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CONTENTS Annual Planning ……………………………………………………………………………...…………...……….…4 Aims ……………………………………………………………………………………………………………………….….2 What to expect from 3-and 4-year-olds………………………….………………………………………3 Understanding 3-year-old children’s drawings…………….……………………………………….4 Songs Bank………………………………………………………………………………………….…………………….5 Stories Bank…………………………………………………………………………………...……………………….17 Lesson Planning………….……………………………………………………………...…………………………..24
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Annual Planning
Chapter 1 Welcome
Class 1 to class 8
2 Weeks
Week 1 to 2
Chapter 2 - Five Senses
Class 7 to class 39
12 Weeks
Week 3 to 14
Chapter 3 Geometric Shapes
Class 40 to class 57
6 Weeks
Week 15 to 20
Chapter 4 - Fun and Games
Class 57 to class 66
3 Weeks
Week 21 to 23
Chapter 5 - Colors
Class 66 to class 84
7 Weeks
Week 24 to 29
Chapter 6 - Pets
Class 85 to class 102
6 Weeks
Week 30 to 35
Chapter 7 Special Holidays
Class 103 to class 111
3 Weeks
Week 36 to 39
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Aims This will be the first contact with English for many of our students. Please give them as much input as possible, use a lot of body language and as many visual aids as possible to help them understand you. The main goal of this first year is to get students to like the English language and see it as a fun moment of their routine. Here they will explore their five senses, geometry skills, colors and much more.
What to expect from 3- and 4-year-olds
Physical ● ● ● ● ●
Growth is steady though slower than in the first two years. Legs grow faster than arms. Circumference of head and chest is equal; head size is in better proportion to the body. “Baby fat” disappears as neck appears. Posture is more erect; abdomen no longer protrudes.
● “Baby” teeth stage over. ● Hearing acuity can be assessed by child’s correct usage of sounds and language, and also by the child’s appropriate responses to questions and instructions.
Speech and Language ● ● ● ● ●
Produces elaborate sentence structures. Speech is almost entirely intelligible. Refers to activities, events, objects, and people that are not present. Changes tone of voice and sentence structure to adapt to listener’s level of understanding. States first and last name, gender, siblings’ names, and sometimes own telephone number.
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Motor ● Walks up and down stairs unassisted, using alternating feet; may jump from bottom step, landing on both feet. ● Can walk on one foot, balance momentarily. ● Can kick big ball-shaped objects. ● Needs minimal assistance eating. ● Jumps on the spot. ● Pedals a small tricycle. ● Catches a large bounced ball with both arms extended. ● Enjoys swinging on a swing (not too high or too fast). ● Shows improved control of crayons or markers; uses vertical, horizontal and circular strokes. ● Holds crayon or marker between first two fingers and thumb (tripod grasp), not in a fist as earlier. ● Can turn pages of a book one at a time. ● Enjoys building with blocks. ● Enjoys playing with clay; pounds, rolls, and squeezes it. Forms shapes and objects out of clay: cookies, snakes, simple animals. ● May begin to show hand dominance. ● Carries a container of liquid, such as a cup of milk or bowl of water, without much spilling; pours liquid from pitcher into another container. ● Manipulates large buttons and zippers on clothing. ● Washes and dries hands; brushes own teeth, but not thoroughly. ● Usually achieves complete bladder control during this time. ● Walks a straight line (tape or chalk line on the floor). ● Climbs ladders, trees, playground equipment. ● Jumps over objects 12 cm to 15 cm high; lands with both feet together. ● Runs, starts, stops, and moves around obstacles with ease. ● Throws a ball overhand; distance and aim improving. ● Builds a tower with ten or more blocks. ● Threads small wooden beads on a string. ● Can run in a circle (Sources: “Developmental Profiles: Pre-Birth Through Twelve”by K. Eileen Allen, Lynn R. Marotz https:// www.understood.org/en/learning-attention-issues/signs-symptoms/developmental-milestones/developmental-milestones-for-typical-3-year-olds)
