say the structure and the loser
gives his/her card to the winner. The aim of the game is to collect as many cards as possible.
If a student has no cards left, that is fine - s/he can still play: if they win a game, they get a
card, if they lose they remain with no cards (and do not say the structures).
Once everyone has got the idea, have all students to stand up and hold their flashcards. Get
everyone to pair up and play. As soon as they have finished they must find another person
to play with. Everyone mingles around the classroom playing "Rock, paper, scissors", saying
the structure and winning or losing cards. After 5 minutes stop the game. The winner is the
student with the most cards. This is a really popular game with my classes!
4. Sing "What do you do? (The Jobs Song)"
The first time you play the song, put up the What do you do? (The Jobs Song) song poster on
the board. Quickly elicit the vocab. Play the song and sing along doing the gestures, as
described below in "Gestures and activities for "What do you do?". Play 2 or 3 times.

Lyrics for "What do you do?" Gestures and activities for "What do you do?"
Do - do - do - do! You can do either do gestures as you sing and dance along, or
Do - do - do - do - do - do! use flashcards for a listening activity.
Verse 1: farmer: pretend to rake the soil

What do you do? bus driver: pretend to drive a bus
I am a farmer. doctor: pretend to give yourself in injection in your arm
What do you do? teacher: pretend to write on an imaginary board
I'm a bus driver. dentist: open mouth and touch teeth
(What do you do? police officer: hold out hand in the "Holt" position and
I am a doctor. blow a pretend whistle
What do you do? chef: pretend to cook (stir a pot of food)
I am a teacher. hair dresser: pretend to cut hair
nurse: take your pulse (two finders on inside of wrist)
Do - do - do - do!
soldier: march on the spot
fire fighter: pretend to hold a hose
Verse 2:
student: pretend to write in an imaginary notebook
What do you do?
I am a dentist.
What do you do?
I'm a police officer.
What do you do?
I am a chef.
What do you do?
I'm a hair dresser.
Do - do - do - do!
Verse 3:
What do you do?
I am a nurse.
What do you do?
I'm a soldier.
What do you do?
I'm a fire fighter.
What do you do?
I'm a student.
Do - do - do - do - do - do - do!
5. Do the "My Dream Job" worksheet

On the board, at the top, write "My Dream Job". Chorus 3 times. Say "I am a teacher" and
point to yourself. Then say "But I want to be a ". Dont say anything yet. Under the
"My Dream Job" title draw a picture of a job (e.g a police officer) and have everyone try and

guess what your dream job is. It doesn't have to be one of the jobs from the song - I always
use "astronaut".
Then give out the worksheets and have everyone draw their dream job and write the word.
As they are drawing, go around the room asking questions and giving lots of praise and
encouragement. When everyone has finished, get each student in turn to hold up their
picture and say "I want to be a/an ". For higher level students you can ask them some
questions, such as "Why do you want to be (a doctor)?"
Idea: You can have everyone stick their worksheets to the wall or notice board under the title
"Our Dream Jobs". You can then use the pictures in future classes to review the vocab.
Wrap Up:
1. Assign Homework: "Jobs Match 2" worksheet.
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What do you do?
9
1 5
6
10
2
3 7 11
4 8 12
ESLKidStuff.com
What do you do?
9
1 5
6
10
2
3 7 11
4 8 12
ESLKidStuff.com
What do you do? (The Jobs Song)
Do - do - do - do!
Do - do - do - do - do - do!
Verse 1:
What do you do?
I am a farmer.
What do you do?
I'm a bus driver.
(What do you do?
I am a doctor.
What do you do?
I am a teacher.
Do - do - do - do!
Verse 2:
What do you do?
I am a dentist.
What do you do?
What do you do?
I am a chef.
What do you do?
I'm a hair dresser.
Do - do - do - do!
Verse 3:
What do you do?
I am a nurse.
What do you do?
I'm a soldier.
What do you do?
I'm a firefighter.
What do you do?
I'm a student.
What do you do? (The Jobs Song)
Do - do - do - do!
Do - do - do - do - do - do!
Verse 1:
What do you do?
I am a farmer.
What do you do?
I'm a bus driver.
(What do you do?
I am a doctor.
What do you do?
I am a teacher.
Do - do - do - do!
Verse 2:
What do you do?
I am a dentist.
What do you do?
What do you do?
I am a chef.
What do you do?
I'm a hair dresser.
Do - do - do - do!
Verse 3:
What do you do?
I am a nurse.
What do you do?
I'm a soldier.
What do you do?
I'm a firefighter.
What do you do?
I'm a student.
My Dream Job My name is ___________________
Draw your dream job below.
I want to be a ________________________.
Jobs Match 2 My name is ____________________
What does he / she do?

Hes/Shes a/an _____________________.
nurse
My dream job Draw a picture of your dream job here:
I want to be a
teacher dentist bus driver doctor soldier student

police officer nurse chef hair dresser farmer fire fighter
Lesson:
Past Tense Activities - Regular Verbs
General:
Objectives: Talking about yesterday using past tense regular verbs.
Structures: "What did you do yesterday?"
"Yesterday, I ...(verb+ed")
Target Vocab: yesterday, today, tomorrow, fantastic, great, played with my friends,
painted a picture, walked in the park, watched TV, jumped in puddles,
played a game, kicked a ball, danced.

Flashcards:
play with friends, paint a picture, walk in the park, watch TV, jump in
puddles, play games, kick a ball, dance
Printables: What did you do yesterday? Survey worksheet
Past Regular Verbs worksheet
Yesterday was a Great Day! song poster
Songs: Yesterday was a Great Day! (Past Regular Verbs)
You will also need:

a length of rope
a calendar
Notes:
In this lesson students will practicing using the past simple tense with some common regular
verbs.

Past Tense - Regular Verbs All rights reserved
Lesson Overview:

1. Teach "today", "yesterday" and "tomorrow"
2. Play "Days Rope Jump"
3. Teach vocab for verbs and the regular past tense form
4. Practice saying past tense regular verbs
5. Do the "What did you do yesterday? Survey" worksheet
6. Sing "Yesterday was a Great Day!"
7. Play "Past Tense Slap"
Wrap Up:
1. Set Homework: "Past Regular Verbs" worksheet
Lesson Procedure:

1. Teach "today", "yesterday" and "tomorrow"
The lesson is based around what your students did yesterday so we will begin with three
important time words.
Take a calendar and sit down with your students looking at it it won't be long before
everyone takes an interest in what you are doing. If you have already taught days of the
week and months, point to different days and months and ask what they are. You can also

ask students to show you on the calendar when their birthdays are, Christmas and other
holidays.
Next, point at today's date on the calendar and ask, "What day is this?". As well as the
actual day (e.g. Wednesday) teach "today". Then point to the days before and after today's
date and teach "yesterday" and "tomorrow".
2. Play "Days Rope Jump"

