Cultura Inglesa BH

Kindergarten
Course Plan 2016/2

Material: Super Safari 3 Pupils Book and Supplementary Material

Extra Material: 1) Flashcards
2) Puppet (Polly)
3) Presentation Plus DVD-ROM including Teachers Guide
4) Super Safari 3 Big Book
CD ROM: Super Safari 3 with Multi- ROM, Word Bird, Cookie and Friends
and others.
Some Useful Websites: www.cambridge.org/supersafari
www.oup.com/elt/preschool; www.starfall.com;
www.welcometoenglishandfun.com; www.bbc.co.uk/children
Note to the teacher: This course is designed for children aged 4 to 5. Extra
Material such as flashcards, CD ROMs, videos, realia,etc are essential. It's
up to the teacher to bring these materials to the lesson and make it
an enjoyable experience for the children.

CLASS ROUTINE (60 minutes)

_ Arrival (5)
_ Circle (greetings, stretching, songs, warm- up) (10)
_ Presenting/ Revising content (15)
_ Break (5)
_ Game / Practice (15)
_ End of the lesson: story, songs, chants, rhymes, games, etc. (10)

Course Plan Kinder Super Safari 3 2016/2

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Daily routines

These Routines are thought for young learners, from 4 to 6 years old. Following routines in
the English Classroom is very important for young children: they feel confident and they like
it a lot. The routines must involve students' participation as much as possible. This will give
you the opportunity to reinforce the most important contents every day, without the
students getting tired of it.
Remember to use the Classroom routine ideas flipchart shared by the
Coordination.
Make the calendar and weather wallchart. You can make a poster or a flipchart with the
questions What day is it today? What is the weather like?,etc or go to: www.starfall.com
Count the students and ask if someone is missing. This way you can practice the numbers.
Dressing Polly. It is very useful to have a pet in the classroom if you teach very young
children (it can be a teddy bear or a puppet). You can ask the students to dress him/her
according to the weather. It is a good way to practice vocabulary about the clothes.
Choosing one student: Every now and then we have to choose one student (for games,
tasks, etc.) You can take advantage of this moment following these ideas:
_ Counting Out Rhymes (The child who is pointed to at the end of the rhyme is chosen to
play). You can invent or use a traditional rhyme.
_ Counting out Ask one student to say one number and then count out that number to
choose one student.
_ Someone with... Close your eyes and say: 'I want someone with... yellow shorts! (For example).
In this way you practice the colours and the clothes at the same time. It also enables you to
choose the student that you want and make children think that it was fortuitous.
-Use a bag with sts names to ensure equal participation.
Discipline and Classroom Control: if you teach very young children you will probably agree
that routines are the best way to control the class, better than punishment or threatening.
_ If you are happy and you know it You can use this song almost every day to make
commands: 'If you are happy and you know it close your mouth', 'If you are happy and you know it sit
down', 'If you are happy and you know it stand up', etc. You may teach this song and make it look
like a game (with variety of actions, quickly, slowly, etc.) Then use it during the whole
course to make commands, and children follow it like a game. Of course, you don't
need to use the complete song to make commands, just one sentence.
_ You can use a song or a chant to get childrens attention. Sing Everybody close your eyes,
close your eyes, close your eyes. Everybody close your eyes. Its time to listen. Sing it to
the rhythm of London Bridges. (This idea was a contribution from Ma da Graa Gioia)
_ Use your pet or Polly the puppet- Your classroom pet will be very useful to keep classroom
control if you teach very young children. If you want silence, you can tell them that the pet is
sleeping and, if there is a noise you can say that the pet is getting angry. (You can get close
to the pet and pretend that s/he talks to you).
_ Simon Says -The teacher or one of the students is Simon. The others must do what Simon
tells them to do when asked with a phrase beginning with "Simon says". If Simon says
"Simon says jump", the players must jump (players that do not jump are out). However, if
Simon says simply "jump", without first saying "Simon says", players do not jump; those that
do jump are out. You can use this game to gather childrens attention or just to change
the pace of the lesson. Instead of Simon says you can play this game using Polly the puppet
Polly says
(taken from: www.toptenenglishteaching.com)

