Lesson Plans Book

Hello & welcome to Genki English!

Genki English was made to help bring the life and

excitement back to teaching English. It’s a fun

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!

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

collection of very easy to teach songs & games for

almost all the most important, basic English that

kids will need and love to know.

In this guide I’m 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 I’d really like you to keep are the two rules of

Genki English:

Think “I can do it!” and you can!

Losing just means try again!

Very often the only barriers to learning a language

are confidence and motivation. But, as you know,

English isn’t brain surgery or genetic engineering.

It’s simply a foreign language that millions of people

speak every day, if you put your mind to it, anyone

can do it. Think you can’t and you can’t!

Think you can, and you can!

Of course along the way there will be challenges

and mistakes, but that’s fine, after all “A ship in

harbour catches no fish”. Mistaikes are good! But

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!

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

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!

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

kids end the lesson saying “Yes, that was fun! Yes, I can

do it!”

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.

Wherever I travel or wherever I go I see happiness and

excitement, but also problems and disappointments. But

whatever the problems in your school or country are,

education is the key to making the solutions appear. So

let’s teach our students to have big, big dreams and give

them the skills, confidence and abilities to really make

them come true! That’s what being genki is all about.

www.GenkiEnglish.com – The Fun Way to Teach! 1☆= Very easy to teach = Easy to teach = Definitely practice before the lesson!☆☆ ☆☆☆

Warm Up Game.....................................5Genki Disco Warm Up Song.................6What's your name?................................8How are you?.........................................9Left and Right......................................10

Numbers 1 to 12................................11How old are you?.................................12What's the weather like?.....................13Good Morning! Song............................14

Do you like...? ......................................15Do you like animals?...........................16I like animals?.....................................17Do you have any pets?.........................18The Baby Monkey Family .................19Do you have any brothers or sisters? 20Animal Voices......................................21Under the Sea......................................22Make a Face.........................................23Doctor, Doctor!.....................................24Baby Monkey’s Winter Clothes...........25

How many?..........................................26How much?...........................................27Numbers 13 to 20................................28Fruit Market........................................29I’m a superhero! I can…......................31Can you speak….?...............................32Come on, Come on!..............................33I can do it!............................................34Where are you from?...........................35Where do you live? ..............................36How do you say .... in English? ..........37My name is Mr Octopus......................38

Thank you Song...................................39

What time is it, Mr Wolf?............................40What time is it? Part 2................................41What sports do you play?............................42When is your birthday?...............................43How did you get here?.................................44What's your favourite colour?.....................45What’s your favourite flavour?...................46What’s your favourite …..?..........................47I like vegetables ..........................................48

Where are you going?..................................49Eat! Drink! Dance!......................................50What do you want to do?.............................51What do you want to be?.............................52What do you do?..........................................53What are you doing?....................................54I, you, he, she, we are happy......................55Excuse me, are you…?................................56I have a question!........................................57More questions!...........................................58It’s not bad, it’s good!...................................59

I'm thirsty!...................................................60Where, where, where? ................................61When, When, When?...................................62Creepy Crawlies Song.................................63Where is Mr Monkey? ................................64Where is Baby Monkey? .............................66What do you think of…? .............................67What would you like …. ?...........................68Ordering Food..............................................69

Easter Egg Hunt.........................................70Happy Halloween........................................71Trick or Treat...............................................72Apple Bobbing.............................................72What would you like for Xmas?..................73


GenkiEnglish.com Lesson Plan

- a fun 45 minutes!

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!

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.

☆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”. Each week review the previous

week’s 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!

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

☆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

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

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

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

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

the teacher to see if the kids have mastered the language

or if they need more practice.

☆ 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 CD1’s 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 GameI 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!

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!

As you meet the kids more you can add words such

as JUMP, SPIN (a big favourite), EAT, DRINK,

CHEER, CLAP,

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.

Even 1st Years can get quite advanced with things

such as "GIRLS,　5 BIG SPIN JUMPS"

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

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),

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 I’ll 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

class. For stories, things like Spiderman, Harry Potter or

famous characters are best!

Also try things like…

Open your eyes

Wake up!

Stretch your arms

Yawn

Get out of bed

Have a shower

Have breakfast etc.


Genki Disco Warm Up Songby Richard Graham ( CD7 )☆

Stand up, sit down.

Hands up, hands down.

Stand up, and bow.

Sit down, sit down.

And clap.

Stand up, sit down.


Stand up, and bow.

Sit down. Sit down.

And cheer!

Come on, louder!

Stand up, sit down.


Stand up, and bow.

Sit down, sit down.

And cheer!

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.

Extended Mix

Stand up, sit down.


Stand up, and bow.

Sit down, sit down.

Wiggle, wiggle, wiggle your nose.

Wiggle, wiggle, wiggle your toes.

Wiggle, wiggle, wiggle your cheeks.

Wiggle, wiggle, wiggle your ears.

And clap!

(Repeat Chorus)

Shake, shake, shake your head.