Youll need a length of rope, long enough to lay along the length of your classroom. Lay the
rope on the floor and stand facing the rope, so it is horizontal to you. Get all the students to
stand on the rope, facing you.
Now demonstrate: jump one step back and shout "yesterday". Jump one step forward onto
the rope and shout "today". Then jump one step forward, in front of the rope and shout
"tomorrow". Then get everyone jumping, backwards and forwards as everybody shouts
together "yesterday today tomorrow today yesterday today tomorrow today
etc.". Keep going, getting faster and faster until it gets too quick to keep up.
Next, you are going to do the same thing, but the teacher is going to say the days randomly.
Everyone has to listen carefully and jump into the correct position according to the day the
teacher shouts:
yesterday = behind the rope

today = on the rope
tomorrow = in front of the rope
As you do this, try and trick people by saying the same day twice and go at different speeds.
As students make mistakes they have to sit out of the game until there is only one left, who
is the winner. Its a really fun game and you can play this a few times.
3. Teach vocab for verbs and the regular past tense form
Get everyone to sit down. On the board write "Yesterday, I ". Look like you are thinking
and say to yourself "Hmm. What did I do yesterday?". Then draw a few things which you
(may or may not) did yesterday, e.g. watched TV, kicked a ball, played a video game, etc.
Make sure they are regular verb activities and try and use some from the song. As you are
drawing the pictures get students to shout out what they think each one is and write the
simple tense form under each picture (watch TV).
When you have 3 or 4 pictures on the board take a different colored marker pen/chalk.
Underline "Yesterday" and write "ed" onto the end of the verbs (e.g. Yesterday, I watched
TV). Then chorus each of the sentences (e.g. "Yesterday, I watched TV").

4. Practice saying past tense regular verbs

Before class, print off as many flashcards as you can for regular verbs. You can select from
our actions flashcards, daily routines flashcards, exercises flashcards and sports flashcards.
Make sure you include the flashcards for the verbs in the song.
Spread the flashcards out, face up, on the floor or a table and get everyone to gather round.
Start off by saying, "Yesterday, I " and select a flashcard and stick it to the board. Then get
each student to pick a flashcard of something they did yesterday and also stick to the board
if you have a small class, get students to choose more cards try and aim for about 10-15
cards and make sure the cards for the song vocab have been selected.
Your board should now be full of flashcards. Your students will probably know some of the
verbs from previous lessons and other words they can now learn. Start by touching one
card and elicit or teach the verb with the "ed" ending and write the word under the card.
Chorus the word 3 times and then move onto the next card. Go through all the cards, at a
brisk pace so no one gets bored.
Next, give out the "What did you do yesterday? Survey" worksheet. On each line, get
everyone to copy 12 verbs in the past form from the board (e.g. "painted a picture",
"watched TV"). This sheet will be used in the next stage of the lesson.
Finally, with all of the cards and words on the board, point at a card randomly and get
everyone to shout out the word. Go quickly through all of the words. Then, have everyone
close their eyes. Remove a card and erase the word. Then shout "Open your eyes!" and ask
the first student who puts their hand up to say what the missing verb is. If correct, that
student can come up to the board and remove the next card (while everyone else closes
their eyes), say "Open your eyes!" and select the first student who puts their hand up.
Continue until off of the cards have been removed from the board.
5. Do the "What did you do yesterday? Survey" worksheet

Everyone will have filled in the verbs column of their worksheet from the previous activity.
Get everyone to stand up and mingle around the classroom so they can fill in their survey.
Be sure to model first so that everyone is clear of what to do. The conversions should be as
follows:
Student A: Ana, what did you do yesterday?

Student B: Yesterday, I watched TV, played a game, kicked a ball, etc. (Student A circles the
corresponding cells in the survey worksheet).
When everyone has completed their surveys, pool the answers to find out which of
yesterdays activities were the most common.

6. Sing "Yesterday was a Great Day!"

The first time you play the song, put up the Yesterday was a Great Day! song poster on the
board. Quickly elicit the vocab. Play the song and sing along doing the gestures, as described
below in "Gestures and activities for "Yesterday was a Great Day!". Play 2 or 3 times.
Lyrics for "Yesterday was a Great Day!" Gestures and activities for "Yesterday was a Great Day!"
Chorus: The gestures are simple and fun to do, matching the verbs
Yesterday, yesterday, yesterday in the song.
It was a fantastic day!
Yesterday, yesterday Chorus:
It was a great day! "Yesterday, yesterday, yesterday": stand with feet
together and raise your hands up into the air (up and
Verse 1: down) on each "Yesterday" (so to form a "Y" shape for
I played with my friends (played!) "Yesterday"
I painted a picture (painted!) "It was a fantastic/great day!": put your hands over
I walked in the park (walked!) your heart
I watched TV (watched!).
Yesterday, it was a great day! Verse:
I played with my friends: put your arms around your
Chorus: closest partners
Yesterday, yesterday, yesterday I painted a picture: pretend to paint a picture
It was a fantastic day! I walked in the park: walk on the spot
Yesterday, yesterday I watched TV: fold arms and pretend to watch TV
It was a great day! I jumped in puddles: jump
I played a game: pretend to hold and play with a
Verse 2: GameBoy (pressing buttons)
I jumped in puddles (jumped!)
I kicked a ball: pretend to kick a ball
I played a game (played!)
I danced and danced: dance!
I kicked a ball (kicked!)
I danced and danced (danced!)
Yesterday, it was a great day!
7. Play Past Tense Slap

This is a very simple activity to conclude the lesson. Put your students into teams. Hold up a
verb flashcard everyone have to slap the table if they know the verb. The student who slaps
the table first to give his/her answer with the correct "ed" ending wins a point for their
team.

Wrap Up:
1. Assign Homework: "Past Regular Verbs" worksheet.
plans.html
plans.html
by copyright.

Yesterday
was a
Great Day!

Yesterday
was a
Great Day!

Yesterday was a Great Day!
Chorus:
Yesterday, yesterday, yesterday
Yesterday, yesterday
It was a great day!
Verse 1:
I played with my friends (played!)
I painted a picture (painted!)
I walked in the park (walked!)
Chorus:
It was a great day!
Verse 2:

Yesterday was a Great Day!
Chorus:
It was a great day!
Verse 1:
I played with my friends (played!)
I painted a picture (painted!)
I walked in the park (walked!)
Chorus:
It was a great day!
Verse 2:

Find out what your classmates did yesterday.
What did you do yesterday? (Survey) Ask "What did you do yesterday?" and write their answers
below.
Verbs: Student Names (write O or X for each activity)
E.g. Ana
painted a picture O

Past Regular
My name is ____________________
Verbs
Complete the sentences and check the boxes for the
activities you did yesterday.
Did you?
I kicked a ball. Yes No

Did you?
I Yes No
Did you?
Yes No
Did you?
Yes No
Did you?
Yes No
Did you?
Yes No
Did you?
Yes No
Did you?
Yes No
played with friends painted a picture walked in the park watched TV

jumped in puddles played a game kicked a ball danced
Lesson:
Past Tense Activities - Irregular Verbs: Part 1
General:
Objectives: Talking about yesterday using past tense irregular verbs.
"Yesterday, I ...(verb)"
Target Vocab: yesterday, woke up, ate, drank, went, sang, swam, had, came back,
rode, did, put on, slept, breakfast, milk, school, song, pool, fun, home,
bike, homework, pajamas, all night.