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Songs, rhymes and chants

Songs, rhymes and chants can be presented in different ways to make them more
interesting and challenging. These techniques are especially useful if you want to go
back to previously used material for revision or further exploitation and want to
avoid your pupils reaction of Weve already done this!
- Whisper the rhyme or phrase while clicking your fingers. Repeat the rhyme,
getting gradually louder each time and then reverse the process.
- Say a rhyme or chant whilst clapping hands and tapping your foot in time to the
rhythm.
- Divide the class into groups and ask them to repeat the rhyme or chant in rounds.
To do this, the first group starts to say the rhyme and then, at a suitable point,
usually one or two lines into it, the second group starts to say the rhyme from the
beginning.
Kids Box by Caroline Nixon & Michael Tomlinson

NOTE TO THE TEACHER: Children bring different experiences and expectations with
them to school. They will have different expectations about learning and classroom
behaviour. It is likely, then, that even from the start, there will be differences in
approach, attitude, aptitude and ability in the English language classroom. The
larger the class, the greater these differences may appear, and because of these
differences we cannot expect that all the children will be interested in or able to do
the same tasks in the same way at the same time. It is important not to confuse
the two aspects of capability: ability in English, and ability to learn. A poor ability in
English does not mean that, with the right support, the child does not have the
ability to learn. Many teachers talk about a child aptitude to language learning. In fact,
aptitude to language learning is probably the least significant factor in classroom
language learning. If a person has learned one language, they can learn another. It
is a child aptitude to specific ways of being taught that is the key here. A child poor
rate of learning may therefore say more about what is happening in the classroom
than it does about the child.
Teaching resources: A-Z Teaching Young Learners

GAMES IDEAS

1. Red light, Green Light, Yellow light

The teacher is the traffic light and the students are the cars. When the teacher says green, ss may walk
around the classroom in normal speed. When the teacher says yellow, ss slow down. When the teacher
says red ss must stop. If they dont, they get a fine. Invert the other of the lights to make it more
unpredictable.
2. Fruit basket
Have the students sit in a circle. Assign each student a word. Start with only two or three words, e.g.
apple, banana and peach. Then the teacher stands in the middle and calls out one of the words,
e.g. Banana! All the students with that word get up and run to exchange places in the circle. At the
same time, the teacher runs to take a seat, so that one student is left standing. Then that student
stands in the middle, calls out one of the words and tries to take a seat as the other students run to
change places. Once in a while, the person in the middle calls out Fruit Basket! Then everyone in the
circle runs to change places.
You can use this game to review sets of words, such as colours, animals, numbers, pieces of clothing,
etc.

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Pgina 3

3. Lip reading
Put six pictures on the board. Choose one and mouth the word without making any sound. Children look
at your lips as you mouth the word and say what it is.
4. Bingo
Make up different bingo cards with pictures of things students have already learned. Hand out one bingo
card to each child (each card should be different). Call the words.
Students mark the picture if it is on their card. Once a child marks all the pictures on his/ her card, she/
he calls out Bingo!
5. Whats missing?
Spread some pictures on the floor. Ask children to close their eyes. Remove a picture. Tell children to
open their eyes and ask Whats missing? Children say the missing
card. Children take turns hiding the cards.
6. Kims Game
Put some objects on the desk. Children look at the objects/ cards for 2 minutes. Cover the objects or
remove the cards. Ask children to say as many words as they can
remember.
7. Point
Put six flashcards in different places around the room. Say a word, and children point to the relevant
card. You could also tell children to go and touch the card instead of
pointing.
8. Ball Game
Students sit down or stand up in a circle around the teacher. A ball is tossed to a student and the
teacher asks a question: e.g. Say a colour. The student then responds
and throws the ball back to the teacher. The teacher then throws the ball to another student and asks
another question. This is a fast game and it is great to review
vocabulary.
9. Copy me!
Hold up a flashcard and say the word. Ask children to copy you. Say the word again, this time very
softly. Children repeat the word softly. You can say the word in lots of
different ways, e.g. loudly, slowly, quickly, sadly, angrily. Each time children must copy the way you say
it.
10. Noughts and Crosses (Tic Tac Toe)
Draw a nine square grid on the board and number each square. Then stick flashcards in the squares. To
make the game more difficult stick the flashcards with the picture
facing in. Divide the class in half and designate one half as - X - and the other half as - O -. Children
take turns asking for a number. The teacher turns the card
corresponding to the number they asked. When they say the word correctly mark either X or O in the
square. Three in a row wins!
11. Picture dictation
Say the words and students draw them.
For more ideas go to: www.genkienglish.net www.esl4kids.net/games.html
www.homeschooling.about.com
www.kidsonthenet.com www.eslkidstuff.com www.eslteachersboard.com www.dltk-cards.com

