Bring the fun and energy back to English learning

Hello & welcome to Genki English!
Genki English was made to help bring the life and excitement back to teaching English. Its a fun
we have to learn from them, so whenever a child loses a game or says a wrong word, tell them not to worry but simply try again, and try again and try again. Eventually they will get there, and that is success!
language and can be really enjoyable to learn. "Genki" is a Japanese word meaning alive, exciting and full of energy. And that's just what these songs and games are! The songs are the main part of this material. I wrote each song to take only the key English needed for one 45 minute lesson and mixed them up with a melody you cannot get out of your head, some cool music production But very often lessons can be quite boring and not very genki! So I went round the world finding out what kids want to be able to say in English, and how they want to learn it. The result is a huge and most importantly gestures and activities to really make the English stick. Teach the song a cappella
without the CD first, then once the kids know the words, try the music and see their eyes come alive!
collection of very easy to teach songs & games for almost all the most important, basic English that kids will need and love to know. You can use the songs as a full course on their own, or if you have a text book you can use the songs to spice up your lessons, to make them exciting and full of life so the In this guide Im giving you some ideas that have worked in thousands of classrooms around the world, but of course change and remix them as much as you like for your own students. The only things Id really like you to keep are the two rules of Genki English: Then after a few months or years we can move on to projects and exchanges where your students can put all that English to use in real communication with kids their own age throughout the world. Think I can do it! and you can! Losing just means try again! Wherever I travel or wherever I go I see happiness and excitement, but also problems and disappointments. But Very often the only barriers to learning a language are confidence and motivation. But, as you know, English isnt brain surgery or genetic engineering. Its simply a foreign language that millions of people speak every day, if you put your mind to it, anyone can do it. Think you cant and you cant! Think you can, and you can! Of course along the way there will be challenges and mistakes, but thats fine, after all A ship in harbour catches no fish. Mistaikes are good! But whatever the problems in your school or country are, education is the key to making the solutions appear. So lets teach our students to have big, big dreams and give them the skills, confidence and abilities to really make them come true! Thats what being genki is all about. kids end the lesson saying Yes, that was fun! Yes, I can do it!
www.GenkiEnglish.com The Fun Way to Teach! 1 = Very easy to teach = Easy to teach = Definitely practice before the lesson!
Warm Up Game.....................................5 Genki Disco Warm Up Song.................6 What's your name?................................8 How are you?.........................................9 Left and Right......................................10 Numbers 1 to 12................................11 How old are you?.................................12 What's the weather like?.....................13 Good Morning! Song............................14 Do you like...? ......................................15 Do you like animals?...........................16 I like animals?.....................................17 Do you have any pets?.........................18 The Baby Monkey Family .................19 Do you have any brothers or sisters? 20 Animal Voices......................................21 Under the Sea......................................22 Make a Face.........................................23 Doctor, Doctor!.....................................24 Baby Monkeys Winter Clothes...........25 How many?..........................................26 How much?...........................................27 Numbers 13 to 20................................28 Fruit Market........................................29 Im a superhero! I can......................31 Can you speak.?...............................32 Come on, Come on!..............................33 I can do it!............................................34 Where are you from?...........................35 Where do you live? ..............................36 How do you say .... in English? ..........37 My name is Mr Octopus......................38
What time is it, Mr Wolf?............................40 What time is it? Part 2................................41 What sports do you play?............................42 When is your birthday?...............................43 How did you get here?.................................44 What's your favourite colour?.....................45 Whats your favourite flavour?...................46 Whats your favourite ..?..........................47 I like vegetables ..........................................48 Where are you going?..................................49 Eat! Drink! Dance!......................................50 What do you want to do?.............................51 What do you want to be?.............................52 What do you do?..........................................53 What are you doing?....................................54 I, you, he, she, we are happy......................55 Excuse me, are you?................................56 I have a question!........................................57 More questions!...........................................58 Its not bad, its good!...................................59 I'm thirsty!...................................................60 Where, where, where? ................................61 When, When, When?...................................62 Creepy Crawlies Song.................................63 Where is Mr Monkey? ................................64 Where is Baby Monkey? .............................66 What do you think of? .............................67 What would you like . ?...........................68 Ordering Food..............................................69
Easter Egg Hunt.........................................70 Happy Halloween........................................71 Trick or Treat...............................................72 Thank you Song...................................39 Apple Bobbing.............................................72 What would you like for Xmas?..................73
GenkiEnglish.com Lesson Plan

- a fun 45 minutes!
others. 8 words is a good quantity to teach in one lesson. Questions and answers are better (e.g. What's this? What time is it? or How much?) Say the question, point to
In this book and at GenkiEnglish.com there are lot of ideas, but how do you actually put them together to form a lesson? Well, over the last few years this type of structure "evolved" in my lessons to great success!
a card and the kids answer. This is better than simply learning the vocab in isolation. Try tricking them by pointing to a card and saying a different question e.g. "What's your name?" To save time, you can try singing each word when introducing it. The melody and actions help the kids
1. Warm Up/Review - 3/10 minutes

The idea is to get the kids back into a "Genki" way of learning, to get used to you again, to warm them up and to review the previous time's language.
remember them quicker. Plus when you've finished the words, they already know the song. Teach the song "a cappella" (without the music) 2 or 3 times. Keep practicing till they know all the words! If they don't say things loud, do a competition between you and them to see who can sing the loudest. Even the
Start off with a quick go of the Warm Up game. Time depends on the class, from 30 seconds to 5 minutes. All you do is give the kids simple commands like stand up, sit down, jump, spin, Cheer. weeks English. Review the song from the previous lesson. The kids are singing and dancing and remembering the previous work all at the same time. The songs are quick, genki and get to the point! Each week review the previous
shy kids will be then singing! Sing the song with the CD to make sure they know the vocab and have some fun! Keeping the CD till the end makes sure the kids know the words and keeps the genkiness high!
3. Practice = Game = 15/20 minutes

The purpose of the game is for the kids to practise the target English in a simulated situation. It's also good for
2. Learn New material = Song = 15/20 mins New English A cappella CD
the teacher to see if the kids have mastered the language or if they need more practice.
Using the Genki English songs makes it so much easier to teach the new language, and for the kids to remember it. Use picture cards or the Genki English software. Point to one image, say the word, do the gesture and get the kids to say it back. Review often! After every 3 or 4 words, review the
In the game, only English is allowed for the kids, but the teacher should explain things in whichever language is most efficient. The less time you spend explaining, the more time the kids have to practise.
Many of the games can be used for almost any theme.
Explain the games by acting them out! All the games in this book can be explained in 2 or 3 minutes or less. If there is no end to the game - do a big countdown from 10 to zero. Important Point: Remember to teach your kids that "Losing doesn't mean losing. It simply means you get another chance to try again!" If everyone is having fun, everyone wins! If they don't win, it's simply another chance to try again next time! Do this and every kid will be wanting to keep going and learn more, especially if they actually lose a game!
4. "Thank you"s and "Goodbye"s

Sing today's song again (if you have time) and then CD1s Thank You song to finish. Tell them how good they were. Do a few claps and cheers (try raising your hand to vary their volume, very fun!) End the lesson on a high so they are looking forward to the next class!!
So there you go, a nicely structured lesson with plenty of chance to speak English and learn new language. Of course there are different ways to do this, and please feel free to vary, but this is the one that I use most often!
Warm Up Game
I use this at the beginning of each lesson, to get the kids awake, out of their seats and to introduce some important classroom English. If things get out of hand later on, the preparation you do here will be very useful in getting things back under control!
control" for the moments when you do want them to be quiet!
If you want some more words, try "cry" or even "zip it!"
Once you get past these basics, try some other topics from the songs ( e.g. emotions from the How are you? song),
At the beginning you simply shout out commands at the kids. First of all simple things like "Stand Up" or "Sit Down" are OK, along with "Good Morning". Also, try tricking them by saying "STAND UP" when they are already standing!
and then start asking questions that the kids can answer. You don't just have to stick to commands.
Then try the past or future tenses, i.e. basically do the same thing but point to a calendar on the wall first and say things like Tomorrow Ill play tennis, Yesterday I went to the beach . Then you can start moving on to stories. A good way to do this is to get your kids to think of stories in groups in their native language, translate them and use them in the next
As you meet the kids more you can add words such as JUMP, SPIN (a big favourite), EAT, DRINK, CHEER, CLAP,
class. For stories, things like Spiderman, Harry Potter or famous characters are best!
Also try things like Later BOY, GIRL can be added (much laughter when boys stand up when you say "GIRLS STAND UP"). Also BIG, SMALL e.g. BIG JUMP, LITTLE JUMP and QUIET, LOUD e.g. QUIET CLAP, LOUD CHEER. Open your eyes Wake up! Stretch your arms Yawn Get out of bed Have a shower Even 1st Years can get quite advanced with things such as "GIRLS,5 BIG SPIN JUMPS" Have breakfast etc.
Or try using "PLAY" e.g. "Play the piano, play tennis" or things like "Watch TV"
For "Clap" or "Cheer" get them to vary the volume as you raise or lower your arm - it's a great "volume
Genki Disco Warm Up Song

by Richard Graham ( CD7 )
Extended Mix
Stand up, sit down. Stand up, sit down. Hands up, hands down. Stand up, and bow. Sit down, sit down. Wiggle, wiggle, wiggle your nose. And clap. Wiggle, wiggle, wiggle your toes. Wiggle, wiggle, wiggle your cheeks. Stand up, sit down. Hands up, hands down. Stand up, and bow. Sit down. Sit down. (Repeat Chorus) Wiggle, wiggle, wiggle your ears. And clap! Hands up, hands down. Stand up, and bow. Sit down, sit down.
And cheer! Come on, louder!
Shake, shake, shake your head. Shake, shake, shake your hands. Shake, shake, shake your arms.
Stand up, sit down. Hands up, hands down. Stand up, and bow. Sit down, sit down.
Shake, shake, shake your legs.
And cheer! Come on, louder!
And cheer!
(Repeat Chorus)
A perfect warm up from the very first lesson. Simply stand up, sit down, etc. after the command. Raise your hands on one of the "sit down"s to make sure the kids are listening and not just copying your actions. Raise your hand in the "clap" and "cheer" sections to control the kids' volume. Later on you can use this to quieten them down at will. For later lessons, try the Extended Mix with shaking and wiggling body parts.
And cheer!
Rock, Paper, Scissors

Rock, paper, scissors. (Rock, paper, scissors) 1,2 3, (1,2,3) Rock, paper, scissors. (Rock, paper, scissors) 1,2 3, (1,2,3)
Are you ready? (Yeah) Are you ready? (Yeah) Are you ready? (Yeah) Are you ready? (Yeah)
Rock, paper, scissors. (Rock, paper, scissors) 1,2 3, (1,2,3) Rock, paper, scissors. (Rock, paper, scissors) 1,2 3, (1,2,3)
First the teacher says the line, then the kids repeat. When you say "rock", make your hand into a fist, hold it out flat for "paper" and use two fingers to form "scissors". On the final "3", everyone puts out their favourite. Scissors cut paper, paper covers rock and rock blunts scissors. Who's the winner? It doesn't matter, losing just means you get another chance to try again!
What's your name?

by Richard Graham ( CD1 ) This is the first song and always popular. Remember the eye contact! What's your name? What's your name? What's your name? (clap, clap) What's your name? What's your name? What's your name? (clap, clap) Kids get into pairs. Everyone sings "What's your name?" + claps twice. One child from each pair sings "My name is..." plus their own name twice (please don't become Richard or Mr Monkey!). The other child then sings "My name is...". The 2 children shake each other's hand whilst saying "Nice to meet you!". They then split up and each finds another partner. Repeat 3 times!
My name is . My name is .
My name is ... My name is ...
Nice to meet you
(Repeat 4 times)
How are you?