Flashcards:
wake up, eat, drink, go to school, sing, swim, star jump (well use this
for "have fun"), go home (use for "come back home"), ride a bike, do
homework, put on, sleep
Printables: What did you do yesterday? worksheet
Past Irregular Verbs worksheet
What did you do Yesterday? song poster
Songs: What did you do Yesterday? (Past Irregular Verbs)
You will also need:

an empty plastic bottle (for the "Spin the Bottle" game)
2 balloons (for the "What did you do yesterday? Line Up" game)
a blindfold (for the "Blindfold Guess" activity)
white / black board with colored markers / chalk
Notes:
In this lesson students will practice using the past simple tense with some common irregular
verbs.
IMPORTANT: This lesson should be taught after the past regular verbs lesson.

Past Tense - Irregular Verbs: Part 1 All rights reserved
Lesson Overview:

1. Review past tense regular verbs "Spin the Bottle" game
2. Review the structure "Yesterday, I verb+ed"
3. Teach vocab for irregular verbs in the present and past tense form
4. Pair practice: saying past tense irregular verbs
5. Play "Past Tense Charades" in small groups
6. Play "What did you do yesterday? Line Up"
7. Sing "What did you do Yesterday?"
8. Do the "What did you do yesterday?" worksheet
9. Play "Blindfold Guess"
Wrap Up:
1. Set Homework: "Past Irregular Verbs" worksheet
Lesson Procedure:

1. Review past tense regular verbs "Spin the Bottle" game
Your students will have covered some regular verbs using the past tense form in a previous
lesson. Lets begin this lesson with a review of these by playing a fun game of "Spin the
Bottle".

Have everyone sit in a circle. The teacher starts by spinning a plastic bottle in the middle of
the circle. Whoever the bottle points at when it stops spinning is shown one the regular
verbs flashcards (from the previous lesson) - make sure no one else sees the flashcard. That
student must then say "Yesterday I " and act out the verb on the card. Everyone has to
guess what he/she is doing and shout out the correct verb in the past tense (E.g. "jumped in
puddles"). Play until you have practiced all of the verbs on the cards.
2. Review the structure "Yesterday, I verb+ed"

On the board, draw a vertical line down the middle, dividing the board into two equal halves.
Stick the regular verb flashcards from the spin the bottle game onto the left-half of the
board. Tell your students you are going to ask each person "What did you do yesterday?"
and they have to give an answer using one of the verb flashcards on the board using
"Yesterday, I " and their answer must be true. Go around the class and get everyone to
give you an answer. Also, ask at least one extra question to each student (e.g. "What did
you watch on TV?").
3. Teach vocab for irregular verbs in the present and past tense form
Before class, print the following flashcards: wake up, eat, drink, go to school, sing, swim, star
jump (well use this for "have fun"), go home (use for "come back home"), ride a bike, do
homework, put on, sleep. Divide the class up into groups of 3 or 4 and divide the flashcards
between the groups.
Next, on the right-side of the board draw 12 circles. Students will be sticking the flashcards
inside the circles, so make them just big enough to fit the cards inside. Under each circle
write verbs as follows:
wake up woke up
eat my breakfast ate my breakfast
drink my milk drank my milk
go to school went to school
sing a song sang a song
swim in the pool swam in the pool
have fun had fun
come back home came back home
ride my bike rode my bike
do my homework did my homework
put on my pajamas put on my pajamas
sleep all night slept all night

Invite a student up with one of their flashcards and ask him/her to place it into the correct
circle on the board their team-mates can help. A lot of the vocabulary will have been
studied in previous lessons so your students should be able to get the correct answer for
most of the circles if not, you can help by saying "no, try again" until the student has stuck
the card into the correct circle. Keep going until all of the flashcards have been stuck on the
board in the circles.
Next, chorus each verb three times (e.g. Teacher: "wake up, woke up", Students "wake up,
woke up" 2 more times). Dont worry at this stage if your students understand why there
are two versions of each verb well come to that next.
Finally, write the word "Yesterday" at the top of the board and draw a red circle around it
(or a different color to the color of the word) and chorus "Yesterday". Point at the first
flashcard and say "Yeserday, I wake up. Is that ok? Wake up?. Try and get someone to say
the correct form "Woke up". Circle the word "woke" in red (to signify this is the correct
form of the verb to use with the word "Yesterday"). Now go through all of the remaining
verbs asking your students which is the correct form and circling the past tense version in
red.
4. Pair practice: saying past tense irregular verbs

In pairs, students are going to say the infinitive and past tense of the verbs together once
with both students looking at the board and the second time with one student looking away
from the board (being tested).
First round: Put students in pairs. Start by modeling the activity with another student and
both sit looking at the board. Teacher starts by saying the infinitive form of a verb and
his/her partner has to say the past form with the phrase "Yesterday, I ", for example:
Teacher: drink my milk.

Student: Yesterday, I drank my milk.
Teacher: ride my bike.
Student: Yesterday, I rode my bike.
Once everyone understands what to do, have the pairs go through all of the verbs, changing
roles after all the verbs have been practiced so both get the chance to say the past forms.
Second round: Keep everyone in the same pairs, however one student must sit with their
back to the board. Students do the same thing but the student with his/her back to the
board must try and remember the correct past tense form their partners can help if they

get stuck. Again, change roles. Once finished, get everyone to find a new partner and try
again, one with their back to the board.
5. Play "Past Tense Charades" in small groups

Start by modeling: look at the flashcards on the board (including the regular verbs on the
left-side) and do an action or gesture. Elicit what you are doing using the structure
"Yesterday, I " (e.g."Yesterday, I kicked a ball", "Yesterday, I slept all night").
Then put everyone in small groups of 3 or 4. One person in each group starts by acting out a
verb and the other members have to shout out the correct answer using the structure
"Yesterday, I ". The first person in the group to say the correct answer can do the next
action. Continue until each group has completed actions for all of the verbs.
6. Play "What did you do yesterday? Line Up"

Divide the class into two groups and have each group form a line, so that both teams are
lined up facing each other. To begin, each team is going to race to pass a balloon up and
down the line with the winning team the first to get the balloon passed back to the first
student. Give a balloon (or rolled up paper ball) to the first member of each team. Say,
"Ready, steady, go!". Each team races to pass the balloon, hand-to-hand, up and down the
line.
Next, give everyone a verb flashcard (use all the irregular verbs first). Explain that each time
you pass the balloon you have to ask "What did you do yesterday?" and when you receive
the balloon you have to say "I (ate my breakfast)" depending on the flashcard you have
been given. Both teams race, passing the balloon and saying the structures. You can play
other rounds with different rules, such as:
teams must pass the balloon without using their hands (e.g. under chins, between
knees, etc.)
teams can only tap the balloons they can't hold them in any way
teams have to kick or head the balloons but not hold

The first time you play the song, put up the What did you do Yesterday? song poster on the
board. Quickly elicit the vocab. Play the song and sing along doing the gestures, as described
below in Gestures and activities for "What did you do Yesterday?". Play 2 or 3 times.