Shake, shake, shake your hands.

Shake, shake, shake your arms.

Shake, shake, shake your legs.

And cheer!

Come on, louder!

(Repeat Chorus)

And cheer!


Rock, Paper, Scissors by Richard Graham ( CD4 )☆

Rock, paper, scissors.

(Rock, paper, scissors)

1,2 3, (1,2,3)



1,2 3, (1,2,3)

Are you ready? (Yeah)






1,2 3, (1,2,3)



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 )☆☆

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)

My name is ….

My name is ….

My name is ...

My name is ...

Nice to meet you

(Repeat 4 times)

This is the first song and always popular. Remember the

eye contact!

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!


How are you?by Richard Graham ( CD1 )☆

Hello, how are you?

Hello, how are you?

Hello, how are you?

Hello, how are you?

I'm hungry,

I'm tired,

I'm cold,

I'm sad

Hello, how are you?

Hello, how are you?

Hello, how are you?

Hello, how are you?

I'm happy

I'm great

I'm good

I'm OK

Hello, how are you?

Hello, how are you?

Hello, how are you?

Hello, how are you?

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!

How are you? 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 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

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!)

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?"

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

move forward one step ( no jumping allowed!).

9. Repeat from 5.

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

way back becomes a monster for the next round!

11. Play again!


Left and Rightby Richard Graham ( CD1 )☆

Left and right,

Forward and back.

Left and right,

Forward and back.

Left and right,

Forward and back.

Left and right,

Forward and back.

Sit down

Stand up

Turn left

Turn right

And jump, jump,

Jump, jump, jump!

Repeat Chorus

Spin around

Sit down

Stand up

Spin around

And jump, jump,

Jump, jump, jump

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

minutes and it is amazing to watch with small

groups or even several hundred kids dancing at

once!

Left & Right Bump Game

1.Split the class into several groups.

2. Arrange the desks into a more "random" order.

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.

7. When they reach the target stop the stopwatch.

8. If they take more than 2 minutes it's "Game Over" for

them! (This helps keeping things moving along)

9. The next team has a go.

10. The team with the fastest time is the winner.

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.

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!


Numbers 1 to 12by Richard Graham ( CD8 )☆

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 )☆☆

How old are you?

How old are you?

How old are you?

How old are you?

How old are you?

How old are you?

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.

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?”

5. The kids ask “How old are you?” much louder!

6. The teacher says “I’m …” plus a number, e.g. 5 or 8 or 2

etc.

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!

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!”

Remember Genki English Rule Number 2: “Losing doesn’t

mean losing, it just means “Try again!”


What's the weather like?by Richard Graham ( CD1 )☆

What's the weather like?


What's the weather like today?




It's rainy

It's cloudy

It's windy

And it's snowy.







It's sunny

It's fine

It's hot

It's a beautiful day!







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

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!

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, it’s usually best to only

allow 3 or 4 of the words from the song. E.g. the kids can

only say “It’s rainy” or “It’s cloudy” or “It’s sunny”.

Otherwise you could be playing the game all day!


Good Morning! Songby R. Graham & W. Jasprizza ( CD3　☆☆)

Good morning,

Good morning.

Good afternoon,

Good afternoon.

Good evening,

Good evening,

Good night!

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

each word. On the final "Hello" everyone faces the teacher

and jumps in the air!

This song is a great warm up activity.


Do you like...? Songby R Graham & W Jasprizza ( CD3 )☆

Do you like Apples?

Yes I do / No I don't.

Do you like Bananas?


Do you like Cheese?


Do you like Doughnuts?

Nice, nice, nice,

Nice, nice, nice.

Do you like Eggs?


Do you like Fish?


Do you like Grapes?


Do you like Hotdogs?


Nice, nice, nice.

Nice, nice, nice.

Do you like Ice cream?


Do you like Jelly?


Do you like Ketchup?


Do you like Lettuce?

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,

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…? 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

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

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

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!


Do you like animals?by Richard Graham (CD 8 )☆

Do you like dogs?


Do you like cats?


Do you like birds?


Do you like mice?


Cute, cute, cute.

Cute, cute, cute

Do you like chickens?


Do you like sheep?


Do you like bears?


Do you like bees?

Cute, cute, cute.

Cute, cute, cute

Do you like elephants?


Do you like monkeys?


Do you like snakes?


Do you like tigers?


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

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

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!)

Then you'll be able to kick in the music nice and loud to

get them all excited and genki!

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!


I like animals?by Richard Graham (CD 8 )☆☆

I like snails. Snails? Yes, Snails.

I like kangaroos.

Kangaroos? Yes, kangaroos.

I like bears. Bears? Yes, bears.

I like you.

I like ducks. Ducks? Yes, ducks.

I like camels. Camels? Yes, camels.

I like spiders. Spiders? Yes, spiders.

I like her.

I like giraffes. Giraffes? Yes, giraffes.

I like rhinos. Rhinos? Yes, rhinos.

I like hippos. Hippos? Yes, hippos.

I like him.