How are you? Monster Game
1. The kids all line up at one end side of the gym. Hello, how are you? Hello, how are you? Hello, how are you? Hello, how are you? 2. Explain that this side of the gym is the "safe" side. But the kids really want to get across to the other side, where there is a sweet shop which today has a half price special offer ( this gets the kids very excited!). 3. But, in between the kids and the sweet shop is a I'm hungry, I'm tired, I'm cold, I'm sad monster! At first the teacher is the monster. Ask the kids to guess what your favourite food is. They'll shout out some foods ( nice practice!), then you say that your favourite food is human! ( Even bigger reaction from the kids!) Hello, how are you? Hello, how are you? Hello, how are you? Hello, how are you? 4. Tell them that they can only cross to the sweet shop if the monster is in a good mood and isn't hungry. Ask them how they can check on the mood of the monster. After a moment a few kids will say "Ask him/her "How are you?"" 5. All together the kids ask the monster "How are you?" I'm happy I'm great I'm good I'm OK 6. Do a few "I'm sorry?"s to get the kids to shout in big loud voices ( so that all the kids join in, not just the super genki ones!) 7. The monster says an answer, e.g. "I'm OK". 8. The kids repeat the answer (important practice!) and Hello, how are you? Hello, how are you? Hello, how are you? Hello, how are you? 10. But if the answer is "I'm hungry!!", the kids have to run back to their safe wall! Any kid who is tagged on the Rub your tummy for "hungry", pretend to sleep for "tired", hug yourself for "cold", pull a sad face for "sad", smile for "happy", jump in the air for "great!", a thumbs up for "good!" and an OK sign for "OK"! A good way to get even shy kids motivated is to have a competition with the teacher to see who can sing the loudest! way back becomes a monster for the next round! 11. Play again! move forward one step ( no jumping allowed!). 9. Repeat from 5.
Left and Right

Left & Right Bump Game 1.Split the class into several groups. 2. Arrange the desks into a more "random" order.
Left and right, Forward and back. Left and right, Forward and back. Left and right, Forward and back. Left and right, Forward and back.
3. Tell the kids to Rock, Paper, Scissors to see which group goes first. 4. One kid in the group puts on the blindfold and stands in one corner of the room. Spin the kid around 3 times to disorientate them a bit. 5. Start the stop watch. 6. The kid's teammates must try and direct him/her to the board, (where you will have drawn a "target") by saying "left", "right" etc. etc.
Sit down Stand up Turn left Turn right And jump, jump, Jump, jump, jump! 7. When they reach the target stop the stopwatch. Repeat Chorus 8. If they take more than 2 minutes it's "Game Over" for them! (This helps keeping things moving along) Spin around Sit down Stand up Spin around And jump, jump, Jump, jump, jump If they hit a desk on the way, add 2 seconds to their time. If the teammates speak anything other than English then add 2 seconds to their time. Similarly if other teams are being noisy then add 2 seconds to their time. 9. The next team has a go. 10. The team with the fastest time is the winner.
Move one step left for "left", one step right for "right" etc. For the "Sit down, Stand up" part the kids listen and do the actions. When the "Left and right, forward and back" section returns they start singing again. You can teach this song in 10
Remember that when you're facing the class then "left" and "right" are reversed for the kids and hence confusing! Be careful!
Some kids try and memorise the positions of the desks so move some of the desks around whilst they are blindfolded!
minutes and it is amazing to watch with small groups or even several hundred kids dancing at once!
Numbers 1 to 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, (12!) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, (12!) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, (12!) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, (12!) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, (12!) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, (12!)
Do a small jump on each number.
Accidentally
forget to say 12 each time and the kids will go crazy shouting it out!
Thumb War
1. Kids get into pairs. 2. They try to hold down the thumb of the opponent. 3. The first person to hold down their opponents thumb and count to 12 in English wins.
Or
13 Timebomb game
1. Put everyone in groups of between 2 and 10 kids. 2. The first person says either "1", "2" or "3" 3. The next person continues on and can say an additional one, two or three numbers. E.g. if the first person said "1, 2", the second person can say either "3" or "3,4" or "3,4,5" 4. Continue around the group until one person is forced to say "13". They are now out. 5. Start again from 2.
How old are you?

by Richard Graham (CD2 )
5. The kids ask How old are you? much louder! 6. The teacher says Im plus a number, e.g. 5 or 8 or 2 etc.
How old are you? How old are you? How old are you?
7. The kids get into groups of this number and sit down. 8. The slowest teams are the losers or volunteers for the next game!
How old are you? How old are you? How old are you?
You can also change the word mingle to any other action you like, for example walk, walk, walk,, run, run, run or even hop, hop, hop!
I'm 5 years old, I'm 6 years old, I'm 7 years old, I'm 8 years old, I'm 9 years old, I'm 10 years old, I'm 11 years old, I'm 12.
Remember Genki English Rule Number 2: Losing doesnt mean losing, it just means Try again!
I am 5! I am 6! I am 7! I am 8! I am 9! I am 10! I am 11! I'm 12!
Holding up fingers for each age is great for the first part (especially 11 and 12!) On the "I am 5!" part, get the kids to do a big, stylish jump on the number!
How old are you Mingle Game 1. Everyone sings the Mingle, Mingle, Mingle chant whilst walking around the classroom. ( You can hear it on the Genki English website) 2. The teacher says Stop!. 3. The kids ask the teacher How old are you? 4. The teach says Sorry?
What's the weather like?

For "rainy", put your hands in the air and make your fingers fall down like rain, for "cloudy" your hands trace out a cloud shape in front of you, for "windy" swoosh your
What's the weather like? What's the weather like? What's the weather like today? What's the weather like? What's the weather like? What's the weather like today?
hands down from top right to bottom left, for "snowy" pretend you are throwing a snow ball. For "sunny" trace out a circle in front of you, for "fine" hold your hand above your eyes like you can see a long way, for "hot" wipe your brow and for "it's a beautiful day" it's good to lean back and outstretch your arms!
It's rainy It's cloudy It's windy And it's snowy.
Weather Clap Clap Game 1. Everyone stands up. 2. Everyone says "What's the weather like?" 3. Everyone claps two times. 4. Everyone chooses one type of weather and whilst
singing the phrase they have chosen ( e.g. "It's rainy") they do the gesture. 5. If any of the kids have chosen the same weather as the teacher, they are out and sit down. 6. Repeat from 2 until all the kids are sat down.
To make this game a little shorter, its usually best to only It's sunny It's fine It's hot It's a beautiful day! allow 3 or 4 of the words from the song. E.g. the kids can only say Its rainy or Its cloudy or Its sunny. Otherwise you could be playing the game all day!
Good Morning! Song

by R. Graham & W. Jasprizza ( CD3)
each word. On the final "Hello" everyone faces the teacher and jumps in the air!
Good morning, Good morning. Good afternoon, Good afternoon. Good evening, Good evening, Good night!
This song is a great warm up activity.
Hello, hello, hello, hello. Hello, hello, hello, hello!
Good morning, Good morning. Good afternoon, Good afternoon. Good evening, Good evening, Good night!
You say "Good morning", the kids reply whilst stretching like they've just got up. You stand up and say "Good afternoon", kids reply. Similarly
with "Good evening". With "Good night", the kids fall down to the floor and go to sleep! For the "hello" section the kids wave hello to a different person for
Do you like...? Song

by R Graham & W Jasprizza ( CD3 )
nice" and the kids repeat "Nice, nice, nice" whilst patting their stomachs. Then try the song again, but this time the kids ask you the questions.
Do you like Apples? Yes I do / No I don't. Do you like Bananas? Yes I do / No I don't. Do you like Cheese? Yes I do / No I don't. Do you like Doughnuts? Nice, nice, nice, Nice, nice, nice. Do you like? Karuta Game 1. Split the kids into two halves, and give each team a cool name. 2. Three kids from each group are nominated to be the designated runners and stand at the back. 3. Put the picture cards at the front of the class. 4. Wonder round the class and say "hello" to a random child ( or point a microphone to them if you have one) 5. This child then asks you "Do you like...?" plus one of the Do you like Eggs? Yes I do / No I don't. Do you like Fish? Yes I do / No I don't. Do you like Grapes? Yes I do / No I don't. Do you like Hotdogs? Yes I do / No I don't. foods at the front. 6. You answer "No, I don't". 7. Wonder around getting a few more kids to ask you. 8. Eventually you say "Yes, I do!" to one kid's question. 9. The front runner from each group has to rush forward and pick up the matching card. The further they have to run, the more fun! 10. Continue from 4
Nice, nice, nice. Nice, nice, nice.
It's really fun and frantic and has lots of participation from many kids. One nice thing is that even weaker kids can say "Do you like apples?" or "bananas", and the more
Do you like Ice cream? Yes I do / No I don't. Do you like Jelly? Yes I do / No I don't. Do you like Ketchup? Yes I do / No I don't. Do you like Lettuce?
advanced kids will ask more complicated ones. And everyone has to listen really carefully to what each child says. As you will have quite a few "No, I don'ts" before the final "Yes, I do" it's really good practise for everyone to listen really carefully to many kids in the class, after all the one time they don't listen maybe the one you say "yes" to!
Hold up the picture cards as you sing "Do you like apples?" etc. The kids answer with either "Yes, I do" or "No, I don't". It's great to find out what they do and don't like. Then the teacher sings "Nice, nice,
Do you like animals?

by Richard Graham (CD 8 )
Once you've "Do you like food?" it's really simple to switch to animals ( a favourite question that kids are always asking) and cures the problem of some kids saying things
Do you like dogs? Yes I do / No I don't. Do you like cats? Yes I do / No I don't. Do you like birds? Yes I do / No I don't. Do you like mice? Yes I do / No I don't.
like "Do you like dog?"
Practice asking the kids the first few questions, and get them to answer yes or no. They'll already know this from the Do you like food? theme, and the point is to get them to answer truthfully. They already also know most of the animal words, but just have a quick run through before hand to check. Remember to always ask in the Do you like...? form e.g. it will always be "mice" not "mouse". We'll
Cute, cute, cute. Cute, cute, cute
introduce the singular form later. Doing it this way round makes things a lot easier to understand for the kids. ( But not for the teachers, but hey it's the kids that count!)
Do you like chickens? Yes I do / No I don't. Do you like sheep? Yes I do / No I don't. Do you like bears? Yes I do / No I don't. Do you like bees? Next you can play the Genki English version of Karuta again as recommended in the Do you like food? theme, but this time use both the animals and foods cards! Then you'll be able to kick in the music nice and loud to get them all excited and genki!
Cute, cute, cute. Cute, cute, cute
Do you like elephants? Yes I do / No I don't. Do you like monkeys? Yes I do / No I don't. Do you like snakes? Yes I do / No I don't. Do you like tigers? Yes I do / No I don't.
I like animals?
by Richard Graham (CD 8 )
Dinosaur Danger!
1. The kids gather at one side of the room. I like snails. Snails? Yes, Snails. I like kangaroos. Kangaroos? Yes, kangaroos. I like bears. Bears? Yes, bears. I like you. 2. The teacher holds up one picture card and the kids have to make a sentence out of it, i.e. I like bears or Do you like bears? 3. Continue from step 2. 4. But ... when the dinosaur card appears the kids all rush to the opposite side of the room. I like ducks. Ducks? Yes, ducks. I like camels. Camels? Yes, camels. I like spiders. Spiders? Yes, spiders. I like her. 5. The teacher runs through the kids to touch the wall at the side where they were previously standing. 6. If any of the kids take longer than the teacher to touch their wall, they are out. ( But you rarely need to enforce this rule as the kids usually just enjoy the running part I like giraffes. Giraffes? Yes, giraffes. I like rhinos. Rhinos? Yes, rhinos. I like hippos. Hippos? Yes, hippos. I like him. without needing the extra motivation.)
I like penguins. Penguins? Yes, penguins. I like dinosaurs. Dinosaurs? Yes, dinosaurs. I like bees. Bees? Yes, bees! And I like me. And you and you and you and you!
The teacher sings "I like kangaroos" etc. and the kids (or another teacher) answer back with a gesture and "Kangaroos?" and you say "Yes, kangaroos!" again with a gesture. At the end of each verse you sing "I like you / him / her / me" whilst pointing to a random student and finally yourself.
Do you have any pets?