Course Plan Kinder Super Safari 3 2016/2

Pgina 4

KINDERGARTEN 2016/2

Schedule
First day- Welcome!
Introduction to the
book, materials,
classmates,etc
Use the Zero class
ideas shared by the
Coordination.

Hello !
Pages 4,5,6,7

Ideas 1
. On the first day show students
around the school.

Ideas 2
. Look for extra material in our LCs.

. Introduce yourself to the class.

Hello, Im and then turn to each
pupil and ask: Whats your name?
When they are familiar with this
form, encourage them to introduce
themselves to the person sitting
next to them and ask the same
question. Set up a chain of such
questions and answers around the
classroom. Then ss can draw
themselves and try to write their
names on top if they can. This will
give you an idea of where that
child is as far as motor
coordination is concerned.

. Set up a Colour Corner and

encourage children to bring in items
to put in the corner to make it
colourful. Use different boxes to put
the different items in. For example a
box just for yellow items, a box just for
red, etc.

. Revise the names of the

characters from the book.

1. Play some fast music; 2. Whilst the

music is playing the kids pass a ball
around; 3. Stop the music; 4. The kid
who is holding the ball when the
music stops is the one selected. A
more effective version of the game is
that the kids must perform today's
language when passing the ball. For
example one kid says "What's your
name?" the other kid answers and
then gets the ball! Try it, it makes a big
difference!

. Children sit in a circle. A soft ball

or piece of rolled paper is required.
Child 1 begins by greeting any
other player Hello ... and
simultaneously throwing the ball.
Then child 2 becomes the thrower.
. Guess who's saying hello: Get
one of the children to cover her/
his eyes. Now choose another child
to come and say Hello. The first
child tries to guess who it is.
Include yourself sometimes to
make it a bit easier.
3

Unit 1 My classroom
P 8,9

. Introduce vocabulary gradually.

Check what students already know.
Use flashcards (drawings or photos
from magazines )

Pages 10,11,12,13
Reminder: Fathers Day
craft (Supplementary
Material p 14)

Role play the dialogues on a

regular basis.

. Our LCs have beautiful childrens

books. Please spare some time to go
in there and get to know at least some
of the materials we have.

Supplementary Material p 2 + pp12

and 13 (Masks).
Important: If necessary, p 2 from the
SM can be given in any other lesson.
Remember to use the puppet (Polly)
for different moments in the lesson.

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Pgina 5

Pages 14,15

Unit 2 My family
Pages 16,17

Supplementary Material p 3

Ss can make classroom objects using

play dough.
See flashcards games in our Biblioteca
de arquivos and play with your ss.

Reminder: Celebrate
"Dia do brinquedo" (see
invitation in the
Supplementary
Material p 1)
7

Pages 18,19

Keep a balance between Stirrers

(activities that makes ss stand up,
move, clap their hands,etc) and
Settlers(activities that calm them
down).
Do a drawing dictation with the sts.
Supplementary Material p 4

Pages 20,21

Pages 22,23

10

Unit 3 My face
Pages 24,25

11

Pages 26,27

Supplementary Material p 5

12

Pages 28,29

Make posters with your students

using different materials (cotton,
pictures from old magazines, etc)

Songs, chants and rhymes are great

for kids. It helps them memorise
new words, its fun and they can
also dance/ move around while
singing.
Make sure students are using
classroom language to
communicate. Reinforce it
whenever necessary.