Lyrics for "What did you do Yesterday?" Gestures and activities for "What did you do Yesterday?"
Chorus: The gestures are simple and fun to do, matching the verbs
What did you do? in the song.
What did you do yesterday?
Chorus:
Verse 1: hands together, rocking your arms back and forth in
I woke up (woke, woke, woke) time with the music
I ate my breakfast (ate, ate, ate)
I drank my milk (drank, drank, drank) Verses:
And then I went to school. I woke up: stretch and yawn
I ate my breakfast: pretend to eat cereal with a spoon
Chorus: I drank my milk: pretend to drink
What did you do? And then I went to school: walking on the spot and
What did you do yesterday? waving goodbye
I sang a song: arms outstretched in a singing position
Verse 2: I swam in the pool: pretend to swim
I sang a song (sang, sang, sang) I had lots of fun: wave your hands in the air while
I swam in the pool (swam, swam, swam) smiling
I had lots of fun (had, had, had) And then I came back home: knocking on an imaginary
And then I came back home. door
I rode my bike: do a cycling motion
Chorus:
I did my homework: pretend to write
What did you do?
I put on my pajamas: pretend to put on a pajamas top
and button it up
And then I slept all night: do a sleeping gesture
Verse 3:
I rode my bike (rode, rode, rode)
I did my homework (did, did, did)
I put on my pajamas (put, put, put)
And then I slept all night.
8. Do the "What did you do yesterday?" worksheet

Give out the worksheets and have everyone draw and write about what they did yesterday
make sure everyone understands that these are their true answers. Circulate as everyone
is working away, and ask lots of questions (e.g. Whats this?, What did you do yesterday?
Did you ride your bike?, etc.).
When everyone has finished, go around the class asking everybody to tell you some things
they did yesterday.

9. Play "Blindfold Guess"

This is a really fun game to conclude the lesson you will need a blindfold. Get everyone to
form a large circle and give everyone a verb flashcard (tell everyone to keep their flashcard
secret and not to show anyone).
Next, invite one person to volunteer to be blindfolded. Once the blindfold is on, spin
him/her around in the middle of the circle and then tell him/her to go forward and ask the
person they first bump into "What did you do yesterday?". That person needs to answer
the question, based on his/her flashcard. However, s/he can speak in a funny voice to avoid
being identified. Then the blindfolded person must guess who it is. Play so that everyone
has a turn to be blindfolded.
Wrap Up:
1. Assign Homework: "Past Irregular Verbs" worksheet.
plans.html
plans.html
by copyright.

What did you
do yesterday?
What did you
do yesterday?

What did you
do yesterday?
What did you
do yesterday?

Chorus:
What did you do?
Verse 1:
I woke up (woke, woke, woke)
I drank my milk (drank, drank, drank)
And then I went to school.
Chorus:
What did you do?
Verse 2:
I sang a song (sang, sang, sang)
I swam in the pool (swam, swam, swam)
I had lots of fun (had, had, had)
And then I came back home.
Chorus:
What did you do?
Verse 3:
Chorus:
What did you do?
Verse 1:
I woke up (woke, woke, woke)
I drank my milk (drank, drank, drank)
And then I went to school.
Chorus:
What did you do?
Verse 2:
I sang a song (sang, sang, sang)
I swam in the pool (swam, swam, swam)
I had lots of fun (had, had, had)
And then I came back home.
Chorus:
What did you do?
Verse 3:
Past Irregular
My name is ____________________
Verbs
Complete the sentences and check the boxes for the
activities you did yesterday.
Did you?
I rode my bike. Yes No

Did you?
I Yes No
Did you?
Yes No
Did you?
Yes No
Did you?
Yes No
Did you?
Yes No
Did you?
Yes No
Did you?
Yes No
sang a song swam in the pool slept all night did my homework
went to school ate breakfast rode my bike drank some milk
What did you do
My name is ____________________
yesterday?
Draw and write sentences about what you did yesterday.
Yesterday, I swam
in the pool.

Lesson:
Past Tense Activities - Irregular Verbs: Part 2
General:
Objectives: Saying the present and past forms of irregular verbs.
"Yesterday, I ...(verb)"
Target Vocab: woke up, ate, drank, went, sang, swam, had, came back, rode, did, put
on, slept, gave, wrote, read, ran.

Flashcards:
wake up, eat, drink, go to school, sing, swim, star jump (well use this
for "have fun"), go home (use for "come back home"), ride a bike, do
homework, put on, sleep, give, write, read, run.
Printables: Past Irregular Verbs 2 worksheet
My Day Yesterday worksheet
Past Irregular Verbs Song song poster
Songs: What did you do Yesterday? (Past Irregular Verbs)
Past Irregular Verbs Song
You will also need:

string or rope and 12 clothes pegs (or large paper clips)
large sheets of paper (e.g. A3) or construction paper / card (enough for 1 sheet per each pair of
students)
lots of old magazines, catalogues, newspapers, etc.
white / black board with colored markers / chalk
Notes:
In this lesson students will continue to practice using the past simple tense with some common
irregular verbs.
IMPORTANT: This lesson should be taught after the Past Tense Activities - Irregular Verbs: Part 1

Lesson Overview:

1. Review past tense irregular verbs play "Flashcards washing line"
3. Teach 4 more irregular verbs
4. Do "Flashcard drill fun"
5. Sing "Past Irregular Verbs Song"
6. Do the "Past Irregular Verbs 2" worksheet
7. Play "Pass the cards"
8. Make a poster picture story
Wrap Up:
1. Set Homework: "My Day Yesterday" worksheet
Lesson Procedure:

1. Review past tense irregular verbs play Flashcards washing line
In your last class your students learned 12 past tense irregular verbs lets start by
reviewing these.
Youll need some string or rope (a washing line) and 12 clothes pegs (you can also use large
paper clips). String the rope across the classroom so it is at head height. Take the 12
flashcards from last lesson (wake up, eat, drink, go to school, sing, swim, star jump (well use

this for "have fun"), go home (use for "come back home"), ride a bike, do homework, put on,
sleep) and hold up the first card. Elicit the verb and the past tense version (e.g. "wake up
woke up") and peg it onto the washing line. Continue with all of the other 11 flashcards.
NOTE: You can also use the flashcards past regular verb flashcards from the previous lesson
"Past Tense Activities - Regular Verbs" (the flashcards are play with friends, paint a picture,
walk in the park, watch TV, jump in puddles, play games, kick a ball, dance)
Next, place your students into 2 teams and form 2 lines in front of the washing line, with
each student standing behind the other. You will therefore have two students at the front
of their teams. The idea is for those two students to race to the washing line and grab a
flashcard, but only using their mouths! They then race on to the other end of the classroom.
The winner will score 1 point for their team. Start by shouting out two verbs in the past
tense (e.g. slept and rode) and the first 2 students race, grab one of those cards in their
mouths and race to the finish. They should then replace the card onto the line again. The
next two students race for 2 new verbs, and so on, until everyone has had a turn. It is a
really fun activity!