by Richard Graham ( CD 6 )
The
kids mime each animal as they sing.
For more
advanced classes, by using the 2 Rabbits Mix you can sing "I have 2 rabbits..." but get the kids to reply "You have 2
Do you have any pets? Do you have any pets? Do you have any pets? Do you have any pets?
rabbits" or "He" or "She has 2 rabbits" to practise pronouns. You can also hold up your fingers as you sing the numbers.
Do you have a ... ? Game I have a hamster. I have a rabbit. I have a turtle. I have a goldfish. 1. Each kid has a full set of pet mini cards. 2. Put the kids in groups. 3. Assign each group one card to collect. 4. The teacher says "Go!" 5. The kids go round asking as many people as possible ( repeat chorus) "Do you have a ...?" plus the card they have to collect. E.g. the hamster team ask Do you have a hamster? I have a lion. I have a lizard. I have a horse. I have a gorilla. 6. If their opponent has the card they give it to them and say "Yes, here you are!" 7. If they don't they say "No, I'm sorry" . 8. Repeat from step 5. 9. At the end of the time, see which team has collected the ( repeat chorus ) most cards!
Hint: This only works for noun cards, for other themes, change the question! Do you have any Pets? ( 2 Rabbits Mix)
Do you have any pets? X 4
I have 1 hamster. I have 2 rabbits. I have 3 turtles.I have 4 goldfish.
( repeat chorus)
I have 5 lions. I have 6 lizards. I have 7 horses. I have 8 gorillas.
The Baby Monkey Family

My name is Baby Monkey My name is Baby Monkey This is my family This is my family
This is my dad This is my mum This is my sister This is my brother
This is my dad This is my mum This is my sister This is my brother
Whos this? Sticky Fingers!
1. Three or four kids come to the front and each take hold of one of the teachers fingers. 2. Choose one magic family member e.g. grandma. 3. Everyone shouts out Whos this? 4. The teacher says This is plus one of the family members. 5. If the teacher says the magic family member, the kids who are holding the teachers fingers let go and run to the nearest wall. 6. If the teacher tags them before they make it to the wall, they are out! 7. If the teacher says a word other than the magic word and the kids let go of the teachers fingers, they are out!
Do you have any brothers or sisters?

First of all teach CD6's "Do you have any pets?" and CD2's "Baby Monkey Family" songs, then this one will be really easy.
Do you have any brothers or sisters? I have 1 brother.
It's a great way to show the kids how they can mix and match the English they already know to say new things. You sing "Do you have any brothers or sisters?" and the
Do you have any brothers or sisters? I have 2 brothers.
kids sing "I have .... brothers / sisters". Adding in claps keeps the interest high, and having "No!" as the final answer gives the coolest answer to the "only child" kids in
the class. Then play and sing the song whilst everyone mingles round the classroom. After one of the chorus lines you stop the CD and say "I have ... brothers and ... sisters"
- the kids have to get in groups of this number of boys or girls.
Do you have any brothers or sisters? I have 1 sister.
Do you have any brothers or sisters? I have 2 sisters.
Do you have any brothers or sisters?
No!
Oh, thats OK!
Animal Voices Song

Before doing this song, Id recommend the Do you have any pets? song! This song is quite simple though, act out an impression of each animal as you say their name. The
In my house, I have.. In my house, I have
gestures aren't set in stone, ask the kids to use their imaginations and decide as a class which ones to do!
I have a dog. Woof, woof! I have a ca . Meow! I have a bird. Tweet, tweet! I have a mouse. Squeak, Squeak, squeak, squeak!
On my farm, I have On my farm, I have
I have a chicken. Cluck, cluck! I have sheep. Baa, baa! I have a cow. Moo, moo! I have a pig. Oink, oink, oink, oink!
In my zoo, I have In my zoo, I have
I have an elephant. I have a monkey. I have a snake. Hiss, hiss. I have a tiger. Roar, roar, roar, roar!
Under the Sea

by Richard Graham ( CD6 ) Sticky Fingers Game
What can you see? Under the sea? What can you see? Under the sea?
A cool way to introduce this song is to teach the first four words. Now try the sticky fingers game.
1. Three or four kids come to the front and each take hold of one of the teachers fingers.
I can see a whale. I can see a squid. I can see a seahorse. I can see a jellyfish.
2. Choose one magic word e.g. Seahorse. 3. Everyone shouts out What can you see? 4. The teacher says I can see a plus one of the animals, 5. If the teacher says the magic word, the kids who are
I can see a whale. I can see a squid. I can see a seahorse. I can see a jellyfish.
holding the teachers fingers let go and run to the nearest wall. 6. If the teacher tags them before they make it to the wall, they are out! 7. If the teacher says a word other than the magic word
(Repeat Chorus)
and the kids let go of the teachers fingers, they are out! 8. When everyone is out, introduce the next word which
I can see a crab. I can see a dolphin. I can see a shark. I can see a starfish.
becomes the new magic word for another round of the game with another set of kids!
Then do another round of sticky fingers, then a new word, a round of Sticky fingers, a new word etc. until you've gone
I can see a crab. I can see a dolphin. I can see a shark. I can see a starfish.
through all 8 words and the whole class has played the game!
By this time the kids will be familiar with the phrases "What can you see?" and "I can see a ...?" so play the music
During the slow "What can you see?" part everyone looks around the classroom, trying to see what they can see. Then everyone mimes the sea animals Ask the kids what types of
and end the lesson on a huge high note!
when they appear.
mimes they should do for each one. They usually come up with some very strange, but very memorable ideas!
Make a Face
As you sing the verse, get the kids to touch that part of their face. In the chorus make a funny face after each "Make a face".
Make a face. Make a face. Make a face. Make a face. Make a Face Game 1. Draw a big circle on the board. 2. Prepare cut outs of the face parts from the song. 3. One child comes to the front and puts on a blindfold. Put on the nose. Put on the nose. Put on the ears. Put on the ears. Put on the mouth. Put on the mouth. Put on the eyes. Put on the eyes. 4. Give them one face part. 5. The other students shout out Left, right, up, down to guide them to the correct place on the board. 6. The blindfolded child sticks the face part on the board. 7. When all the face parts are on the face, admire the funky new design youve created!
Make a face. Make a face. Make a face. Make a face.
Put on the eyebrows. Put on the eyebrows. Put on the cheeks. Put on the cheeks. Put on the hair. Put on the hair. Put on the tongue! Put on the tongue!
Doctor, Doctor!
Doctor Doctor Game
1. Put the kids in groups of two. Doctor, Doctor! My head hurts. Doctor, Doctor! My arm hurts. Doctor, Doctor! My leg hurts. Doctor, Doctor! My stomach hurts. 2. Each group does Rock, Paper, Scissors 3. The winner ( doctor) says to the loser ( patient) Are you ok? 4. The patient picks up a minicard and says No, my (body part from the card) hurts. Are you OK? No, Im not! Are you OK? Yeah, Im OK! For eye, arm, leg etc. the patient can choose left or right, Doctor, Doctor! My hand hurts. Doctor, Doctor! My foot hurts. Doctor, Doctor! My back hurts. Doctor, Doctor! My tooth hurts. e.g. My left eye hurts to have more complicated sentences, and more fun! 5. The doctor bandages this body part. 6. Repeat from step 2 until both players end up looking like mummies!
Are you OK? No, Im not! Are you OK? Yeah, Im OK!
When singing, touch the relevant part of the body, e.g. touch your head whilst singing "My head hurts". In the chorus the kids ask the teacher (or another group of kids) "Are you OK?" and the teacher or other group replies. Once the kids know the song, try the "Doctor, Doctor" game!
Baby Monkeys Winter Clothes

Baby Monkey, put on your hat. Baby Monkey, put on your scarf. Baby Monkey, put on your coat. Baby Monkey, put on your boots. Or play the Freezing Monkey Game:
Put on, put on, put on, put on, put on your boots!
1. Draw freezing Baby Monkeys on the board. One for each team.
Baby Monkey, take off your hat. Baby Monkey, take off your scarf. Baby Monkey, take off your coat. Baby Monkey, take off your boots.
2. Mime putting on a piece of clothing. 3. The quickest team to guess what it is rolls the dice. 4. On their team's Baby Monkey they draw on the item of clothing that corresponds to the number on the dice. e.g. 1=hat 2=scarf 3=coat 4=boots 5=sweater 6=take one
Take off, take off, take off, take off, Take off your boots!
item off! 5. The first team to a fully clothed baby monkey is the winner!
"Put on your ..." and "Take off your.." are phrases that crop up a lot with winter clothes in school, especially around playtime. So simply mime
putting on a taking off the clothes as you sing!
Clothes Race Game