Role play the dialogues on a regular

basis.
Role play the dialogues on a regular
basis.

Play bingo.

Role play the dialogues on a regular

basis.

Remember to use the Big Book

with the stories.
13

Pages 30,31

Supplementary Material p 6

14

Unit 4 My toys
Pages 32,33

Chinese Whispers is a game in

which each successive participant
secretly whispers to the next a
word, phrase or sentence
whispered to them by the
preceding participant. Cumulative

. Teachers should maintain close

contact with each students parents to
keep them informed of the childs
progress.
Play Miming game. A std mimes an
animal and the others have to guess
what it is.

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errors from mishearing often result

in the sentence heard by the last
player differing greatly and
amusingly from the one uttered by
the first.
15

Pages 34,35

16

Pages 36,37

17

Pages 38,39

18

Unit 5 My house
Pages 40,41

See flashcards games in our

Biblioteca de arquivos and play
with your ss.
Role play the dialogues on a
regular basis.

Use projects to cover themes from

the course book.

19

Reminder: Celebrate
Childrens Day
Pages 42,43

20

Pages 44,45

21

Pages 46,47

Supplementary Material p 7

22

Unit 6 On the farm

Pages 48,49

Remember that young students

generally prefer the familiarity and
predictability of several favourite
activities.

23

Pages 50,51

Ask children to collect pictures out

of magazines, catalogues, etc.
relating to a given topic and
arrange them into a collage.
Remember to use the Big Book
with the stories.

Pages 52,53

25

Pages 54,55

At this level, homework is not

assigned but the teacher can ask ss to
bring something from home such as a
picture from a magazine, a photo, etc.
Play games.

Role play the dialogues on a regular

basis.

Check the link www.starfall.com for

different activities.

Singing is essential at this age. The

course book brings some songs but
the teacher should learn a few nursery
rhymes, chants and songs to teach ss.
Look for audio CDs in our LCs.

Reminder:Celebrate
Halloween (See craft in
the Supplementary
Material pages 15 +16)
24

Check the websites for related

activities: Coordenao> Cynthia &
Fernanda
Role play the dialogues on a regular
basis.

Play a video from

www.supersimplelearning.com and
do a related activity or game.

Role play the dialogues on a regular

basis.
There is a good game to use after
drilling flashcards: Students form two
lines facing the teacher. The first
students in each line are the players.
Show a flashcard and the first student
to correctly name it is the winner.
These two students then go to the

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Pgina 7

back of their respective lines and you

repeat the process with the next two
students. If both students say the
name of the card together they
continue their turn until there is a
winner or they have had three turns.
Then it's the next person's go. This
three turn limit saves the other
students from getting bored while
waiting for their turn. You can have
lines of unequal number so that on
progressive rounds the students are
playing with different people.
26

Unit 7 I'm hungry!

Pages 56,57

Play Chinese Whisper with the ss.

Choose a category, eg: Clothes,
colours, food, etc.

27

Pages 58,59

Supplementary Material p 8

28

Pages 60,61

Remember to use the Big Book

with the stories.

29

pages 62,63

Supplementary Material p 9

30

Unit 8 All aboard

Pages 64,65

Take sts to the LC and do a

storytelling on the floor. There are
cute books there to be used.

31

Pages 68,69,70,71
*Pages 66 and 67 were
skipped.
Unit 9 Party clothes
Pages 72,73

Supplementary Material p 10

33

Pages 76,77,78,79
*Pages 74 and 75 were
skipped.

Supplementary Material p 11

34

Have and end of term

party with your group.
Invite parents.

Supplementary Material p 17
(Christmas craft)

32

Role play the dialogues on a regular

basis.

Role play the dialogues on a regular

basis.

Role play the dialogues on a

regular basis.

Present a chant or a song. Hand in sts

portfolios.

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Pgina 8