We learned this song last in the last lesson so lets sing it again as a fun review. Start by
eliciting the gestures and then have everyone do the gestures as they sing along.
3. Teach 4 more irregular verbs

Get everyone to sit down. Stick the 12 irregular verb flashcards randomly onto the board.
You will now teach 4 more verbs using a combination of actions and flashcards: give gave,
write wrote, read read, run ran. Start by looking at the first flashcard, but dont show
it to the class. You are going to do the action and everyone has to shout out the answer:
give gave: hold out hands and give things to students (e.g. pens, crayons, books,
etc.)
write wrote: write on the board or a piece of paper
read read: read a book, turning the pages
run ran: run on the spot
As you elicit / teach each verb, stick the card onto the board and write the forms under the
flashcard (e.g. give gave) and chorus 3 times.

4. Do "Flashcard drill fun"

You should now have 16 cards on the board. We are going to practice drilling these cards
using fun methods. It is important to keep it fast paced and use a variety of methods so the
drilling doesnt get boring. Start by pointing at a card and saying the infinitive form of the
verb - and get your students shouting out the past tense form, for example:
Teacher: (pointing to a card) eat.

Students: ate
Teacher: (pointing to another card) swim.
Students: swam
etc.
Continue at a fast pace and get faster and faster, making a game of it.
Next, play some variations of the drill, such as:
say each verb in different voices (low, high, loud, quite, monster voice, singing voice,
etc.) and students have to reply in the same voice.
split the class into 2 teams. The teacher points at a card team A says the infinitive
form and team B says the past tense form.
students all stand up. Each time the teacher points at a student to say the past tense
form. If s/he gets it correct s/he can sit down.
students all close their eyes. The teacher removes a card and then says "Open your
eyes!" the first student to shout out the missing card (in both infinitive and past
forms) wins a point for his/her team.
students must do gestures as well as shout out the past tense form of each verb.
5. Sing the "Past Irregular Verbs Song"

The first time you play the song, put up the flashcards in order on the board or use the "Past
Irregular Verbs Song" song poster. Quickly elicit the vocab. Play the song and sing along
doing the gestures, as described below in Gestures and activities for "Past Irregular Verbs
Song". Play 2 or 3 times.

Lyrics for "Past Irregular Verbs Song" Gestures and activities for "Past Irregular Verbs Song"
La la la la la la - La la la la la la The song is quite fast so it may be difficult for students to

keep up with gestures - you can either just have everyone
Verse 1: sing along (using the song poster) or doing gestures as well.
wake, wake, wake - woke, woke, woke The 4 verses are sung twice - the second time the past
eat, eat, eat - ate, ate, ate tense verbs are only whispered, so here students can shout
drink, drink, drink - drank, drank, drank out the correct words.
go, go, go - went, went, went
wake - woke: stretch and yawn
La la la la la la - La la la la la la eat - ate: pretend to eat with a spoon
drink - drank: pretend to drink
Verse 2: go - went: walking on the spot and waving goodbye
sing, sing, sing - sang, sang, sang sing - sang: arms outstretched in a singing position
swim, swim, swim - swam, swam, swam swim - swam: pretend to swim
have, have, have - had, had, had have - had: wave your hands in the air while smiling
come, come, come - came, came, came (meaning "have lots of fun")
come - came: walking up to and knocking on an
La la la la la la - La la la la la la imaginary door (meaning "come back home")
ride - rode: do a cycling motion
Verse 3:
do - did: pretend to write (meaning "do homework")
ride, ride, ride - rode, rode, rode
put - put: pretend to put on a pajamas top and
do, do, do - did, did, did
button it up
put, put, put - put, put, put
sleep - slept: do a sleeping gesture
sleep, sleep, sleep - slept, slept, slept
give - gave: hold out hands pretending to give a
present
La la la la la la - La la la la la la
write - wrote: pretend to write
Verse 4: read - read: pretend to read a book
give, give, give - gave, gave, gave run - ran: run on the spot
write, write, write - wrote, wrote, wrote
read, read, read - read, read, read
run, run, run - ran, ran, ran
6. Do the "Past Irregular Verbs 2" worksheet

Give out the worksheets and have everyone match up the pictures with the verb forms by
writing numbers in the boxes. Circulate as everyone is working away, and ask lots of
questions (e.g. Whats this?, Did you ride your bike yesterday?, etc.). When everyone has
finished, go around the class asking everybody to tell you some things they did yesterday.

7. Play "Pass the cards"

This is the same as pass the parcel but with flashcards instead of a parcel. Sit everyone in a
large circle (or for really large classes, in a few circles). Give everybody a verb flashcard
give out all of the irregular verb cards first and then use the regular verb cards if you have
more than 16 students. Play some music (such as the song from this lesson or a previous
lesson) as everyone passes the cards around the circle. Suddenly stop the music. Students
should use the card that they are holding to make a sentence, such as "Yesterday, I read a
book". If you have a small enough class, each student can say the sentence to the teacher.
For larger classes this will take too long, so have students say the sentence to a person
sitting next to them. Then start the music and continue passing the cards, stopping from
time to time to say sentences.
8. Make a poster picture story

To finish the lesson, your students are going to make a simple story called "My Day
Yesterday" using pictures and create a poster with it. You will need a large sheet of paper
(e.g. A3) or construction paper / card for each pair of students, as well as lots of old
magazines, catalogues, newspapers, etc. Youll also need scissors and glue. It is worthwhile
making an example before class so you can show students exactly what to do.
Put your students into pairs and give each pair a sheet of paper or card. On the board write
"My Day Yesterday" and get everybody to write this at the top of their sheet. Then tell
everyone they are going to stick on pictures of things they did yesterday and write
sentences. Model this by taking a magazine and finding a picture (e.g. someone riding a
bike), then cut it out and glue it to your sheet. Under the picture write "Yesterday, I rode
my bike".
Now, leave everyone to get on with the activity. Circulate and help out with vocab it is
fine for your students to use pictures requiring different verbs from the one learned in the
last few lessons (e.g. skiing, cook, etc.) it is a chance to teach students new verbs! Give
students around 10 minutes to create their posters. Finally, have each pair in turn hold up
their posters and tell the class what they did yesterday. You can pin the posters to the walls
this can be used for a review activity in your next lesson!