Have a pile of clothes at the far end of the classroom. Then...
1. You shout out "Put on the ..." + one item of clothing.
2. The first kid in each group has to run and put on the item. 3. The fastest person gets a point for their team.
How many?
Mind reading game
1. How many pens do you have? How many pens do you have? How many pens do you have? How many pens do you have? 2. 3. 4. 5. I have 1,2,3,4,5,6,7,8,9,10,11,12. 1,2,3,4,5,6,7,8,9,10,11,12.
The teacher makes a number with their fingers behind their back. The teacher says How many fingers? The kids all shout out English answers. The teacher shows the fingers See who got it correct!
Do it a few times, then the kids split into pairs.
How many points do you have? How many points do you have? How many points do you have? How many points do you have?
1.
One child makes a number with their fingers behind their back.
2. 3. 4.
He/ she says How many fingers? The other child guesses. If they guess correct they swap roles.
I have 1,2,3,4,5,6,7,8,9,10,11,12. 1,2,3,4,5,6,7,8,9,10,11,12. Continue for 10 minutes or so, then the tournament!
How many friends do you have? How many friends do you have? How many friends do you have? How many friends do you have?
1. 2. 3. 4.
The teacher chooses one pair of students. One child has their back to the wall. The other child has their back to the class. This child makes a number with their fingers behind their back. All the other children can see except for
I have 1,2,3,4,5,6,7,8,9,10,11,12. 1,2,3,4,5,6,7,8,9,10,11,12. 5. 6. Review the Numbers 1 to 12 song then put the kids in a circle with the teacher in the middle. The 7.
the child with his/her back to the wall. Everyone in the class shouts out How many fingers? The child with their back to the wall guesses a number. If he/she is correct this pair gets one point and gets another go. 8. When they get it wrong, the next pair comes to the front and repeat from step 2. 9. See who has the most points at the end!
students do an arm-in-arm folkdance whilst singing "How many... do you have?" On the counting part you point to one student for 1, to the next student along for 2 etc. The child who you are pointing at the end of the numbers section comes to the middle. Repeat.
How much?
of items) to sell. The other group are the shoppers and each one pairs up with a shopkeeper. All the shoppers sing together "How much, how much, how much is that "
How much? How much? How much is that dog? How much? How much? How much is that dog? It's 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 I'll take it!
plus the name of the object that their shopkeeper partner is holding. The shopkeepers then reply "It's 10,9,8" etc. and the shoppers say "I'll take it!". The shoppers then move to the adjacent shop (make sure you decide in which direction everyone will move before you start!). When the song finishes, repeat again with the shoppers and shopkeepers reversing roles.
How much? How much? How much is that cat? How much? How much? How much is that cat? It's 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 I'll take it! How much? Bargaining Game 1. Split the class into two halves (left and right side of the class is usually good) 2. One side is then the selling side and one is the buying side. 3. The sellers (individually) have to go and find a "buyer" How much? How much? How much is that banana? How much? How much? How much is that banana? It's 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 I'll take it! and sell them something (pens, books etc are usually good, let the kids choose!) 4. The usual conversation is something like Seller: "Hello. Nice pen!!!" Buyer: "How much?" Seller:"10" Buyer :"No! 2" How much? How much? How much is that monkey? How much? How much? How much is that monkey? 5. Give them a time limit of about 3/4 minutes (I usually count down the last ten seconds to add to the tension) It's 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 I'll take it! 6. Afterwards sit them down and find out who did the best, and who did the worst! 7. Redo the game this time with the kids changing roles, Thank you! Goodbye! The price range should be fixed in a range from around 1 Put the kids into 2 groups. One group are to 10. This makes sure they all know the numbers in English, and makes comparing who got the best price a lot i.e. the buyers become sellers and vice versa. Seller "No! 9!" etc. etc.
shopkeepers and hold some items (or picture cards
easier. Make sure there are equal numbers of kids on each side - if you have an odd number then join in yourself! The time limit is important, without it there is no tension! Tell them to be pushy, but watch they don't start hitting each other!
Numbers 13 to 20
10, 11, 12 13, 14, 15, 16, 17, 18, 19, 20 13, 14, 15, 16, 17, 18, 19, 20
Sing through the song, then try the How much? Bargaining game, but this time the price has to be
$$
between 10 and 20!
Fruit Market
Prepare several picture cards (or real fruit!), one for each item of fruit. The teacher (or maybe a student) holds up the relevant card and sings "What's this?" and the
What's this? It's an apple What's this? It's an orange What's this? It's a pineapple What's this? It's a banana
students all shout out "It's an apple" etc. For the "What's that?" part, have one person hold up the card, and a different person points to it from a distance and sings "What's that?". For the "Welcome to the Fruit market" section, get the kids to pair up and do a type of arm-inarm folkdance!
Bad Fruit Game 1. Split the kids into two groups.
What's that? It's a lemon What's that? It's a cherry What's that? It's a strawberry What's that? It's a watermelon
2. One group will be shoppers, one will be shopkeepers. 3. Split the shop keepers into smaller groups, one group for each fruit. Give each group lots of minicards of their fruit. 4. Each group of shopkeepers finds a table and sets up their own fruit market that only sells their fruit. E.g. the apple team only sells apples. 5. Give each shopper 20 play dollars. 6. The shoppers go and buy lots of fruit. Each piece of
Welcome to the Fruit Market Welcome to the Fruit Market
fruit is 1 dollar. 7. You can choose the conversation, but a nice one is Shopkeeper: Hello Shopper: Hello. Whats this? Shopkeeper: Its a plus their fruit. e.g. the apple
What's this? It's a peach What's this? It's a grape What's this? It's a pear What's this? It's a kiwi fruit!
group say Its an apple Shopper: One please! or however many they wish to buy. Shopkeeper: One dollar please or however much the total comes to.
8. The aim for the shoppers is to buy as much fruit as possible. The aim for the shopkeepers is to make as much money as possible. Very simple. But. every few minutes the teacher will
Repeat Chorus
shout out Bad Fruit! Bad Fruit! and choose one of the fruit names. Any of the shoppers who have this fruit in
their baskets must throw it away!
When every
shopper has thrown that fruit away, it becomes safe to buy again and everyone continues. But they now have less fruit than before so need to buy more. But they dont get the money back that they spent on the bad fruit!
This game is great as the kids have to think about which foods to buy, one of each maybe? Or take a risk and buy ten of one fruit?
The second time you play this game you can make the prices variable and everyone has to haggle using the English they learnt in the How much? theme!
Im a superhero! I can
Make a Superhero Game

1.
Give each child a piece of blank paper. Each child imagines their own original superhero hero. They decide what (s)he can and cant do. They draw a picture of their superhero. They then present their superhero to the class by holding up the picture, saying Im a superhero, my name is plus their original name and then I can . plus all the things their hero can do!
I'm a superhero! (Superhero!) I'm a superhero! (Superhero!) Super, superhero!
2.
3. 4.
I can jump (I can jump) I can run (I can run) I can hide (I can hide) I can cook (I can cook)
5.
I can stretch (I can stretch) I can climb (I can climb) I can swim (I can swim) I can fly (I can fly)
1. The teacher sings "I can jump/run/ " etc, whilst miming the action. 2. The kids repeat the line and action. 3. In the chorus the teacher does a superhero pose and sings "I'm a superhero!" 4. The kids do a similar pose whilst singing "super hero!" 5. Everybody sings "Super, super hero!" together with a big pose.
Can you speak.?

First of all do the "I'm a superhero! I can..." song to get the kids used to "I can" with jump/run/fly etc. Then it's very simple to change this into "can you speak...?"
Can you speak English? Can you speak English? Can you speak English? Can you speak English? The first few times through the teacher asks the questions. The kids all answer "Yes, yes I can" for the chorus, and they answer honestly for the verse questions. (Usually I just let them say "no" instead of having to say Can you speak French? Can you speak Chinese? Can you speak Spanish? Can you speak Japanese? the full "No, I can't") Every time you say the chorus line, get the kids to say the answer even louder. The idea is to get them used to saying "Yes, I can" when thinking about speaking English.
Can you speak English? Yes, I can. Can you speak English? Yes, I can. Can you speak English? Yes, I can. Can you speak English? Yes, I can.
3 2 1 Jump Game! 1. Kids get in a circle and each receive one mini card. 2. They hold up their card. 3. The rule is you cant move your heads or eyes. Youve got to be still! (Cue lots of laughing!) 4. Teacher says Can you speak German? 5. Everyone says 3, 2, 1, Jump! 6. You jump to face and point to where you think someone who has a German card is.
Can you speak Arabic, Can you speak Russian, Can you speak German, Can you speak Korean.
7. You either say German or I can speak German as you point. 8. The German person then picks another language and asks Can you speak.? 9. Repeat from step 5.
Can you speak English? Yes, I can. Can you speak English? Yes, I can. Can you speak English? Yes, I can. Can you speak English? Yes, I can.
Come on, Come on!

Can you kick?

Come on, come on! ( clap, clap) Come on, come on! Can you kick? Yes, I can! Can you pass? Yes, I can! Kick, kick, kick. Pass, pass, pass. Shoot, shoot, shoot. Save, save, save. Can I play? Yes, you can! Can I play? Yes, you can! Come on, come on! Come on, come on! Can I play? Yes, you can! Can I play? Yes, yes you can! Can you shoot? Yes, I can! Can you save? Yes, I can!
Catch, catch, catch. Throw, throw, throw. Head, head, head. Score, score, score.
Can you catch? Yes I can! Can you throw? Yes, I can! Can you head? Yes, I can! Can you score? Yes, I can!
Come on, come on! Come on, come on!
Repeat Chorus
Can you kick? Game Come on, Come on Clap, Clap Game 1. 2. 3. 4. 5. Put Words 2 on the board Everyone stands up. Everyone says together Come on, Come on Everyone claps twice. Everyone chooses one word from the top row of Words 2. 6. 7. They say this word and make the gesture. If anyone has the same as the teacher they are out and sit down! 8. Continue till the last person standing. 1. Split the class into about 6 or 8 groups. 2. Assign each group a different word (e.g. kick, throw etc. ), this is the skill that that group wants to collect. 3. Give each child a sheet of mini-cards. 4. The students then go round asking as many people as possible "Can you ...?" + the skill they are looking for. (for example the "shoot" team asks "Can you shoot?" 5. If the student still has that mini card (s)he says "Yes, I can!" and gives it to the person who asked. 6. If they have already given it away then they say "No, I can't. I'm sorry!" and walk off. 7. The group that is the first to collect all the cards (e.g. 30 Then in the next lesson use the game but say Can you..? instead of Come on and try this next song items for a class of 30 kids), sits down and they are the winner!
I can do it!
Confidence is the key here! Push your arms up in the air as you say the first "I can do it" then push them downwards on the second one. The teacher mimes the
Can you do it? Yes, I can do it! Can you do it? Yes, I can do it! Can you do it? Yes, I can do it! Can you do it? Yes, I can do it!
musical instruments as you ask "Can you play the ...?" and the kids mime as they answer!
I can do it Game
1. 2. 3.
Everyone stands up. Teacher chooses one instrument. The teacher says I can play the plus this instrument and does the gesture. E.g. I can play the
Can you play the drums? Yes, I can play the drums. Can you play the bass? Yes, I can play the bass. Can you play the piano? Yes, I can play the piano. Can you sing? Yes, I can sing! 7. 6. 4. 5.
guitar. The kids repeat. But if the teacher does the wrong gesture e.g. they say I can play the guitar but pretend to play the piano the kids have to be silent! If anyone repeats when they should be silent they are out and have to sit down! Keep going till only one person is left.
( Repeat Chorus )
Then try the game again, but this time the teacher says Can you play the.? and the kids have to answer with
Can you play the guitar? Yes, I can play the guitar. Can you play the trumpet? Yes, I can play the trumpet. Can you play the violin? Yes, I can play the violin. Can you sing? Yes, I can sing!
Yes, I can play the.?
I can do it Game 2.
1. 2.
Teacher faces away from the kids. The kids all choose one instrument and mime it silently.
3. 4.
Everyone shouts out Can you do it? The teacher says Yes, I can play the then they spin round, shouting out one instrument and doing the gesture.
( Repeat Chorus )
5.
If anyone has the same instrument as the teacher they win!
Where are you from?

by Richard Graham ( CD1 ) Where are you from? Game
"Where are you from? Where are you from? Where are you from? Where are you from?
1. Give the kids a copy of if the Genki English worksheet. 2. If you can only get a black and white copy then get them to colour in the flags. Of course a colour version is better. 3. Assign each kid a nationality from the list. Either do this randomly, or ask them want they want to be. They
I'm from America, I'm from Australia, I'm from England. I'm from China.
then draw this country's flag where it says "I'm from ______________" 4. The kids have to go around the class doing the following conversation! "Hello"!
Where are you from? Where are you from? Where are you from? Where are you from?
"Hello!" "Where are you from?" "I'm from (country). Where are you from?" "I'm from (country)" "Thank you, goodbye"
I'm from Canada, I'm from Korea, I'm from New Zealand. I'm from Japan.
"Thank you, goodbye"
5. They can then tick their partners country off on their list. If it is already ticked off, well never mind, you can
Where are you from? Where are you from? Where are you from? Where are you from?"
only do it once!
6. They keep going until they have ticked off all the countries.
It is difficult to assign any specific gestures to this song without evoking racial stereotypes. So try
using flags and hold them up when you sing each country.
Where do you live?

Where do you live? Where do you live? Where do you live? Where do you live?
I live near the forest. (The forest) I live near the river. (The river) I live near the bridge. (The bridge) I live near the farm. (The farm) 1. 2. Where do you live? Where do you live? Where do you live? Where do you live? 4. 3. Put the children into 8 groups. Each group has to draw a picture of one of the words from the song. Teacher then sticks these pictures on different walls of the classroom. Review the song again, but this time point to the places on the wall when you sing them. I live near the hospital. (The hospital) I live near the station. (The station) I live near the castle. (The castle) I live near the supermarket. (The supermarket) 4. This is a slightly more challenging theme, so keep it for when the kids have mastered the other songs. It's still lots of fun though, especially if you get the kids to mime each location. Ask the kids to think of their own mimes for each word and theyll remember them much quicker! 6. 5. 2. 3. 1. One teacher stands in the middle and becomes a monster! He/she covers their eyes. Everyone sings the Where do you live? chorus. As they are singing the children go and stand by one of the places. When the chorus has finished, the monster with their eyes still closed, says I live near the . Plus one of those places. The monster goes and eats all the people in that place and they are out! Continue from step 1 with the remainder of the children. The game Where do you live? Game Preparation
How do you say .... in English?