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.

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. “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.

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

without needing the extra motivation.)


Do you have any pets?by Richard Graham ( CD 6 )☆☆

Do you have any pets?




I have a hamster.

I have a rabbit.

I have a turtle.

I have a goldfish.

( repeat chorus)

I have a lion.

I have a lizard.

I have a horse.

I have a gorilla.

( repeat chorus )

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 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

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

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

"Do you have a ...?" plus the card they have to collect.

E.g. the “hamster” team ask “Do you have a hamster?”

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

most cards!

Hint: This only works for noun cards, for other themes,

change the question!


The Baby Monkey Family by Richard Graham ( CD2 )☆☆

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

Who’s this? Sticky Fingers!

1. Three or four kids come to the front and each

take hold of one of the teacher’s fingers.

2. Choose one “magic family member” e.g. grandma.

3. Everyone shouts out “Who’s 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 teacher’s 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 teacher’s fingers,

they are out!


Do you have any brothers or sisters? by Richard Graham ( CD7 )☆

Do you have any brothers or sisters?

I have 1 brother.


I have 2 brothers.


I have 3 brothers.


I have 4 brothers.


I have 1 sister.


I have 2 sisters.


I have 3 sisters.


I have 4 sisters.


No!

Oh, that’s OK!

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.

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

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.


Animal Voices Songby Richard Graham ( CD4 )☆☆☆

In my house, I have..

In my house, I have…

I have a dog. Woof, woof!

I have a ca ｔ. 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!

Before doing this song, I’d 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

gestures aren't set in stone, ask the kids to use their

imaginations and decide as a class which ones to do!


Under the Seaby Richard Graham ( CD6 )☆☆

What can you see?

Under the sea?

What can you see?

Under the sea?

I can see a whale.

I can see a squid.

I can see a seahorse.

I can see a jellyfish.

I can see a whale.

I can see a squid.

I can see a seahorse.

I can see a jellyfish.

(Repeat Chorus)

I can see a crab.

I can see a dolphin.

I can see a shark.

I can see a starfish.

I can see a crab.

I can see a dolphin.

I can see a shark.

I can see a starfish.

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

when they appear. Ask the kids what types of

mimes they should do for each one. They usually

come up with some very strange, but very

memorable ideas!

Sticky Fingers Game

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 teacher’s fingers.

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

holding the teacher’s 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 teacher’s fingers, they are out!

8. When everyone is out, introduce the next word which

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

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

and end the lesson on a huge high note!


Make a Faceby Richard Graham ( CD6 )☆

Make a face.

Make a face.

Make a face.

Make a face.

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.

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!

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 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.

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 you’ve created!


Doctor, Doctor!by Richard Graham ( CD4 )☆☆☆

Doctor, Doctor! My head hurts.

Doctor, Doctor! My arm hurts.

Doctor, Doctor! My leg hurts.

Doctor, Doctor! My stomach hurts.

Are you OK?

No, I’m not!

Are you OK?

Yeah, I’m OK!

Doctor, Doctor! My hand hurts.

Doctor, Doctor! My foot hurts.

Doctor, Doctor! My back hurts.

Doctor, Doctor! My tooth hurts.

Are you OK?

No, I’m not!

Are you OK?

Yeah, I’m 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!

Doctor Doctor Game

1. Put the kids in groups of two.

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”.

5. The doctor bandages this body part.

6. Repeat from step 2 until both players end up looking

like mummies!

For eye, arm, leg etc. the patient can choose left or right,

e.g. “My left eye hurts” to have more complicated

sentences, and more fun!


Baby Monkey’s Winter Clothesby Richard Graham ( CD9 )☆

Baby Monkey, put on your hat.

Baby Monkey, put on your scarf.

Baby Monkey, put on your coat.

Baby Monkey, put on your boots.

Put on, put on, put on, put on, put on your boots!

Baby Monkey, take off your hat.

Baby Monkey, take off your scarf.

Baby Monkey, take off your coat.

Baby Monkey, take off your boots.

Take off, take off, take off, take off,

Take off your boots!

"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.

Or play the Freezing Monkey Game:

1. Draw freezing Baby Monkeys on the board. One for each

team.

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

item off!

5. The first team to a fully clothed baby monkey is the

winner!


How many?by Richard Graham ( CD8 )☆☆

How many pens do you have?




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.

How many points do you have?




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.

How many friends do you have?




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.

Review the Numbers 1 to 12 song then put the kids

in a circle with the teacher in the middle. The

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.

Mind reading game

1. The teacher makes a number with their fingers behind

their back.

2. The teacher says “How many fingers?”

3. The kids all shout out English answers.

4. The teacher shows the fingers

5. See who got it correct!

Do it a few times, then the kids split into pairs.

1. One child makes a number with their fingers behind

their back.

2. He/ she says “How many fingers?”

3. The other child guesses.

4. If they guess correct they swap roles.

Continue for 10 minutes or so, then the tournament!