Wrap Up:
1. Assign Homework: "My Day Yesterday" worksheet. Students will have to write about
what they did yesterday. This task may not be straight forward for everyone so it is
worth modelling hold up the sheet and fill in the blanks with your own answers to
show what to do. An example answer is as follows:
I woke up at 7 oclock.
I ate toast and jam for breakfast.
Then I went to school.
After school I came home.
In the evening I watched TV
and I did my homework
and I read a book.
For dinner I ate pasta.
I went to bed and I slept all night.
plans.html
plans.html
by copyright.

wake - woke eat - ate
drink - drank go - went
sing - sang swim - swam
have - had come - came
ride - rode do - did
put - put sleep - slept
give - gave write - wrote
read - read run - ran

wake - woke eat - ate
drink - drank go - went
sing - sang swim - swam
have - had come - came
ride - rode do - did
put - put sleep - slept
give - gave write - wrote
read - read run - ran

Verse 1:
wake, wake, wake - woke, woke, woke
eat, eat, eat - ate, ate, ate
drink, drink, drink - drank, drank, drank
Verse 2:
sing, sing, sing - sang, sang, sang
swim, swim, swim - swam, swam, swam
have, have, have - had, had, had
come, come, come - came, came, came
Verse 3:
Verse 4
give, give, give - gave, gave, gave
Verse 1:
wake, wake, wake - woke, woke, woke
eat, eat, eat - ate, ate, ate
drink, drink, drink - drank, drank, drank
Verse 2:
sing, sing, sing - sang, sang, sang
swim, swim, swim - swam, swam, swam
have, have, have - had, had, had
come, come, come - came, came, came
Verse 3:
Verse 4
give, give, give - gave, gave, gave
Past Irregular
My name is ____________________
Verbs 2
Match the pictures to the verbs.
put on write
have
fun wake
up
drank
go to eat
had school
fun read
swim
slept
rode do
my bike homework drink
wrote sing
put on
read
gave ran
woke
1 up
did went to 1 come
homework school home
ate swam
1 came
sleep home
run give
ride
sang my bike
My Day
My name is ____________________
Yesterday
Write about what you did yesterday.
I woke up at .
I
for breakfast.
Then I to school.
After school I home.
In the evening I
and I
and I .
For dinner I .
I went to bed and I all night.

Lesson:
Describing People (Adjectives)
General:
Objectives: Describing people using adjectives
Structures: "What does s/he look like?", "Tell me all about him/her", "She/she
is/has"
Target Vocab: tall, short, long hair, short hair, brown eyes, blue eyes, blonde hair,
black hair, s/he is great

Printables:
"Describe your Friend Worksheet 1" or "Describe your Friend
Worksheet 2"
Describe Your Friend Class Survey worksheet
Describe Your Family worksheet
Describe Your Friend song poster
Songs: Describe Your Friend
You will also need:

colored crayons / pencils
CD / Tape player or something to play the song on
Whiteboard or blackboard with as many different color markers / chalk as possible
blank A4 paper - 1 per student
magazine cut out pictures of people
Notes:
A lesson on descriptive adjectives and 3rd person 'he/she' and includes a lively song about
describing your best friend.

Describing People (Adjectives) All rights reserved
Lesson Overview:

1. Introduce the descriptions vocab
2. Do "Funny Body" drawings
3. Play the "Describe Your Friend" song and do the active listening worksheet
4. Do the "Describe Your Friend Class Survey"
5. Play Guess Who?
Wrap Up:
1. Set Homework: "Describe Your Family" worksheet
Lesson Procedure:

1. Introduce the descriptions vocab
For this lesson you are going to use your artistic drawing skills. Use a whiteboard or
blackboard to draw the following:
At the top of the board draw 2 circles (these will be the heads). Elicit "circles".
On each head draw a nose, ears and a mouth. Elicit each as you draw them. Then ask
"Whats missing?".

Elicit "eyes". Ask "What color are they?" and give the students the options of the
colors of markers / chalk you have. Then draw the eyes in the chosen colors with
different colors for each set of eyes (NB: its ok to have strange colors, such as yellow,
for the eyes this will just make it more fun).
Elicit "hair" and again ask "What color is it?". On one head draw long hair in one
color (for the girl) and on the other draw short hair (for the boy) in a different color.
Teach / Elicit "long / short hair".
Finally, you'll need to draw 2 bodies. But rather than you draw them you are going to
ask for 2 volunteers to do the drawings. For the girl, draw some shoes quite near the
head (so that she will be short) and for the boy draw some shoes right down at the
bottom of the board (so he will be tall). Have the students draw the bodies so that
they join the heads with the shoes. Now teach / elicit "tall / short".
It should end up looking something like this:
Now that the completed pictures are on the board, chorus 3 times the following
sentences and point to the pictures as you do:
- He is tall.
- He has short hair.
- He has (blue) eyes.
- He has (orange) hair.
- She is short.
- She has long hair.
- She has (green) eyes.
- She has (brown) hair.

2. Do "Funny Body" drawings

Give a piece of A4 paper to each student and yourself.
On your piece of paper, model drawing a head with eyes, nose, ears, mouth, teeth
and hair. Make it a really funny picture. Then tell everyone to draw their funny head.
Make sure they use colors for the eyes and hair.
Next show them how to fold the paper so only the neck shows (so the head is folded
behind). Then get everyone to pass their paper to a different student.
Now model drawing the body starting from the neck and going down to ankles
make it either a really short or long body and make it as funny as you can. Now have
your students draw their bodies.
Again, show everyone how to fold the paper so only the ankles are showing and
have everyone pass their paper to another student.
Finally, model drawing funny feet and get everyone to draw feet on their pictures.
Then get everyone to fold up their papers and return each piece to the person who
drew the head.
Let everyone open up their paper and have a good laugh at the pictures. Now ask
everyone to "present" their person in the drawing to the rest of the class you
model first (e.g. "This is Tom. He is short. He has pink hair, etc.").
3. Play the "Describe Your Friend" song and do the active listening worksheet
Tell the class that they are going to listen to a song about a boy and a girl. Give out either
"Describe your Friend Worksheet 1" or "Describe your Friend Worksheet 2" (worksheet 2 is
better if you cannot print out colored worksheets).
Read the instructions to the class and then play the song. As they song is playing students
should do the worksheet activity. Play the song again if required. Finally, go through the
song one more time stopping to check answers.
If everyone enjoyed the song, you can play it again and have everyone sing along (especially
as its such a catchy tune!).

Lyrics for "Describe Your Friend" Gestures for "Describe Your Friend"
Tell me about your best friend! There are no gestures for this song - a listening activity with
worksheets accompanies the song instead (see point 6
Chorus: below). However, if students enjoy the song you can
What does he look like? encourage them to sing along and dance!
What does he look like?
Tell me all about him. For the active listening activity use either of the following
worksheets:
Verse 1:
He is tall "Describe your Friend Worksheet 1" is a 'listen and
He has short hair circle what you hear' exercise.
He has brown eyes "Describe your Friend Worksheet 2" is a 'listen and
He has blonde hair draw' exercise (this is better if you can't print out the
But most of all, he is great! color Worksheet 1)
Tell me about your best friend!
Chorus:
What does she look like?
Tell me all about her.
Verse 2:
She is short
She has long hair
She has blue eyes
She has black hair
But most of all, she is great!
4. Do the "Describe Your Friend Class Survey"

This will give your students the chance to use the lesson structures. Give out the class
survey worksheet. Each student should work on their own for a few minutes looking at their
classmates and filling in the table about 6 of their friends in the class. Whilst they are doing
this, circulate and check and ask questions.
Finally, once everyone has finished, ask each student to describe some of their friends: Ask,
"Tell me about your friend", "What does he / she look like?". Then put students in pairs to
practice asking about their classmates.
Additional activity: Have your students ask about and describe family members (e.g.
brothers, sisters, parents, grandparents, etc.).