How do you say ... in English? How do you say ... in English? How do you say ... in English? How do you say ... in English?
How do you say ... in English? How do you say ... in English? How do you say ... in English? How do you say ... in English?
Everyone sings "How do you say..." then the teacher holds up a picture card or says a word. After " .. in English?" the kids shout it out, in English. In the Mini Lesson we translate apple, hippo, bear and dragon from "Martian"!
How do you say . in English? Game
Split the kids into groups. Each group asks the teacher How do you say plus a word or phrase in their native language, plus in English. If the teacher can say the word, that team gets a point. To keep track of whats been said, write this word or phrase on the board. The next team asks.
You cant use the same word or phrase twice, so if you keep up a fast pace it gets really fun. If things are moving too slowly, make a you have to answer in 10 seconds rule. Or even shorten it to 5!
My name is Mr Octopus
by Richard Graham (CD4 )
Unlike the others, this one isn't really for learning new English, it's just a bit of fun! Hold out your fingers whilst counting, and touch the relevant body parts whilst singing
My name is Mr Octopus. My name is Mr Octopus. Ive got 1,2,3,4,5,6,7,8 arms, 2 eyes, a mouth and a head. Monster Drawing Game Each child has a blank piece of paper and lots of colouring pens. You then describe a monster that the kids have to draw. For example you say "This Monster has 3 RED But I havent got any legs. No, no legs. But it doesnt matter because Ive got This is a great activity for calming down the kids! 1,2,3,4,5,6,7,8,arms, 2 eyes, a mouth and a head. HEADS" then perhaps "This Monster has 5 PURPLE EYES".
My name is Mr Spider. My name is Mr Spider. Ive got 1,2,3,4,5,6,7,8 legs, 2 eyes, a mouth and a head.
But I havent got any arms. No, no arms. But it doesnt matter because Ive got
1,2,3,4,5,6,7,8 legs, Two eyes, a mouth and a head.
My name is Mrs Alien. My name is Mrs Alien. Ive got 1,2,3,4,5,6,7,8 eyes, 2 legs, a nose and a mouth.
But I havent got any arms. But thats OK because Ive got 1,2,3,4,5,6,7,8 eyes, 2 legs, a nose and a mouth
Thank you Song

This is a great way to end each lesson. Kids repeat the "Thank you" & "Take care" lines after the teacher. For the "seasons" section, the first couple of times the kids just
Thank you (Thank you) Thank you (Thank you) Thank you (Thank you) Thank you (Thank you)
copy the teacher's mime.
For "Summer" you pretend to
swim, for "Autumn" your hands fall from the sky like leaves from a tree, for "Winter" pretend to ski and for "Spring" your hands can shoot up in the air like a new plant. In the final verse everyone sings Goodbye
In the summer And the autumn In the winter And the spring
together and claps twice.
This song can easily be taught in 10 minutes.
Thank you (Thank you) Thank you (Thank you) Thank you (Thank you)
Take care (Take care) Take care (Take care) Take care (Take care) Take care (Take care)
Repeat Seasons Chorus
Take care (Take care) Take care (Take care) Take care (Take care)
Goodbye (clap, clap, clap)x4
Repeat Seasons Chorus
Goodbye (clap, clap, clap)x3
What time is it, Mr Wolf?

What time is it Mr Wolf? Game 1. All the kids line up against one wall of the gym. 2. One kid is selected as Mr Wolf who then walks to the
What time is it? What time is it? What time is it? What time is it, Mr Wolf?
middle of the gym. 3. The students objective is to reach the far wall. Mr Wolf's objective is to eat the other kids. 4. The kids shout out "What time is it Mr. Wolf?" in a big, huge voice.
It's 1 o'clock, 2 o'clock, 3 o'clock, 4 o'clock, 5 o'clock, 6 o'clock, 7 o'clock, 8 o'clock, 9 o'clock, 10 o'clock, 11 o'clock, 12 o'clock
5. Mr Wolf then shouts back the time. The time can be anything from 1 to 12 o'clock. e.g. "It's seven o'clock" 6. The kids then take the corresponding number of steps forward. For example 3 steps for 3 o'clock. 7. Repeat from step 4. 8. When Mr. Wolf decides that the other kids have got near enough the far wall, then instead of saying "it's ..... o'clock"
It's dinner time!
he says "It's dinner time!!!!!". 9. All the kids then run back towards the wall they came
(Repeat from beginning) (Repeat Chorus)
from. But if Mr Wolf tags (touches) them before they reach the wall then they become the new Mr Wolf! 10. Play Again!
This song has a march feel, so during the chorus the kids can march along on the spot. For the "1 o'clock, 2 o'clock" part they can crouch down low and sing in a low voice, then from 5 to 8 o'clock they stand up and sing loudly, and then crouch back down, singing quietly from 9 to 12 o'clock. Holding up their fingers for the times is also effective e.g. holding up 5 fingers for Its 5 oclock. For younger kids its OK for them just to shout out the number. For older kids, make sure they say the full Its oclock sentence. You can either have Mr Wolf be replaced one at a time, or have several Mr Wolfs (e.g. if the first Mr Wolf tagged 3 kids there would be 3 new wolves). Make sure the kids only take large steps, and not massive huge jumping leaps that some of them will be tempted to do!
10 9 8
11 12 1 1
Just before "It's dinner time!" the kids spin round, stand up and all shout out!
7 6 5
2 3 4
10 9 8
11 12 1
5 7 6 5
2 3 4
10 9 8
11 12 1
7 6 5
2 3 4
What time is it? Part 2

Time Games
There are lots of games you can do with this theme. One Its 1:05 2:10 3:15 4:20 1. Get the kids into groups. 2. Everyone shouts out "What time is it?" 3. You shout out "It's 5:15" or whatever. 5:25 6:30 7:35 8:40 Of course you don't have to stick to the times in the song, you can mix and match any other them e.g. "It's 2:25".. For 9:45 10:50 11:55 12 oclock. Another game idea is: advanced classes you can also move on to things like "It's 7:39" etc. 4. The kids have to make this time on the floor using their bodies! very simple one is...
What time is it?
1. Split the kids into groups of 3. 2. 2 kids are at the front, one is at the back.
The follow on from
"What time is it, Mr Wolf?",
3. Everyone shouts out "What time is it?" 4. You show the first kid at the back a mini card with a time written on it.
this time with minutes.
Before introducing "quarter to", "half past" etc. we can use this song to tell the time with "It's 2:10", "It's 4:30" etc. Very simple and very useful. Raise your hands as hands of the clock as you sing each time.
5. This kid has to shout out the time. 6. All the couples at the front have to make this clock with their hands. 7. The quickest team is the winner.
This works really well if the kids team up tall / short Just remember that your left and right are reversed if you are facing the kids. Practice in front of a pairs!
mirror is highly recommended!
What sports do you play?

By R. Graham & W. Jasprizza ( CD3)
What sports do you play? What sports do you play? What sports do you play? What sports do you play?
I play tennis, I play soccer, I play basketball, I play volleyball.
What sports do you play? What sports do you play? What sports do you play? What sports do you play?
I play table tennis, I play badminton, I play rugby, I play baseball.
(Repeat Chorus )
When singing, act out each sport = lots of fun!
Sports Game One ball at a time, the kids pass the ball associated with each sport round the class saying "What sports do you play?" the next person says the sport. Time how long it takes to go round the class. Try the next type of ball. See which sport is quickest!
When is your birthday?

by R Graham & W Jasprizza(CD3 )
When is your birthday? Game 1. The kids write down the numbers 1-12 on a piece of paper.
When is your birthday? When is your birthday?
2. You say "Go!" 3. The kids go round the class asking when everyone's birthday is.
It's in January It's in February It's in March It's in April It's in May It's in June It's in July It's in August It's in September It's in October It's in November It's in December
4. If they hear a month, they can cross that number off their list. 5. The kids keep going until all 12 months are crossed off. 6. When they are finished, they sit down.
If there aren't enough kids to do this well, you can periodically shout out "bonus time". The kids then all ask you "When is your birthday?" and you shout out a month that is not too popular, all the kids can cross this off their list.
Remember that if anyone speaks a language other than English they have to start with a fresh list from 1-12 with
When is your birthday? When is your birthday?
nothing crossed off!
Or you could try it where they have to see how many people from each month they can interview in a set time. Teaching the months of the year is quite tricky as there a lot of them. So it's usually better for the kids to remember only their own birthday month and to only do this theme with older kids. Sing the song with everyone sitting, when it comes to each student's birthday they stand up and sing the month then sit down. The person who interviewed the most people for each month is the winner! This is good to see if anyone cheats, if they say they interviewed 3 people from January and no-one in the class was born in January, you know theyve been cheating!
How did you get here?

by Richard Graham( CD3 )
of the song is to practise modes of transport. As with the sports song, the best way is to mime the actions of each form of transport. Also, the teacher can sing the first "I
How did you get here? How did you get here? How did you get here? How did you get here?
came here ....", then the kids sing the next two repeats whilst mining the action.
Mini Island Hopping I came here by aeroplane, By aeroplane, by aeroplane. I came here by car, By car, by car. I came here by train, By train, by train. I came here by rocket, By rocket, by rocket. 1. Each kid has a set of mini cards in a pile. 2. The teacher says "Go!" 3. Each kid slaps down their first card and says it out loud. 4. They slap down their next card next to the last . 5. They shout it out. 6. Keep going, gradually moving across the desk. 7. The first person to shout out all their cards is the How did you get here? How did you get here? How did you get here? How did you get here? winner!
I came here by helicopter, By helicopter, by helicopter. I came here by boat, By boat, by boat. I came here by bus, By bus, by bus. I came here by mountain bike, by mountain bike, by mountain bike.
How did you get here? How did you get here? How did you get here? How did you get here?
This question may seem tricky, but the main point
What's your favourite colour?

Colours Game 1. The kids all shout out Whats your favourite colour? 2. The teacher answers with one of the colours.
Tell me, what's your favourite colour? What's your favourite colour? What's your favourite colour? What's your favourite colour?
3. The kids have to race and touch something that is this colour.
If the kids have school uniforms with not many colours, put small pieces brightly coloured paper on the walls of
It's red. It's orange. It's yellow. It's green It's blue. It's bronze. It's silver. It's gold
the classroom. The more running, the more fun!
It's pink. It's purple. It's black. It's white It's brown. It's bronze It's silver. It's gold.
What's your favourite?
Holding up colour picture cards or touching colours around the classroom in time with the music is very good. Another idea is to split the kids into groups, and give each group a full set of colour cards. They have to listen to the song and arrange the colours in the order they appear.
Whats your favourite flavour?

by Richard Graham ( CD8 ) Whats your favourite flavour? Whats your favourite flavour? Whats your favourite flavour? Whats your favourite flavour?
the super genki ones!) 7. The monster says an answer, e.g. "Apple". 8. The kids repeat the answer and move forward one step ( no jumping allowed!). 9. Repeat from 5. 10. But if the answer is "Human!", the kids have to run back to their safe wall! Any kid who is tagged on the way
I like apple. I like orange. I like lemon. I like melon.
back becomes a monster for the next round! 11. Play again!
(Repeat Chorus)
I like cherry. I like chocolate. I like mango. I like rainbow.
(Repeat Chorus)
Favourite Flavour Monster Game 1. The kids all line up at one end side of the gym. 2. Explain that this side of the gym is the "safe" side. But the kids really want to get across to the other side where there is an ice cream shop! 3. But, in between the kids and the ice cream shop is a monster! At first the teacher is the monster. 4. Tell them that they can only cross to the ice cream shop if the monster is in the mood for a normal ice cream. 5. All together the kids ask the monster "Whats your favourite flavour? 6. Do a few "I'm sorry?"s to get the kids to shout in big loud voices ( so that all the kids join in, not just
Whats your favourite ..?