1. The teacher chooses one pair of students.

2. One child has their back to the wall.

3. The other child has their back to the class.

4. This child makes a number with their fingers behind

their back. All the other children can see except for

the child with his/her back to the wall.

5. Everyone in the class shouts out “How many fingers?”

6. The child with their back to the wall guesses a

number.

7. 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!


How much?by Richard Graham ( CD1 )☆☆☆

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!

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? 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!

How much? How much?

How much is that monkey?

How much? How much?

How much is that monkey?

It's 10, 9, 8, 7, 6, 5, 4, 3, 2, 1

I'll take it!

Thank you!

Goodbye!

Put the kids into 2 groups. One group are

shopkeepers and hold some items (or picture cards

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 "

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? 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"

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"

Seller "No! 9!"

etc. etc.

5. Give them a time limit of about 3/4 minutes (I usually

count down the last ten seconds to add to the tension)

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,

i.e. the buyers become sellers and vice versa.

The price range should be fixed in a range from around 1

to 10. This makes sure they all know the numbers in

English, and makes comparing who got the best price a lot


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 20by Richard Graham ( CD8 )☆

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 Marketby Richard Graham ( CD2 )☆☆

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

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

Welcome to the

Fruit Market

Welcome to the

Fruit Market

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!

Repeat Chorus

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

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-in-

arm folkdance!

Bad Fruit Game

1. Split the kids into two groups.

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

fruit is 1 dollar.

7. You can choose the conversation, but a nice one is

Shopkeeper: “Hello”

Shopper: “Hello. What’s this?”

Shopkeeper: “It’s a …” plus their fruit. e.g. the apple

group say “It’s 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

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 don’t 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!


I’m a superhero! I can…by Richard Graham ( CD 9 )☆

I'm a superhero! (Superhero!)


Super, superhero!

I can jump (I can jump)

I can run (I can run)

I can hide (I can hide)

I can cook (I can cook)



Super, superhero!

I can stretch (I can stretch)

I can climb (I can climb)

I can swim (I can swim)

I can fly (I can fly)



Super, superhero!

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.

Make a Superhero Game

1. Give each child a piece of blank paper.

2. Each child imagines their own original superhero

hero.

3. They decide what (s)he can and can’t do.

4. They draw a picture of their superhero.

5. They then present their superhero to the class by

holding up the picture, saying “I’m a superhero, my

name is” plus their original name and then “I can

….” plus all the things their hero can do!


Can you speak….?by Richard Graham ( CD 9 )☆

Can you speak English?




Can you speak French?

Can you speak Chinese?

Can you speak Spanish?

Can you speak Japanese?


Yes, I can.


Yes, I can.


Yes, I can.


Yes, I can.

Can you speak Arabic,

Can you speak Russian,

Can you speak German,

Can you speak Korean.


Yes, I can.


Yes, I can.


Yes, I can.


Yes, I can.

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...?"

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

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.

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 can’t move your heads or eyes. You’ve 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.

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….?”



Come on, Come on!by Richard Graham ( CD 7 )☆

Come on, come on! ( clap, clap)

Come on, come on!

Kick, kick, kick.

Pass, pass, pass.

Shoot, shoot, shoot.

Save, save, save.

Come on, come on!

Come on, come on!

Catch, catch, catch.

Throw, throw, throw.

Head, head, head.

Score, score, score.

Come on, come on!

Come on, come on!

Come on, Come on Clap, Clap Game

1. Put Words 2 on the board


3. Everyone says together “Come on, Come on”

4. Everyone claps twice.

5. Everyone chooses one word from the top row of

Words 2.

6. They say this word and make the gesture.

7. If anyone has the same as the teacher they are

out and sit down!

8. Continue till the last person standing.

Then in the next lesson use the game but say “Can

you..?” instead of “Come on” and try this next

song…

Can you kick?by Richard Graham ( CD7 )☆☆☆

Can you kick? Yes, I can!

Can you pass? Yes, I can!

Can you shoot? Yes, I can!

Can you save? Yes, I can!

Can I play? Yes, you can!



Can I play? Yes, yes you can!

Can you catch? Yes I can!

Can you throw? Yes, I can!

Can you head? Yes, I can!

Can you score? Yes, I can!

Repeat Chorus

Can you kick? Game

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

items for a class of 30 kids), sits down and they are the

winner!


I can do it!by Richard Graham ( CD5 )☆☆

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!

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!

( Repeat Chorus )

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!

( Repeat Chorus )

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

musical instruments as you ask "Can you play the ...?" and

the kids mime as they answer!

I can do it Game


2. Teacher chooses one instrument.

3. The teacher says “I can play the …” plus this

instrument and does the gesture. E.g. I can play the

guitar.

4. The kids repeat.

5. 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!

6. If anyone repeats when they should be silent they are

out and have to sit down!

7. Keep going till only one person is left.

Then try the game again, but this time the teacher says

“Can you play the….?” and the kids have to answer with

“Yes, I can play the….?”

I can do it Game 2.