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Understanding 3-year-old children’s drawings Three-year-olds drawings may look like just coloring and exploring fine motor skills, but at this age they can draw the circle shape, some children even before three. They also mimic adults drawing straight, jagged, or curved lines. Free drawing and coloring in coloring books helps children expand their creativity and gives their small finger muscles some dexterity and practice. You you notice throughout the year kids recognizing shapes and drawing them in order to look like things in the real world. Three-year-olds begin drawing extremely simple pictures of people. When you think of a stick figure, take away at least half the detail, and you’ve got a three-year-olds’ drawing. Usually they consist of a circle head, because they can draw circles; they can also draw face features such as round shapes for eyes and nose and a line for a mouth. (Source: https://www.brighthubeducation.com/toddler-activities-learning/90063drawing-with-three-year-olds/)
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SONGS BANK Here you will find many songs to be used in different moments of your planning. You can also add and sing other songs with your students. Choose the ones that will fit your class, your group and your theme. “12345 Once I caught A fish Alive” One, two, three, four, five, Once I caught a fish alive, Six, seven, eight, nine, ten, Then I let go again. Why did you let it go? Because it bit my finger so. Which finger did it bite? This little finger on the right “Alphabet Song” ABCDEFG HIJKLMNOP QRSTUV W X Y and Z Now I know my ABCs Next time won’t you sing with me “A Sailor Went To Sea” A sailor went to sea, sea, sea To see what he could see, see, see But all that he could see, see, see Was the bottom of the deep blue sea, sea, sea! A sailor went to knee, knee, knee To see what he could knee, knee, knee But all that he could knee, knee, knee Was the bottom of the deep blue knee, knee, knee! Sea, sea, sea A sailor went to chop, chop, chop To see what he could chop, chop, chop But all that he could chop, chop, chop Was the bottom of the deep blue chop, chop, chop! Knee, knee, knee Sea, sea, sea
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“Bingo” There was a farmer who had a dog, And Bingo was his name-O. B-I-N-G-O! B-I-N-G-O! B-I-N-G-O! And Bingo was his name-O! There was a farmer who had a dog, And Bingo was his name-O. (Clap)-I-N-G-O! (Clap)-I-N-G-O! (Clap)-I-N-G-O! And Bingo was his name-O! There was a farmer who had a dog, And Bingo was his name-O! (Clap – Clap)-N-G-O! (Clap – Clap)-N-G-O! (Clap – Clap)-N-G-O! And Bingo was his name-O! There was a farmer who had a dog, And Bingo was his name-O. (Clap – Clap – Clap)-G-O! (Clap – Clap – Clap)-G-O! (Clap – Clap – Clap)-G-O! And Bingo was his name-O! There was a farmer who had a dog, And Bingo was his name-O. (Clap – Clap – Clap – Clap)-O! (Clap – Clap – Clap – Clap)-O) (Clap – Clap – Clap – Clap)-O! And Bingo was his name-O! There was a farmer who had a dog, And Bingo was his name-O. (Clap – Clap – Clap – Clap – Clap) (Clap – Clap – Clap – Clap – Clap) (Clap – Clap – Clap – Clap – Clap) And Bingo was his name-O! “Baa Baa Black Sheep” Baa, baa black sheep Have you any wool Yes sir, yes sir Three bags full. One for my master And one for my dame And one for the little boy Who lives down the lane.
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“Head, Shoulders, Knees and Toes” Head, shoulders, knees and toes, Knees and toes. Head, shoulders, knees and toes, Knees and toes. And eyes, and ears, and mouth, and nose. Head, shoulders, knees and toes, Knees and toes. (Repeat) “Here we Go Round the Mulberry Bush” Here we go round the mulberry bush, The mulberry bush, The mulberry bush. Here we go round the mulberry bush On a cold and frosty morning. This is the way we… (insert actions) “Hey Diddle Diddle” Hey diddle diddle, The cat and the fiddle, The cow jumped over the moon. The little dog laughed to see such sport, And the dish ran away with the spoon. “Hickory Dickory Dock” Hickory Dickory Dock The mouse ran up the clock The clock struck one The mouse ran down Hickory Dickory Dock Hickory Dickory Dock The mouse ran up the clock The clock struck two The mouse went “boo!” Hickroy Dickory Dock
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