4. But ... when the dinosaur card appears the kids all rush to the opposite side of the room. 5. The teacher runs through the kids to touch the wall at
What's your favourite movie? What's your favourite sport? What's your favourite cartoon? What's your favourite video game?
the side where they were previously standing. 6. If any of the kids take longer than the teacher to touch their wall, they are out. ( But you rarely need to enforce this rule as the kids usually just enjoy the running part without needing the extra motivation.)
I like I like I like I like
What's your favourite pet? What's your favourite food? What's your favourite comic book? What's your favourite TV show?
I like I like I like I like
Mime each word as you sing it. In the chorus the kids shout out the names of their favourite movies, food etc.
Dinosaur Danger!
1. The kids gather at one side of the room. 2. The teacher holds up one picture card and the kids have to make a sentence out of it, i.e. Whats your favourite movie? 3. Continue from step 2.
I like vegetables
by Richard Graham! ( CD8 )
5. This child then asks you "Do you like...?" plus one of the vegetables at the front. 6. You answer "No, I don't".
I like vegetables. I like vegetables. I like vegetables. I like vegetables.
7. Wonder around getting a few more kids to ask you. 8. Eventually you say "Yes, I do!" to one kid's question. 9. The front runner from each group has to rush forward and pick up the matching card. The further they have to run, the more fun!
I like onions. I like peas. I like carrots. I like beans.
10. Continue from 4
As you will have quite a few "No, I don'ts" before the final "Yes, I do" it's really good practise for everyone to listen really carefully to many kids in the class, after all the one
(Repeat Chorus)
time they don't listen maybe the one you say "yes" to!
I like mushrooms. I like potatoes. I like pumpkin. I like tomatoes.
(Repeat Chorus)
Do you like vegetables? Karuta Game
Once you've done the I like vegetables version of this song, try changing the question to Do you like....? Then you can play this great game...
1. Split the kids into two halves, and give each team a cool name. 2. Three kids from each group are nominated to be the designated runners and stand at the back. 3. Put the picture cards at the front of the class. 4. Wonder round the class and say "hello" to a random child ( or point a microphone to them if you have one)
Where are you going?

then the second group repeats. The second time through the song, change the order, so the second groups goes first, then the first group repeats.
Where are you going? Where are you going? Where are you going? Where are you going? 1. Lay out the picture cards or mini cards for one theme, I'm going to the sea I'm going to the mountains I'm going to the pool I'm going to the beach face up in a row. 2. One kid starts at one end saying what's on each card in turn. 3. At the same time another kid starts saying what's on each card, but they start at the other end! Where are you going? Where are you going? Where are you going? Where are you going? 4. When they meet they "Rock, Paper, Scissors" 5. The winner starts from where they stopped. 6. The loser goes to the back of their team. 7. The next person in the loser's team starts again from the beginning of their side of the row. I'm going to school I'm going to the shops I'm going to the park I'm going home 7. The first team to reach the far end is the winner. Leapfrog Game
Where are you going? Where are you going? Where are you going? Where are you going?
Split the kids into two groups.
Give them cool
names and ask them in turn Can you win?. Get them all excited! The teacher sings Im going to the ... and the first group repeats the final word, then the second group repeats it. E.g. the teacher says Im going to the mountains. The first group then says mountains, the second group then says mountains. See who can sing the loudest! In the chorus the first group sings Where are you going?,
Eat! Drink! Dance!

by Richard Graham ( CD9 ) This song is very simple, you shout a command at the kids whilst doing the action, they repeat and do the action back Are you ready? to you.
Stand up Sit down Stand up And dance!
At the "stop" command everyone, teacher included, freezes until the countdown has finished!
The main language aim isn't the song in itself, but as an easy way to lead into the "What do you want to do?" and
Eat Eat Drink Drink Read Read Stop!
"What are you doing?" songs.
Using this song first makes it really easy and means you don't need as many grammar explanations. Plus if you use the Genki Disco Warm Up before this song it's even easier still!
54321
Dance!
Sleep Sleep Sing Sing Cook Cook Stop!
54321
Dance!
What do you want to do?

by Richard Graham ( CD9 ) Once the kids have got the hang of it, kick in the music to get them all excited! There are two versions of this song, What do you want to do? What do you want to do? one is a modern dance track, one is a more traditional "kids like" version.
I want to eat I want to drink I want to read I want to sleep
Once you've done this song it's really easy to change it into "What do you want to be?" which makes an often challenging question really easy to teach!
What do you want to do? What do you want to do?
I want to sing I want to cook I want to dance I want to stop!
First of all do the "Eat! Sing! Dance!" lesson.
Practise all the songs in the imperative form i.e. eat! drink! Simply give commands and get the kids to do the action whilst repeating the word.
Now introduce "I want to eat", really exaggerate how hungry you are!
With the picture cards on the board (or projector if you're using the software) ask the kids how they would say "I want to ..." with the other vocab words.
Now introduce the question "What do you want to do?" and run through the song acapella without any music but with lots of gestures.
What do you want to be?

point isn't the vocab as much as the actual question and answer
What do you want to be? What do you want to be?
The easiest way to teach the song is to ask the kids what they think you, the teacher, want to be when you grow up! Cue lots of comments from the kids.
I want to be a rock star. I want to be a baker I want to be an artist I want to be a vet When they happen to guess any of the jobs from the song, pop the picture card on the board. Keep going till they've got all 8. The kids love guessing, plus it gives you a great list of extra jobs that the kids want to say in English I want to be a rock star. I want to be a baker I want to be a artist I want to be a vet You will need to either speak the kids' own language to do this or have a team teacher there to help you. What do you want to be? What do you want to be? Once you have all 8 (or you cheat and give them hints if you are running out of time!) teach the song without the I want to be a dancer I want to be a florist I want to be a baseball player I want to be a superhero. music. Once the kids have got the hang of it kick in the heavy guitars on the song and watch them rock out as they sing along! Of course gestures for the jobs make the vocab stick in the kids heads, especially "rock star" is a killer with anyone who has played "guitar hero" - which I I want to be a dancer I want to be a florist I want to be a baseball player I want to be a superhero. The final "superhero" of course links in with the "I'm a superhero" song. think is everyone on the planet isn't it? which you can teach in the following lessons. The tension really increases when there is only one left!
This sentence can be a big of a mouthful. But it becomes quite easy if you teach "What do you want to do?" first and simply change the "do" to "be" for this lesson.
There are hundreds of possible answers to the question. There are 11 in the "What do you do?" song and I've chosen 8 more here. But the main
What do you do?

The teacher says Im a pilot, one group repeats, then the other group repeats. See who is the loudest! The last line is left blank so that kids can shout out what they want to
What do you do? Im a pilot. (x3) What do you do? Im a chef. (x3) What do you do? Im a farmer. (x3) What do you do? Im a teacher. (x3)
be when they grow up!
Name Card Game
1. Give the kids a pile of What do you do? mini cards 2. The teacher says "Go". 3. The kids get into pairs. 4. They ask each other What do you do? 5. They answer according to the top card in their pile.
What do you? And what is your job? What do you do? And what is your job?
6. They "Rock, Paper, Scissors" 7. The winner takes their opponent's card and puts it on the top of their pile. 8. If a kid runs out of cards they ask the question to the teacher, who then gives them a card.
What do you do? Im a doctor. (x3) What do you do? Im a student. (x3) What do you do? Im a fire fighter. (x3) What do you do? Im a police officer. (x3)
9. At the end of the time, see who has the most cards!
A few good points about this game are: The kids practice in pairs. But some kids also get to practice with the teacher. The answer you give keeps changing as the top card keeps changing!
What do you do? Im a carpenter. (x3) Im a singer. (x3) Im a dentist. (x3)
What do you? And what is your job? What do you do? And what is your job?
What are you doing?

by Richard Graham ( CD2 ) The Magic Game!
What are you doing? What are you doing? What are you doing? What are you doing?
1. Split the kids into three groups ( the How old are you? mingle game is a good way to do this) 2. Two of the groups are good magicians. 3. One of the groups become bad magicians! They hold up their finger in the air as a magic wand.
I'm eating I'm drinking I'm reading I'm sleeping
4. The good magicians run away. 5. The bad magicians chase after the good magicians. 6. If the bad magicians touch a good magician, the good magician must freeze. 7. The bad magician now casts some magic on them. E.g.
Eat, Drink, Jump, etc. 8. The good magician must do this action forever! 9. But if another good magician comes along they can ask What are you doing?. If the magician who is doing the action can answer in English, they become free!
I'm singing I'm cooking I'm dancing I'm fishing Very popular for larger groups of kids! Just make sure they know the song well before doing the game, so that they can do the English in the game!
In the warm up for today, first of all review the previous lessons song, then introduce these words as eat, drink etc. simply by getting the kids to mime whilst saying them. Then explain Im .
ing and practice by shouting the command at them and getting them to reply with Im ing e.g. you say Eat! and they say Im eating!. Next teach the song a cappella using the mini lesson on the CD.
I, you, he, she, we are happy

figure out the "you are thirsty" etc. parts. You can either do this by asking the kids in their own language and getting them to translate into English or by using the
I am hungry. x2 You are hungry. x2 He is hungry. x2 She is hungry. x2 We are hungry. x2 They are hungry. x2 Everybody is hungry.
pronoun picture cards or gestures. 7. Now crank up the CD player to full and sing the song. If you've done "hungry" and "thirsty" explicitly you normally don't need to prepare "happy" separately, the kids will pick up on it straight away. 8. Everyone will be on a super high note. So hit them with some tests. Teach "and" and "but" and then use either gestures, the kids' native language or picture kids to elicit
I am thirsty. x2 You are thirsty. x2 He is thirsty. x2 She is thirsty. x2 We are thirsty. x2 They are thirsty. x2 Everybody is thirsty.
lines such as "I am hungry, but she is thirsty and they are tired" The kids will love the great big confidence boost making a long sentence like this gives!
I, You, He, She, We Dinosaur game!
1. Put the How are you? Game1 on the screen. & put the kids into pairs.
I am happy. x2 You are happy. x2 He is happy. x2 She is happy. x2 We are happy. x2 They are happy. x2 Everybody is happy. x2
2. The first person in the pair says "I am ..." plus one of the words from the screen, e.g. I am cold. 3. The other person in the pair makes it into a "you" sentence, e.g. "You are cold" 4. Repeat from step 2. 5. But if the first person says "I am a dinosaur" then both players have to race and touch the nearest wall. 6. The fastest person to the wall gets a point! 7. They repeat with the other person asking questions.
1. Put the I'm hungry card on the board. 2. Sing the "I am hungry" line from the song with the gestures. 3. Get the kids to repeat with the actions. 4. Teach them how to say "You are hungry". This time with a gesture pointing at the kids. 5. Repeat using the other pronouns. For "He" you point to one boy, for "she" point to one girl, etc. 6. Now put up the "thirsty" card. See if the kids can
8. After a while get them to make groups of 3 (mingle is great for this). 9. Now one person says "I am..." and the other two say "He is ..." or "She is..."
Excuse me, are you?