1. Teacher faces away from the kids.

2. The kids all choose one instrument and mime it

silently.

3. Everyone shouts out “Can you do it?”

4. The teacher says “Yes, I can play the …” then they

spin round, shouting out one instrument and doing

the gesture.

5. If anyone has the same instrument as the teacher they

win!


Where are you from? by Richard Graham ( CD1 )☆

"Where are you from?

Where are you from?

Where are you from?

Where are you from?

I'm from America,

I'm from Australia,

I'm from England.

I'm from China.

Where are you from?

Where are you from?

Where are you from?

Where are you from?

I'm from Canada,

I'm from Korea,

I'm from New Zealand.

I'm from Japan.

Where are you from?

Where are you from?

Where are you from?

Where are you from?"

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 are you from? Game

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

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"!

"Hello!"

"Where are you from?"

"I'm from (country). Where are you from?"

"I'm from (country)"

"Thank you, goodbye"

"Thank you, goodbye"

5. They can then tick their partner’s country off on their

list. If it is already ticked off, well never mind, you can

only do it once!

6. They keep going until they have ticked off all the

countries.


Where do you live? by Richard Graham ( CD6 )☆☆

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)

Where do you live?

Where do you live?

Where do you live?

Where do you live?

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)

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 they’ll

remember them much quicker!

Where do you live? Game Preparation

1. Put the children into 8 groups.

2. Each group has to draw a picture of one of the words

from the song.

3. Teacher then sticks these pictures on different walls of

the classroom.

4. Review the song again, but this time point to the

places on the wall when you sing them.

The game…

1. One teacher stands in the middle and becomes a

monster! He/she covers their eyes.

2. Everyone sings the “Where do you live?” chorus.

3. As they are singing the children go and stand by one

of the places.

4. When the chorus has finished, the monster with their

eyes still closed, says “I live near the ….” Plus one of

those places.

5. The monster goes and eats all the people in that place

and they are out!

6. Continue from step 1 with the remainder of the

children.


How do you say .... in English? by Richard Graham ( CD5 )☆☆

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 what’s been said, write this word or

phrase on the board.

The next team asks.

You can’t 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 Octopusby Richard Graham (CD4 )☆☆

My name is Mr Octopus.

My name is Mr Octopus.

I’ve got 1,2,3,4,5,6,7,8 arms,

2 eyes, a mouth and a head.

But I haven’t got any legs. No, no legs.

But it doesn’t matter because

I’ve got…

1,2,3,4,5,6,7,8,arms,


My name is Mr Spider.

My name is Mr Spider.

I’ve got 1,2,3,4,5,6,7,8 legs,


But I haven’t got any arms. No, no arms.

But it doesn’t matter because

I’ve 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.

I’ve got 1,2,3,4,5,6,7,8 eyes,

2 legs, a nose and a mouth.

But I haven’t got any arms.

But that’s OK because I’ve got

1,2,3,4,5,6,7,8 eyes,

2 legs, a nose and a mouth

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

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

HEADS" then perhaps "This Monster has 5 PURPLE

EYES".

This is a great activity for calming down the kids!


Thank you Song by Richard Graham ( CD1 )☆

Thank you (Thank you)




In the summer

And the autumn

In the winter

And the spring




Take care (Take care)




Repeat Seasons Chorus




Goodbye (clap, clap, clap)　x4

Repeat Seasons Chorus

Goodbye (clap, clap, clap)　x3

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

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”

together and claps twice.

This song can easily be taught in 10 minutes.


What time is it, Mr Wolf?by Richard Graham ( CD2 )☆☆

What time is it?

What time is it?

What time is it?

What time is it, Mr Wolf?

It's 1 o'clock, 2 o'clock,

3 o'clock, 4 o'clock,




11 o'clock, 12 o'clock

It's dinner time!

(Repeat from beginning)

(Repeat Chorus)

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 “It’s 5 o’clock”. For younger kids it’s OK

for them just to shout out the number. For older

kids, make sure they say the full “It’s … o’clock”

sentence.

Just before "It's dinner time!" the kids spin round,

stand up and all shout out!

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

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.

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.


8. When Mr. Wolf decides that the other kids have got near

enough the far wall, then instead of saying "it's ..... o'clock"

he says "It's dinner time!!!!!".

9. All the kids then run back towards the wall they came

from. But if Mr Wolf tags (touches) them before they reach

the wall then they become the new Mr Wolf!

10. Play Again!

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!

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What time is it? Part 2by Richard Graham ( CD7 )☆☆

It’s 1:05

2:10

3:15

4:20

5:25

6:30

7:35

8:40

9:45

10:50

11:55

12 o’clock.

What time is it?

The follow on from "What time is it, Mr Wolf?",

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.

Just remember that your left and right are reversed

if you are facing the kids. Practice in front of a

mirror is highly recommended!

Time Games

There are lots of games you can do with this theme. One

very simple one is...

1. Get the kids into groups.

2. Everyone shouts out "What time is it?"

3. You shout out "It's 5:15" or whatever.

4. The kids have to make this time on the floor using their

bodies!