5. Play "Guess Who?"

For this activity, youll need lots of magazine pictures of people. Try and get lots of different
types of people pictures, with different color eyes and hair. The more pictures you can find
and cut-out before class the better (Note: This is a great resource to have for future lessons,
as people pictures can be used in many different ways).
In class, lay out all of pictures on the floor or on a large table. Start by saying "My friend has
(short, brown) hair, he is (tall) and he has (green) eyes". Everyone should try and guess
which picture you are describing. You can also give additional clues (clothes, etc.). The
student who guesses correctly can then have a go describing someone.
Now that everyone has got the idea of the game, put student into small groups and have
them play the game together. Whilst they are playing, monitor, help and encourage the use
of the lesson structures.
Wrap Up:
1. Assign Homework: "Describe Your Family"
All flashcards, worksheets, craft sheets and songs used in this lesson plan
can be downloaded at eslkidstuff.com/esl-kids-lesson-plans.html
plans.html
by copyright.

short hair
blonde hair
brown eyes
tall
long hair
black hair
short
blue eyes Copyright ESL KidStuff
ESLKidStuff.com
short hair
blonde hair
brown eyes
tall
long hair
black hair
short
blue eyes Copyright ESL KidStuff
ESLKidStuff.com
Describe Your Friend
Chorus:
Tell me all about him.
Verse 1:
He is tall
He has short hair
He has brown eyes
He has blonde hair
But most of all, he is great!
Chorus:
Verse 2:
She is short
She has long hair
She has blue eyes
She has black hair
Describe Your Friend
Chorus:
Tell me all about him.
Verse 1:
He is tall
He has short hair
He has brown eyes
He has blonde hair
But most of all, he is great!
Chorus:
Verse 2:
She is short
She has long hair
She has blue eyes
She has black hair
Listen to the song and circle the descriptions you hear.

ESLKidStuff.com
Listen to the song. Draw the body of the girl and boy
using the colors you hear.
boy girl

ESLKidStuff.com
Listen to the song. Draw the body of the girl and boy
using the colours you hear.
boy girl

ESLKidStuff.com
Describe Your Friend Class Survey Look at your friends in your class. Complete the table
below. Then describe your friends to the class.
hair hair body

Name eyes
length color
E.g. Tom He has blue eyes. He has long hair. He has brown hair. He is tall.
long, blonde, brown, tall

green, blue, brown, gray, short black, gray, medium-height
black white, red short

Describe Your Friend Class Survey Look at your friends in your class. Complete the table
below. Then describe your friends to the class.
hair hair body

Name eyes
length colour
E.g. Tom He has blue eyes. He has long hair. He has brown hair. He is tall.
long, blonde, brown, tall

green, blue, brown, gray, short black, gray, medium-height
black white, red short

Describe Your Family My name is ___________________
Draw pictures and describe your family
My Father
My father has _________________ hair.

E.g. short, black
My father has _________________ eyes.

E.g. green
My father is _________________ .
E.g. tall
My mother
My mother has _________________ hair.

My mother has _________________ eyes.
My mother is _________________ .
_______________________ (your name)
I have _________________________ hair.

I have _________________________ eyes.
I am _________________________ .
long short blonde black brown white gray

red green blue tall medium-height short
Lesson:
Adverbs
General:
Objectives: Saying actions with adverbs
Structures: "Let's ~"
"What shall we do?"
Target Vocab: run, quickly, walk, slowly, jump, high, crouch down, low, stomp, loudly,
tip-toe, quietly, pat our heads, softly, clap, hard

Printables: Adverbs Match worksheet
Adverbs Write worksheet
Lets Have Some Fun! (Adverbs Song) song poster
Songs: Lets Have Some Fun! (Adverbs Song)
You will also need:

slips of paper with the target verbs and adverbs written on, placed inside two boxes or
hats (see point 5)
Notes:
In this lesson students will use practice saying adverbs to modify verbs. It is an action-
packed lesson with lots of action activities.

Adverbs All rights reserved
Lesson Overview:

1. Introduce the adverbs do the "Train Ride" activity
2. Play "Follow my actions"
3. Sing the "Let's Have Some Fun!" song
4. Do the "Adverbs Match" worksheet
5. Play "Adverbs Charades"
Wrap Up:
1. Set Homework: "Adverbs Write" worksheet
Lesson Procedure:

1. Introduce the adverbs do the "Train Ride" activity
To begin, get everybody standing in a long line with their hands on the shoulders of the
student in front of them forming a train (it is worthwhile moving all desks and tables to
the edge of the classroom before doing this). The teacher can go at the front of the train.
Start off by choo-chooing around the classroom at a nice, easy pace.
Then stop and say, "Let's go again! This time count 1 and 2". As you snake around the
classroom, everyone shouts, "1, 2, 1, 2, ..." together in time.

Now comes the fun part introducing the adverbs. As the train is moving around the
classroom, shout out the following commands and have everyone follow what you do:
"Lets go quickly!" speed up - also speed up chanting "1, 2, 1, 2, ".

"Lets go slowly!" slow right down to a very slow pace and also slow down
chanting "1 2 1 2 ".
"Lets go high!" put your hands high up in the air as the train moves around the
class.
"Lets go low!" bring your hands down low and stoop your head low as the train
moves around the class.
"Lets count loudly!" shout "1, 2, 1, 2, " as the train moves around the class.
"Lets count quietly!" whisper "1, 2, 1, 2, " as the train moves around the class.
"Lets stomp hard!" stomp your feet as the train moves around the class.
"Lets walk softly!" walk as softly as you can as the train moves around the class.
Keep moving around the class and changing the instructions. It is great fun and an exciting
way to begin the lesson.
2. Play "Follow my actions"

For this activity you are going to introduce the verbs from the song (which we'll sing next).
Your students should know some of the verbs (e.g. run, jump) and the others are easy to
pick up quickly.
Get everyone to stand up and find a bit of space in the room. Teacher stands at the front of
the classroom with everyone facing you. You are going to shout out the verbs from the song
and act out the verbs, with everyone following you (doing the actions on the spot):
run (on the spot)

walk (on the spot)
jump
crouch down (on the spot)
stomp (on the spot)
tip-toe (on the spot)
pat our heads
clap
Each time you shout out the verb, students should chorus the verb and do the action with
you, for example:
Teacher: "run"
Students: "run" (everyone starts running on the spot)

Teacher: "crouch down"

Students: "crouch down" (everyone crouches down)
Teacher: "tip-toe"
Students: "tip-toe" (everyone tip-toes on the spot)
etc.
Well do this activity in rounds:
Round 1: the teacher does each activity with the students (until everyone can
understand the verbs)
Round 2: this time the teacher shouts out each action but only the students do the
actions (and chorus the verbs). Teacher watches and helps out of necessary.
Round 3: this time the teacher does the actions again and introduces the adverbs
from the song everyone must chorus each verbs + adverb and copy the teacher
(e.g. "run quickly", "pat our heads softly", "jump high", etc.)
Round 4: finally, the teacher shouts out the verbs + adverbs from the song without
doing the actions and the students chorus and do the actions. Teacher watches and
helps out if necessary.
3. Sing "Let's Have Some Fun!" song