by Richard Graham ( CD9 ) Ask the kids to make questions out of the other words in the "How are you?" song. Excuse me. Excuse me. I have a question Excuse me. Excuse me. I have a question As this is really easy, in the chorus I've also added "Excuse me" and "I have a question". Don't worry if the kids can say "I have a question" yet, they'll sort of get in when the chorus Are you hungry? Yes, I am. Are you tired? No I'm not. Are you cold? Yes, I am. Are you hot? No, I'm not. Are you ? Karuta Game 1. Split the kids into two halves, and give each team a cool name. 2. Three kids from each group are nominated to be the designated runners and stand at the back. 3. Put the picture cards at the front of the class. Excuse me. Excuse me. I have a question Excuse me. Excuse me. I have a question 4. Wonder round the class and say "hello" to a random child ( or point a microphone to them if you have one) 5. This child then asks you "Are you ...?" plus one of the cards at the front. 6. You answer "No". Are you happy? Yes, I am. Are you sad? No, I'm not. Are you thirsty? Yes, I am. Are you angry? No, I'm not! As you will have quite a few "No, I don'ts" before the final "Yes, I do" it's really good practise for everyone to listen really carefully to many kids in the class, after all the one First of all do the "How are you?" lesson with the games. Then in the next lesson introduce how to ask "Are you hungry?" etc. by simply replacing the "I'm" with "Are you". time they don't listen maybe the one you say "yes" to! 7. Wonder around getting a few more kids to ask you. 8. Eventually you say "Yes" to one kid's question. 9. The front runner from each group has to rush forward and pick up the matching card. The further they have to run, the more fun! 10. Continue from 4 repeats but it's mainly just there as an
introduction to the main "I have a question" theme which they'll do later on.
I have a question!
I have a question! Please let me try. I have a question! Please let me try.
Is it big? Its big. Is it small? Its small. Is it a fruit? Its a fruit. Is it an animal? Its an animal. "Is it...?" Guessing Game I have a question! Please let me try. I have a question! Please let me try. Then in the next lesson you can review the song and then the magic part is using the original Karaoke version on CD3. It's a bit tricky, but with a bit of practise is a brilliant lesson: Is it heavy? Its heavy. Is it light? Its light. Is it red? Its red. Is it green? Its green. 1. Put several picture cards on the board (e.g. animals and fruits or even sports). 2.One kid comes to the front and closes his/her eyes. 3. Another kid points to a card on the board. I have a question! Please let me try. I have a question! Please let me try. 4. Everybody sings the "I have a question, please let me try" part 5. The first kid opens their eyes and has to guess what picture card was pointed to by singing "Is it an animal?" "Is it big?" "Is it yellow" etc. etc. Everyone puts their right hand up in the air for "I have a question" and their left hand in the air for "Please let me try!". Then the teacher asks "Is it big?" etc. and the kids answer "It's big!". Remember to add gestures for as many of the words as you can. If you're not sure what to do, ask the kids! 6. The class answers with either "Yes it is!" or "No it's " plus the opposite word (e.g. if you say "Is it red?" and it's a lemon, the answer is "No, it's yellow!") 7. If the kid gets the card in 4 questions they win! 8. Another kid comes to the front repeat from 2.
More questions!
by Richard Graham( CD3 )
I like pink fish game
Preparation I have a question! Please let me try. I have a question! Please let me try. 1. Split the class into 2,3 or 4 four groups. 2. At the back of the class spread out several picture cards of nouns. 3. At the front have several folded up pieces of paper. Inside each piece of paper is a colour. Is it good? Its good. Is it bad? Its bad. Is it slow? Its slow. Is it fast? Its fast. 4. One person from each group stands up. When the teacher says "Go!", these kids race to the back of the class, ( repeat chorus ) They then pick up a card that they know the English for. Then they race to the front and pick up one of the folded Is it expensive? Its expensive. Is it cheap? Its cheap. Is it scary? Its scary. Is it cute? Its cute! pieces of paper. 5. They then have to speak out loud "I like" followed by the colour they have chosen and then the name of the object. For example "I like pink fish!" 6. The quickest person to say it gets 20 points! If the others can say theirs, they get 10 points. Just like the I have a question song, simply mime each adjective as you introduce it! 7. Get the next person in each team to stand up and continue from 4 The game
Then add the adjective cards This time the kids have to say "I like " + adjective + colour + noun.
Or you could try "At .. ( time), I like ( verb), (adjective), (colour), (noun) + (noun)" e.g. "At 9 o'clock I like eating scary blue TVs and cows" - great fun! You can then make other sentences such as "I'm going to..." + countries + modes of transport!
Sometimes they get it wrong and say the colour at the end, but once you correct them, they never get it wrong twice!
Its not bad, its good!

York's Statue of Liberty for "new", make a pyramid for "old", thumbs up for "good", thumbs down for "bad", hands up for "high", hands down for "low", and to dance fast or
It's hot. It's cold. It's new. And it's old.
slow. "not".
In the "It's not..." lines, shake your head on the
Its not bad, its good! Game
It's not hot. It's not cold. It's not new. It's not old.
The nice thing about this game is you have to use your brain to figure out that you can either say "not hot" or "cold". Even if your English is fluent it's a nice brain teaser!
It's good. It's bad. It's not good. It's not bad.
1. Place A4 picture cards of the words at one end of the class. 2. Give the first kid in the group a mini card. 3. But ... they have to read this card as "not" i.e. if they are given the "new" card, they have to say "It's not old".
It's high. It's low. It's fast. It's slow.
4. Their team mates rush to the back, pick up the "new" card and shout out "It's not old, it's new!".
It sounds tough, but it's very doable with a bit of practice and the kids get a big boost from finding out they can now
It's not high. It's not low. It's not fast. It's not slow.
double the amount of describing words they can use!
It's good. It's bad. It's not good. It's not bad.
Double the kids describing ability with the use of "not". Ask the kids to come up with gestures for each word, or ... wipe your brow for "hot", wrap your arms round yourself for "cold", hand up like New
I'm thirsty!
Drinks Order Game 1. Put the picture cards of the drinks on the board. 2. Get the kids to choose a price for each drink. 3. Put the kids into groups.
Im thirsty. (I'm thirsty.) Would you like a drink? Yes, please! Im thirsty. (I'm thirsty.) Would you like a drink? Yes, please! Please? Please!
4. The kids ask the teacher Would you like a drink? 5. The teacher says Yes, Id like.. and chooses one, two or more drinks. 6. The kids look at the prices on the board and the quickest group to shout out the correct total price gets a point. 7. Repeat from step 4 but this time the winning team chooses the drinks!
Id like an orange juice. ( x2 ) A glass of milk. ( x2 ) Id like a cola. ( x2 ) A lemonade. ( x2 ) The nice thing about this game is that the kids who are good at listening, the kids who are good at maths and the kids who are good at talking all bring different skills to the game. ( repeat chorus ) Start off simple with one or two drinks. Then try saying Id like some water. ( x2 ) A cup of tea. ( x2 ) A hot chocolate. ( x2 ) A milkshake. ( x2 ) ( repeat chorus ) things like Id like 5 of everything!.
During the song the teacher sings the first line, and the kids sing the "echoes". If you can do original
gestures for the drinks then that is cool, if not simply mime drinking something and change hands for each one!
Where, where, where?

by R Graham and W Jasprizza ( CD4 )
Shrug your shoulders for "Where, where, where?" and point left, then right, then left for "There, there, there." In the verse, the teacher sings the line and the kids
Where, where, where? There, there, there? Where, where, where? Here!
answer whilst pointing "Over there". In the second half the kids ask the teacher, who then replies and points! If you don't have all the items nearby, print out the picture cards and stick them on the wall.
Wheres the toilet? Over there. Wheres the phone? Over there. Wheres the TV? Over there. Wheres the teachers room? Over there.
Wheres the computer? Over there. Wheres the piano? Over there. Wheres the CD player? Over there. Where are you? Im here!
When, When, When?

by Richard Graham ( CD5 ) This Year - Jump up and stretch your arms in the air. Next Year - Jump up and push your arms forward. This year ( This year) Next year ( Next year) Last year ( Last year) When, when, when? When, when, when? Last year - Jump up and push your thumbs back over your shoulders. When, when, when? - Shrug your shoulders like you're asking a question. This month, Next month, Last month - Same arm moves as "This year" etc. but with no jump. This month ( This month) Next month ( Next month) Last month ( Last month) When, when, when? When, when, when? I usually use this game for a warm up, so theres no game. This week ( This week) Next week ( Next week) Last week ( Last week) When, when, when? When, when, when? But you can take any of the other games and use it here if you like! This week, Next week, Last week - Crouch down and do the same arm movements. Today, Tomorrow, Yesterday - Jump back up again and do the same as "This year"
Today ( Today ) Tomorrow ( Tomorrow) Yesterday ( Yesterday ) When, when, when? When, when, when?
Creepy Crawlies Song

Balloon Game 1. Put the students into groups of 4 or 5. The best way to do this is to use How old are you? Mingle, it works a treat!
What's that? I don't know. What's that? I don't know. What's that? It's a creepy crawly! x2
2. Each group forms a circle and they hold hands. 3. Give each group a balloon.
4. As a group they have to keep the balloon in the air, but when it touches a part of someone's body they have to shout out an English word from the song.
It's a cockroach. It's a beetle. It's a caterpillar. It's a butterfly.
( Repeat Chorus )
It's an ant. It's a worm. It's a dragonfly. It's a mosquito.
( Repeat Chorus )
The kids point to the floor when asking "What's that?", you shrug your shoulders for "I don't
know?". Then mime the bugs as you introduce them.
Where is Mr Monkey?
By Richard Graham ( CD5 )
Under, on, in Game
Where is Mr Monkey? Where is Mr Monkey? Where is Mr Monkey? Where is Mr Monkey?
Is he near the box? (Is he near the box?) Is he next to the box? (Is he next to the box?) Is he in front on the box? (Is he in front of the box?) Is he behind the box? Is he ( behind the box?) 1. Put 16 animal picture cards on the board in a 4 x 4 pattern. And put the kids in groups. 2. Pick an animal. For example the snail. 3. You ask "Where's the snail?" 4. Explain to the kids the possible answers e.g. ( Repeat Chorus ) Under the dinosaur On the turkey ( or on top of the turkey) Is he under the box? (Is he under the box?) Is he on the box? (Is he on the box?) Is he in the box? (Is he in the box?) Next to the rabbit Next to the penguin In this game with also designate "near" as meaning diagonally away from i.e. we can also have The snail is near the duck The snail is near the camel The snail is near the tortoise Yes, I am! The snail is near the bear. Plus if you want you can add in the bonus word of "far Look around whilst singing "Where is Mr Monkey?". In the verse, whilst singing, the kids move near, next to, in front of, behind, under, on and if possible in their desks! The second time through, try the "Dragon Remix" for more fun! from". In the game we define "far from" as the card that is the farthest away i.e. The snail is far from the bee. OK, you got all that? 5. Now choose a different animal, let's say the dragon. 6. Ask the kids "Where's the dragon?" 7. The first group answers with one possibility e.g. "It's under the lion". They get one point. 8. The next group then gives one answer e.g. "It's near the
rabbit". They get one point. 9. If a team makes a mistake they get no points and the next team can answer. 10. Keep going till all the possible answers have gone. e.g. in this case there are 4 possible answers for "Where's the dragon?". ( "next to the tortoise" and "far from the kangaroo" are the other two).
11. When all the answers have gone take that animal from the board i.e. we just did "Where's the dragon?" so we take the dragon picture off the board.
12. The next group gets to ask "Where's the ...?" plus another animal. They get a point if they say it correctly.
13. Continue from step 8.
Where is Baby Monkey?