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

advanced classes you can also move on to things like "It's

7:39" etc.

Another game idea is:

1. Split the kids into groups of 3.

2. 2 kids are at the front, one is at the back.

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.

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

pairs!


What sports do you play?By R. Graham & W. Jasprizza ( CD3　☆)

What sports do you play?




I play tennis,

I play soccer,

I play basketball,

I play volleyball.





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?


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



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.

When is your birthday? Game

1. The kids write down the numbers 1-12 on a piece of

paper.

2. You say "Go!"

3. The kids go round the class asking when everyone's

birthday is.

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

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.

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 they’ve

been cheating!


How did you get here?by Richard Graham　( CD3 )☆☆

How did you get here?




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.





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.





This question may seem tricky, but the main point

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

came here ....", then the kids sing the next two repeats

whilst mining the action.

Mini Island Hopping

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

winner!


What's your favourite colour?by Richard Graham ( CD2 )☆☆

Tell me, what's your favourite colour?

What's your favourite colour?



It's red. It's orange.

It's yellow. It's green

It's blue. It's bronze.

It's silver. It's gold





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.

Colours Game

1. The kids all shout out “What’s your favourite colour?”

2. The teacher answers with one of the colours.

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

the classroom. The more running, the more fun!


What’s your favourite flavour?by Richard Graham ( CD8 )☆

What’s your favourite flavour?




I like apple.

I like orange.

I like lemon.

I like melon.

(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 "What’s

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

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

back becomes a monster for the next round!

11. Play again!


What’s your favourite …..?by Richard Graham ( CD5 )☆☆☆

What's your favourite movie?

What's your favourite sport?

What's your favourite cartoon?

What's your favourite

video game?

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. What’s

your favourite movie?


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

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 vegetables by Richard Graham! ( CD8 )☆

I like vegetables.

I like vegetables.

I like vegetables.

I like vegetables.

I like onions.

I like peas.

I like carrots.

I like beans.

(Repeat Chorus)

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.


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

vegetables at the front.

6. You answer "No, I don't".


8. Eventually you say "Yes, I do!" to one kid's question.



run, the more fun!

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

time they don't listen maybe the one you say "yes" to!


Where are you going?by Richard Graham ( CD2 )☆☆

Where are you going?




I'm going to the sea

I'm going to the mountains

I'm going to the pool

I'm going to the beach





I'm going to school

I'm going to the shops

I'm going to the park

I'm going home





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 “I’m going to

the ...” and the first group repeats the final word,

then the second group repeats it. E.g. the teacher

says “I’m 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?”,

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.

Leapfrog Game

1. Lay out the picture cards or mini cards for one theme,

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!

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.

7. The first team to reach the far end is the winner.


Eat! Drink! Dance!by Richard Graham ( CD9 )☆

Are you ready?

Stand up

Sit down

Stand up

And dance!

Eat

Eat

Drink

Drink

Read

Read

Stop!

5 4 3 2 1

Dance!

Sleep

Sleep

Sing

Sing

Cook

Cook

Stop!

5 4 3 2 1

Dance!

This song is very simple, you shout a command at the kids

whilst doing the action, they repeat and do the action back

to you.

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

"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!


What do you want to do?by Richard Graham ( CD9 )☆☆

What do you want to do?


I want to eat

I want to drink

I want to read

I want to sleep



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.

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,

one is a modern dance track, one is a more traditional

"kids like" version.

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 be?by Richard Graham ( CD9 )☆☆

What do you want to be?


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

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



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.

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.

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

point isn't the vocab as much as the actual question and

answer

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.

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

which you can teach in the following lessons. The tension

really increases when there is only one left!

You will need to either speak the kids' own language to do

this or have a team teacher there to help you.

Once you have all 8 (or you cheat and give them hints if

you are running out of time!) teach the song without the

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

think is everyone on the planet isn't it?

The final "superhero" of course links in with the "I'm a

superhero" song.


What do you do?by Richard Graham ( CD4 )☆☆

What do you do?

I’m a pilot. (x3)

What do you do?

I’m a chef. (x3)

What do you do?

I’m a farmer. (x3)

What do you do?

I’m a teacher. (x3)

What do you?

And what is your job?

What do you do?


What do you do?

I’m a doctor. (x3)

What do you do?

I’m a student. (x3)

What do you do?

I’m a fire fighter. (x3)

What do you do?

I’m a police officer. (x3)

What do you do?

I’m a carpenter. (x3)

I’m a singer. (x3)

I’m a dentist. (x3)

What do you?


What do you do?


The teacher says “I’m 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

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.

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.

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 are you doing?by Richard Graham ( CD2 )☆☆

What are you doing?

What are you doing?

What are you doing?

What are you doing?

I'm eating

I'm drinking

I'm reading

I'm sleeping

What are you doing?

What are you doing?

What are you doing?

What are you doing?

I'm singing

I'm cooking

I'm dancing

I'm fishing

What are you doing?