By now, your students should have a good grasp on the target vocab which will be used in
the song. To help, place the song poster on the board so that everyone will be able to see
which order to sing and do the actions. Quickly elicit the vocab. Play the song and sing along
doing the actions as you sing. The song speeds up for verses 3 and 4 which adds to the fun.
Play 2 or 3 times.
Lyrics for "Let's have some fun!" Gestures and activities for "Let's have some fun!"
Chorus: The gestures for this songs are straight forward - simply
What shall we do? have everyone do the actions as they sing them. The 3rd
Let's have some fun! and 4th verses are faster versions of the 1st and 2nd
verses (the song tempo speeds up).
Verse 1:
Let's run, run quickly (quickly, quickly)
Let's walk, walk slowly (slowly, slowly)
Let's jump, jump high (high, high)
Let's crouch down low (low, low)
Chorus

Verse 2:
Let's stomp, stomp loudly (loudly, loudly)
Let's tip-toe quietly (quietly, quietly)
Let's pat our heads (softly, softly)
Let's clap, clap hard! (hard, hard)
Chorus
Verse 3:
Chorus
Verse 4:
4. Do the "Adverbs Match" worksheet

Give out the worksheets and have everyone match up the pictures with the adverbs.
Circulate as everyone is working away, and ask lots of questions (e.g. What's this?, Can you
pat your head softly?, etc.). When everyone has finished, go around the class asking
everybody to do some actions from their worksheets.
5. Play "Adverbs Charades"

Sit everyone down at their desks and give out the worksheets. Have the students draw the
opposites. As they are working, circulate and ask questions (e.g. What is this?, Is this a slow
horse?, etc.).
6. Read classroom reader "Monster Friends"

Before class, write out the target verbs and adverbs on slips of paper and place in 2 boxes or
hats: in one box place the verbs and in the other place the adjectives. You can also add
more verbs that you have covered in previous lessons (e.g. dance, cook, sing, hop, eat, etc.).
Start by modeling the game: pull out one slip of paper from the verbs box and another from
the adverbs box. Then mime the action and everyone has to guess what the two words are.
The combinations can be quite strange but this makes it even more fun.

Split the class into 2 teams. Each time a student mimes the verbs + adverbs students can
shout out the answer with the first correct one winning a point for their team. The winning
student can then do the next charade. For younger students who have trouble reading, help
by whispering in their ear.
Wrap Up:
1. Assign Homework: "Adverbs Write" worksheet.
plans.html
plans.html
by copyright.

run slo
w
ly
quic a lk
kly w
jum
p low
h
crouc
igh down
h
p
sto m quiet
ly
lou
dly tip-toe
pat
cla
p a r d
h
f t ly
so
ESLKidStuff.com
run slo
w
ly
quic a lk
kly w
jum
p low
h
crouc
igh down
h
p
sto m quiet
ly
lou
dly tip-toe
pat
cla
p a r d
h
f t ly
so
ESLKidStuff.com
Let's have some fun! (Adverbs Song)
Chorus:
What shall we do?
Let's have some fun!
Verse 1:
Chorus
Verse 2:
Chorus
Verse 3:
Chorus
Verse 4:
Let's have some fun! (Adverbs Song)
Chorus:
What shall we do?
Let's have some fun!
Verse 1:
Chorus
Verse 2:
Chorus
Verse 3:
Chorus
Verse 4:
Adverbs Match My name is ____________________
Match the words to the pictures.
low
clap jump
softly loudly
tip-toe
slowly
quietly
run pat your head
high hard
walk
quickly
crouch down stomp
Adverbs Write My name is ____________________
Write the words next to the pictures.
stomp
loudly
stomp hard run low jump tip-toe quickly

walk high slowly pat your head loudly
clap crouch down softly quietly

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Songs for Kids Volume 5

2. Do you have any Pets?

3. Where Do You Live?

4. The Nature Song

5. What do you do? (The Jobs Song)

7. What did you do Yesterday? (Irregular verbs)

8. Past Irregular Verbs Song

9. Describe Your Friend (Adjectives Song)

10. Let's Have Some Fun! (Adverbs Song)

You will need to download:

You will also need:

ESL KidStuff Lesson Plan: Page 1 of 6 Copyright ESL KidStuff

New Learning and Practice:

New Learning and Practice:

ESL KidStuff Lesson Plan: Page 2 of 6 Copyright ESL KidStuff

2. Play "Whats Missing?"

3. Play "Bring me the item"

"Bring me the (tape), please."

When the bag is full, the students can change roles.

4. Sing the Whats in your Bag? song

ESL KidStuff Lesson Plan: Page 3 of 6 Copyright ESL KidStuff

Chorus: There is a great activity to go with this song.

*a rubber in the GB version of the song

5. Play "Object Swap"

ESL KidStuff Lesson Plan: Page 4 of 6 Copyright ESL KidStuff

"Do you have my (pencil)?"

6. Read classroom reader "Jamie's Magic School Bag"

7. Do the "Classroom Stationery Match-up" worksheet

ESL KidStuff Lesson Plan: Page 5 of 6 Copyright ESL KidStuff

Please report any mistakes at http://www.eslkidstuff.com/contact.htm

ESL KidStuff Lesson Plan: Page 6 of 6 Copyright ESL KidStuff

Copyright ESL KidStuff

Copyright ESL KidStuff

pencil case cenpli

Songs for Kids Volume 5 - Material Pack 27 Copyright ESLKidStuff.com

You will need to download:

You will also need:

ESL KidStuff Lesson Plan: Page 1 of 7 Copyright ESL KidStuff

New Learning and Practice:

New Learning and Practice:

ESL KidStuff Lesson Plan: Page 2 of 7 Copyright ESL KidStuff

2. Teach the vocabulary for pets / animals

ESL KidStuff Lesson Plan: Page 3 of 7 Copyright ESL KidStuff

NOTE: be sure to teach the plural for "mouse" > "mice".

3. Play the "Write vocab on the board race" game

ESL KidStuff Lesson Plan: Page 4 of 7 Copyright ESL KidStuff

5. Play "Animal Actions"

6. Sing the "Do you have any Pets?" song

ESL KidStuff Lesson Plan: Page 5 of 7 Copyright ESL KidStuff

Chorus: The actions are very simple for this song:

7. Do the Your Pets Class Survey

ESL KidStuff Lesson Plan: Page 6 of 7 Copyright ESL KidStuff

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ESL KidStuff Lesson Plan: Page 7 of 7 Copyright ESL KidStuff

No way! Copyright ESL KidStuff

No way! Copyright ESL KidStuff

ESL KidStuff | www.eslkidstuff.com

Songs for Kids Volume 5 - Material Pack 49 Copyright ESLKidStuff.com

Draw your pet here:

Write your information here:

My pets name is _________________________

Draw your dream pet here:

Write your information here:

1 A _ lives in the ______.

2 A _ lives on a ________.

3 A _ lives in a ________.

4 A _ lives in a ________.

5 A _ lives in a ________.

6 A _ lives on a ________.

7 A _ lives on a ________.

8 A _ lives in a ________.

I live in 9 , 10 , 11 , 12 ____.