Where is Baby Monkey? Game 1. Teach CD7's "Where is Baby Monkey?" song ( and also make sure you've done CD2's "Baby Monkey Family" song
Where is Baby Monkey? Where is Baby Monkey? Where is Baby Monkey? Where is Baby Monkey?
in a previous lesson.) 2. Print out one set of rooms of the house and monkey family mini cards. 3. Secretly put one family member and one room in an envelope and keep it at the front of the class.
Is he in the kitchen? (Is he in the kitchen?) Is he in the living room? (Is he in the living room?) Is he in the bathroom? (Is he in the bathroom?) Is he in the bedroom? (Is he in the bedroom?)
4. Hand out the remainder of the mini cards to the kids. ( Put them in groups for large classes). Everyone keeps their cards secret! 5. Do a simple review type quiz of today's, and previous weeks', new English. 6. The group who answered correctly get to guess what is in the envelope. For example they say "Is Grandma Monkey in the dining room?". 7. If a group has either Grandma Monkey or the Dining
Room they shout out "No!" ( because of course if they have the card it can't be in the envelope). The point is they don't say which card they have, so you only know that it is either Grandma Monkey or the Dining Room. 8. Continue from 5 until the envelope contents are figured
Is he in the dining room? (Is he in the dining room?) Is he in the garage? (Is he in the garage?) Is he in the attic? (Is he in the attic?) Is he in the garden? (Is he in the garden?)
out!
What do you think of?

Ask the class "What do you think of this?" as you hold up a video game, picture or movie. Hold your thumbs up for "I think it's good!", arms in the air for "great", two thumbs
What do you think of this? What do you think of this? I think it's good! ( I think it's good. ) I think it's great! ( I think it's great. ) I think it's cool! ( I think it's cool. ) I think it's excellent! ( I think it's excellent. )
up for "cool" and arms out to the sides for "excellent!". In the next verse point to one of the kids. Lots of smiles at the end as their classmates have just said they are "good, great, cool and excellent!"
What do you think of ? Game
The teacher shouts out an object or someones name (either a famous person or student) The quickest student to form the correct question e.g.
What do you think of him? What do you think of him?
What do you think of this/ him / her? wins a point. The teacher asks the question to this student and if they can answer in correct English they get another point.
I think he's good! ( I think he's good. ) I think he's great! ( I think he's great. ) I think he's cool! ( I think he's cool. ) I think he's excellent! ( I think he's excellent. )
This child becomes the teacher and repeat from step 1. Once the kids understand the game, make it so they have only 5 seconds to think of a new object or person!
What do you think of her? What do you think of her? I think she's good! ( I think she's good. ) I think she's great! ( I think she's great. ) I think she's cool! ( I think she's cool. ) I think she's excellent! ( I think she's excellent. )
What would you like . ?

Buying & Selling Give each child a sheet of breakfast minicards and lots of play money.
What would you like for breakfast, today? What would you like for breakfast? What would you like for breakfast, today? What would you like for breakfast, today?
Assign each group a food to collect. The kids get in groups of 2. The ask each Id like some plus the name of the food they need + please. They negotiate prices.
Id like some bacon. Me too! Id like some ham. Me too! Id like some eggs. Me too! Id like some bread. Me too!
When every team has collected all of the item they are looking for, total up how much each team has spent. The one who has spent the least money is the winner!
This game works because as the game nears the end items become fewer and fewer and hence the price will increase! You can then play the Fruit Market Bad Fruit game but this time with breakfast words and Id like some
Id like some cereal. Me too! Id like some pancakes. Me too! Id like some fish. Me too! Id like some salad. Me too!
An easy introduction to the very important "I'd like some..." phrase. For the first time through, you sing and the kids shout out "Me too!" if they like the food or "Not me!" if they don't. After a few runs through the kids will be able to sing the song themselves. Adding a few country or barn dance moves really livens up the chorus!
Ordering Food
by Richard Graham! ( CD5 )
holding! Continue till the time is up. Whoever has the most food at the end is the winner of the
I'd like some apples, please. He'd like some apples, please
buyers. Whoever has the most money is the winner of the sellers!
I'd like some apples and bananas, please. He'd like some apples and bananas, please.
Repeat with the roles reversed.
He'd like some apples and bananas and cheese, please. He'd like some apples and bananas and cheese, please
etc. continue with: doughnuts, eggs, fish, grapes, hot dogs, ice cream, jelly, ketchup, lettuce, mayonnaise.
Part Two: As above with:
noodles, olives, pizza, quiche, rice, salad, toast, ugli fruit, vegetables, waffles, Xmas cake, yoghurt, zucchini.
Food Poisoning! Split the kids into buyers and sellers. The sellers split into groups and set up a stall with one set of foods. The buyers walk around trying to buy the foods, again they negotiate the prices! But every so often the teacher will shout out Food Poisoning! plus the name of one food. If any of the buyers have this food in their hands, they have to throw away all the food they are
Easter Egg Hunt

Easter Egg Hunt Game
Hide some Easter eggs in the classroom It's an egg hunt, An Easter egg hunt. It's an egg hunt, An Easter egg hunt. One child has to look for them, the other kids ( who also dont know where the eggs are) have to guide them to look in various places. E.g. Look in the teachers desk!, Look in the bookcase. If the kid finds an egg, another student takes over as the searcher! Look in the trees. Look in the grass. Look in the pond. Look in the flowers. You can also use language from the Where is Mr Monkey? song, e.g. look behind the TV, look under the cupboard.
It's an egg hunt, An Easter egg hunt. It's an egg hunt, An Easter egg hunt.
Look in the bath. Look in the bed. Look in the fridge. Look in me! Oh no!
It's an egg hunt, An Easter egg hunt. It's an egg hunt, An Easter egg hunt.
Look around the classroom as you search for Easter Eggs. Teach each line of the song before you use the CD and keep the final "me" a surprise until the kids hear the song. It's great practice for a real egg hunt!
Happy Halloween
by Richard Graham ( CD6 ) Put your arms out in front of you and do a Monster Dance in the chorus. Happy Halloween Happy Halloween Happy Halloween Happy Halloween The kids then mime out each of the
Halloween words. At the end of the verse the teacher says "I'm scared" and all the kids scream at the top of their voices!
Look, there's a witch! Look, there's a wizard! Look, there's a ghost! Look, there's a mummy! I'm scared! Aghhhh!!!
Dressing Up Halloween Game
Put some Halloween costumes in various places in the room. Put the kids into groups. You need one set of each costume per group! The teacher shouts out Look, theres a Mummy! or Look
Happy Halloween Happy Halloween Happy Halloween Happy Halloween
theres a vampire The kids have to rush to the correct pile of clothes and dress up one of the kids in their group! The best dressed team gets a point or a Halloween treat!
Look, there's a bat! Look, there's a broom! Look, there's a wand! Look, there's a vampire!
I'm scared! Aghhhh!!!
Happy Halloween Happy Halloween Happy Halloween Happy Halloween
Trick or Treat
by Richard Graham ( Online Exclusive )
Apple Bobbing
by Richard Graham ( Online Exclusive )
Trick or Treat? It's Halloween Trick (No thanks!) Or Treat (Yes, please!) It's Halloween.
Apple bobbing x6 We're apple, Apple bobbing
Here's a bowl (here's a bowl)
Scarecrow Soup Skeleton Steak Monster Mash Pirate Pancakes
Add some water (add some water) and some apples (and some apples) Let's play!
(Repeat Chorus)
(let's play)
Black Cat Cookies Pumpkin Pie Spider Spaghetti Ice Cream Eyes!
Apple Bobbing x6 We're apple, Apple Bobbing
How do we play? (Repeat Chorus) Eat the apples Graveyard Gravy Tombstone Tea Frankenstein Frankfurters Zombie Zucchini (eat the apples) With your mouth (with your mouth) No no! (no no?) (Repeat Chorus) No hands! (no hands!) NOTE: The "Cute" version doesn't include the final verse. Apple bobbing x6 We're apple, Apple bobbing
What would you like for Xmas?

by Richard Graham ( CD6 ) For this theme I'd recommend the "Class Mix" of the song. First teach the main chorus of the song. Then give each What would you like for Xmas? What would you like for Xmas? What would you like for Xmas, from me? child a piece of A4 paper. On this paper they draw what they would like for Christmas. As they are drawing, walk around the classroom and help each child to learn their word in English. Then when you come to do the song, 8 kids line up at the front of the class. I'd like a robot, I'd like a doll. I'd like a bag. I'd like a video game.. "What would you like for Christmas?" Everyone sings and each child
takes it in turns to hold up their picture and sing "I'd like..." plus the name of their present in English. This is the best way to do the song, but for review, or if you need some examples, there is also a version that has some presents included. In this version there is a "rainbow" to
What would you like for Xmas? What would you like for Xmas? What would you like for Xmas, from me?
show the kids it doesn't just have to be games or toys they choose, and there is also a "bone" for the dog, to show they can also ask for presents for other people. Merry Christmas!
I'd like a bear. I'd like a phone. I'd like a rainbow. I'd like a bone.
So there you go, thats just a little bit of the fun youre going to have with Genki English!
Theres lots more on the GenkiEnglish.com website and if theres anything I can help with, please feel free to get in touch with me anytime.
The ideas and songs you have here will inspire your students to try their very best to get fantastically good at English and be able to communicate with people around the whole world.
Being a teacher is a special job, you are very special people. Your students are very, very lucky to have you as their teacher. You are their role model to guide them through the adventure called life, to give them the English and skills, imagination and confidence to let them make any of their greatest dreams come true.
Be genki,
Richard Graham www.GenkiEnglish.com
Its an exciting time. The future is in your hands, were all here to support you. Try 100% for your students. Think I can and you can, if you lose, just try again. Enjoy yourself and above all ..

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Hello & welcome to Genki English!

GenkiEnglish.com Lesson Plan

1. Warm Up/Review - 3/10 minutes

3. Practice = Game = 15/20 minutes

2. Learn New material = Song = 15/20 mins New English A cappella CD

Many of the games can be used for almost any theme.

4. "Thank you"s and "Goodbye"s

control" for the moments when you do want them to be quiet!

Genki Disco Warm Up Song

And cheer! Come on, louder!

Shake, shake, shake your legs.

And cheer! Come on, louder!

Rock, Paper, Scissors

What's your name?

My name is ... My name is ...

Nice to meet you

How are you?

How are you? Monster Game

Left and Right

Do a small jump on each number.

How old are you?

I am 5! I am 6! I am 7! I am 8! I am 9! I am 10! I am 11! I'm 12!

What's the weather like?

It's rainy It's cloudy It's windy And it's snowy.

Good Morning! Song

This song is a great warm up activity.

Hello, hello, hello, hello. Hello, hello, hello, hello!

Hello, hello, hello, hello. Hello, hello, hello, hello!

Hello, hello, hello, hello. Hello, hello, hello, hello!

Hello, hello, hello, hello. Hello, hello, hello, hello!

Do you like...? Song

Nice, nice, nice. Nice, nice, nice.

Do you like animals?

like "Do you like dog?"

Cute, cute, cute. Cute, cute, cute

Cute, cute, cute. Cute, cute, cute

Do you have any pets?

kids mime each animal as they sing.

Do you have any pets? X 4

I have 1 hamster. I have 2 rabbits. I have 3 turtles.I have 4 goldfish.

I have 5 lions. I have 6 lizards. I have 7 horses. I have 8 gorillas.

The Baby Monkey Family

This is my dad This is my mum This is my sister This is my brother

This is my dad This is my mum This is my sister This is my brother

Whos this? Sticky Fingers!

Do you have any brothers or sisters?

Do you have any brothers or sisters? I have 1 brother.

Do you have any brothers or sisters? I have 2 brothers.

Do you have any brothers or sisters? I have 3 brothers.

Do you have any brothers or sisters? I have 4 brothers.

- the kids have to get in groups of this number of boys or girls.

Do you have any brothers or sisters? I have 1 sister.

Do you have any brothers or sisters? I have 2 sisters.

Do you have any brothers or sisters? I have 3 sisters.

Do you have any brothers or sisters? I have 4 sisters.

Do you have any brothers or sisters?

Oh, thats OK!

Animal Voices Song

In my house, I have.. In my house, I have

On my farm, I have On my farm, I have

In my zoo, I have In my zoo, I have

Under the Sea