What are you doing?

What are you doing?

What are you doing?

In the warm up for today, first of all review the

previous lesson’s song, then introduce these words

as “eat”, “drink” etc. simply by getting the kids to

mime whilst saying them. Then explain “I’m ….

ing” and practice by shouting the command at them

and getting them to reply with “I’m… ing” e.g. you

say “Eat!” and they say “I’m eating!”. Next teach the

song a cappella using the mini lesson on the CD.

The Magic Game!

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.

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!

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!


I, you, he, she, we are happyby Richard Graham ( CD9 )☆

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.

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.

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

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

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

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

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.

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"


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.

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 )☆☆☆

Excuse me. Excuse me.

I have a question


I have a question

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.


I have a question


I have a question

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!

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".

Ask the kids to make questions out of the other words in

the "How are you?" song.

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 repeats but it's mainly just there as an

introduction to the main "I have a question" theme which

they'll do later on.

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.


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".


8. Eventually you say "Yes" to one kid's question.



run, the more fun!

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

time they don't listen maybe the one you say "yes" to!


I have a question!by Richard Graham ( CD3 )☆☆☆

I have a question!

Please let me try.

I have a question!

Please let me try.

Is it big? It’s big.

Is it small? It’s small.

Is it a fruit? It’s a fruit.

Is it an animal? It’s an animal.

I have a question!

Please let me try.

I have a question!

Please let me try.

Is it heavy? It’s heavy.

Is it light? It’s light.

Is it red? It’s red.

Is it green? It’s green.

I have a question!

Please let me try.

I have a question!

Please let me try.

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!

"Is it...?" Guessing Game

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:

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.

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.

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 have a question!

Please let me try.

I have a question!

Please let me try.

Is it good? It’s good.

Is it bad? It’s bad.

Is it slow? It’s slow.

Is it fast? It’s fast.

( repeat chorus )

Is it expensive?

It’s expensive.

Is it cheap? It’s cheap.

Is it scary? It’s scary.

Is it cute? It’s cute!

Just like the “I have a question” song, simply mime

each adjective as you introduce it!

I like pink fish game

Preparation

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.

The game

4. One person from each group stands up. When the

teacher says "Go!", these kids race to the back of the class,

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

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.

7. Get the next person in each team to stand up and

continue from 4

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!


It’s not bad, it’s good!by Richard Graham ( CD7 ) ☆☆

It's hot.

It's cold.

It's new.

And it's old.

It's not hot.

It's not cold.

It's not new.

It's not old.

It's good.

It's bad.

It's not good.

It's not bad.

It's high.

It's low.

It's fast.

It's slow.

It's not high.

It's not low.

It's not fast.

It's not slow.

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

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

slow. In the "It's not..." lines, shake your head on the

"not".

It’s not bad, it’s good! Game

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!

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".

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

double the amount of describing words they can use!


I'm thirsty!by Richard Graham ( CD3 )☆☆☆

I’m thirsty. (I'm thirsty.)

Would you like a drink?

Yes, please!

I’m thirsty. (I'm thirsty.)

Would you like a drink?

Yes, please!

Please? Please!

I’d like an orange juice. ( x2 )

A glass of milk. ( x2 )

I’d like a cola. ( x2 )

A lemonade. ( x2 )

( repeat chorus )

I’d like some water. ( x2 )

A cup of tea. ( x2 )

A hot chocolate. ( x2 )

A milkshake. ( x2 )

( repeat chorus )

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!

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.

4. The kids ask the teacher “Would you like a drink?”

5. The teacher says “Yes, I’d 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!

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.

Start off simple with one or two drinks. Then try saying

things like “I’d like 5 of everything!”.


Where, where, where? by R Graham and W Jasprizza ( CD4 )☆☆☆

Where, where, where?

There, there, there?


Here!

Where’s the toilet?

Over there.

Where’s the phone?

Over there.

Where’s the TV?

Over there.

Where’s the teachers’ room?

Over there.




Here!

Where’s the computer?

Over there.

Where’s the piano?

Over there.

Where’s the CD player?

Over there.

Where are you?

I’m here!




Here!

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

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.


When, When, When? by Richard Graham ( CD5 )☆☆☆

This year ( This year)

Next year ( Next year)

Last year ( Last year)

When, when, when?

When, when, when?

This month ( This month)

Next month ( Next month)

Last month ( Last month)

When, when, when?

When, when, when?

This week ( This week)

Next week ( Next week)

Last week ( Last week)

When, when, when?

When, when, when?

Today ( Today )

Tomorrow ( Tomorrow)

Yesterday ( Yesterday )

When, when, when?

When, when, when?

This Year - Jump up and stretch your arms in the air.

Next Year - Jump up and push your arms forward.

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 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"

I usually use this game for a warm up, so there’s no game.

But you can take any of the other games and use it here if

you like!


Creepy Crawlies Songby Richard Graham ( CD5 )☆

What's that?

I don't know.

What's that?

I don't know.

What's that?

It's a creepy crawly!

x2

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.

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!

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.


Where is Mr Monkey? By Richard Graham ( CD5 )☆☆☆

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?)

( Repeat Chorus )

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?)

Yes, I am!

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!

Under, on, in Game

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.

Under the dinosaur

On the turkey ( or on top of the turkey)

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

The snail is near the bear.

Plus if you want you can add in the bonus word of "far

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.



Where is Baby Monkey? by Richard Graham ( CD7 )☆☆

Where is Baby Monkey?




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?)





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?)





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

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.

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

out!


What do you think of…? by Richard Graham ( CD5 )☆☆☆

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. )

What do you think of him?

What do you think of him?

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. )

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. )

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

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 someone’s name

(either a famous person or student)

The quickest student to form the correct question e.g.

“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.

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 would you like …. ? by Richard Graham ( CD7 )☆☆☆

What would you like for breakfast, today?

What would you like for breakfast?



I’d like some bacon. Me too!

I’d like some ham. Me too!

I’d like some eggs. Me too!

I’d like some bread. Me too!





I’d like some cereal. Me too!

I’d like some pancakes. Me too!

I’d like some fish. Me too!

I’d 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!

Buying & Selling

Give each child a sheet of breakfast minicards and lots of

play money.

Assign each group a food to collect.

The kids get in groups of 2.

The ask each “I’d like some …” plus the name of the food

they need + please.

They negotiate prices.

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 “I’d like

some…”


Ordering Foodby Richard Graham! ( CD5 )☆☆☆

I'd like some apples, please.

He'd like some apples, please

I'd like some apples and bananas, please.

He'd like some apples and bananas, please.

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

holding!

Continue till the time is up.

Whoever has the most food at the end is the winner of the

buyers. Whoever has the most money is the winner of the

sellers!

Repeat with the roles reversed.


Easter Egg Huntby Richard Graham ( CD6 )☆☆

It's an egg hunt,

An Easter egg hunt.

It's an egg hunt,

An Easter egg hunt.

Look in the trees.

Look in the grass.

Look in the pond.

Look in the flowers.

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!

Easter Egg Hunt Game

Hide some Easter eggs in the classroom

One child has to look for them, the other kids ( who also

don’t know where the eggs are) have to guide them to look

in various places. E.g. “Look in the teacher’s desk!”, “Look

in the bookcase”.

If the kid finds an egg, another student takes over as the

searcher!

You can also use language from the “Where is Mr

Monkey?” song, e.g. look behind the TV, look under the

cupboard.


Happy Halloweenby Richard Graham ( CD6 ) ☆☆

Happy Halloween

Happy Halloween

Happy Halloween

Happy Halloween

Look, there's a witch!

Look, there's a wizard!

Look, there's a ghost!

Look, there's a mummy!

I'm scared!

Aghhhh!!!

Happy Halloween

Happy Halloween

Happy Halloween

Happy Halloween

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

Put your arms out in front of you and do a Monster Dance

in the chorus. 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!

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, there’s a Mummy!” or “Look

there’s 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!


Trick or Treatby Richard Graham ( Online Exclusive ) ☆☆☆

Trick or Treat?

It's Halloween

Trick (No thanks!)

Or Treat (Yes, please!)

It's Halloween.

Scarecrow Soup

Skeleton Steak

Monster Mash

Pirate Pancakes

(Repeat Chorus)

Black Cat Cookies

Pumpkin Pie

Spider Spaghetti

Ice Cream Eyes!

(Repeat Chorus)

Graveyard Gravy

Tombstone Tea

Frankenstein Frankfurters

Zombie Zucchini

(Repeat Chorus)

NOTE: The "Cute" version doesn't include the final

verse.

Apple Bobbingby Richard Graham ( Online Exclusive ) ☆

Apple bobbing x6

We're apple,

Apple bobbing

Here's a bowl

(here's a bowl)

Add some water

(add some water)

and some apples

(and some apples)

Let's play!

(let's play)

Apple Bobbing x6

We're apple,

Apple Bobbing

How do we play?

Eat the apples

(eat the apples)

With your mouth

(with your mouth)

No no!

(no no?)

No hands!

(no hands!)

Apple bobbing x6

We're apple,

Apple bobbing


What would you like for Xmas?by Richard Graham ( CD6 )☆☆☆

What would you like for Xmas?


What would you like for Xmas,

from me?

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 Xmas,

from me?

I'd like a bear.

I'd like a phone.

I'd like a rainbow.

I'd like a bone.

For this theme I'd recommend the "Class Mix" of the song.

First teach the main chorus of the song. Then give each

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. Everyone sings

"What would you like for Christmas?" 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

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!


So there you go, that’s just a little bit of the fun

you’re going to have with Genki English!

There’s lots more on the GenkiEnglish.com website

and if there’s 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.

It’s an exciting time. The future is in your hands,

we’re 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 …..

Be genki,

Richard Graham

www.GenkiEnglish.com


Documents

Lesson Plans Book