• Teacher’s Lesson Plan
  • Language Presenter Film Tracks
  • Flashcards
  • Song/rhyme Tracks
  • Classroom Poster
  • Pupil’s Books, colouring pencils
  • Character Puppets

Extras: Online Resources sheet, ball

Drama: Additional red, yellow and blue balls if possible, 1 empty box

New: ball, red, blue, rainbow, I can see, it’s a, let’s look!
Main recycled: Hello, yellow
New classroom language: Say/says, Let’s play

Hello with the Tom puppet

3‑5 mins

Bring the Tom puppet to the class
Let the puppet whisper to you and say Tom says, Hello! Let’s say Hello, Tom! All repeat Hello, Tom! Add Let’s play! (This is in the Tom’s Birthday and Tom’s ball films).
Let the puppet present the ball flashcard or a real ball. Ask the class to name it if they can and if not, let Tom whisper ball to you so that you can tell the class.
Check that everyone in the class has watched the animated story at home. Ask a volunteer to remind the class in the home language what happens in the story. Elicit that Tom’s ball flies into the playhouse and they all follow it. Inside, they find lots of red, yellow and blue balls but not Tom’s ball. In the end, all the balls form a rainbow and Tom’s ball jumps out back to Tom. They all set off back out of the playhouse to play ball in the garden.
Praise everyone.


5‑10 mins

Point to the film icon on the Classroom poster and watch the vocabulary presentation.
Encourage the pupils to repeat the words with the presenter.
Hold up the flashcards for the ball, red, yellow and blue colours and then the rainbow. If anyone can remember the matching words, offer a reward sticker.
Show the clip again and invite the children to see if they can all join in with the presenter.
Wave goodbye to the presenter and encourage the class to repeat back: Goodbye, see you soon!
Praise everyone.

fullscreen fullscreen_exit

Pupil’s Book

15‑20 mins

Use a transition action to move to the tables. Perhaps invite the class to walk to the tables like Cat with delicate steps!
Give each child the Pupil’s Book page and pencils.
Hold up the page, point to the circle‑shaped pictures on the page and explain that they are linked to the key steps in the story. Point to each of the balls that have not been coloured in. Ask which colour ball Tom has at the start (red), which colour Keri finds (yellow), which colour cat finds (blue) and which colour ball Tom gets back at the end (red).
Invite the class to colour in the balls to match those steps in the story and check that everyone has completed the sheet correctly. Hold up an example page and point to each picture.
Point to the balls on a completed sheet and repeat the phrase from the animation together to match each picture: It’s a yellow ball. It’s a blue ball. It’s a red ball.
Note: This sheet does not require them to put the story images into the correct sequence, just to match the colours to the characters that find them. However, the structure of the sheet introduces the idea that they form a logical sequence. It progresses in the direction that English is read – from left to right. The process of sequencing will be extended later (for example in unit 12).
Praise everyone.

Pupil's book page


15 mins

These instructions consolidate and extend the standard song activity.

Show the unit word flashcards and invite the class to greet them. Say together: Hello, yellow! Hello, red! Hello, blue! Hello, ball! Hello, rainbow!

Song Hello, yellow!

Song text
Hello yellow, hello yellow, hello red, hello red,
Hello yellow, hello yellow, hello blue, hello blue,
Hello yellow, hello yellow hello red, hello red,
Hello yellow, hello yellow, hello blue, to you!

Stick the three colour word flashcards up on the board or around the room on different walls.
Invite the class to stand up and ask them to point to each colour card as they hear it in the song. Play the song, Hello yellow and all point to the cards.
Move the colour cards around and play the song again to check that they understand how to match the words to the right colour in English. Encourage the class to start singing along.
Extend the activity. Ask the class to stand in a circle. Say Make a circle. Walk along the line of children around the circle and allocate each one a colour word, as follows: red, yellow, blue, red, yellow, blue, red, yellow, blue and so on.
Ask each pupil to bob down and up when they hear their colour in the song (bend their knees and then straighten up). Play the song again and encourage all the reds, all the yellows and all the blues to bob down and up at the right time. Repeat the song so that they get used to moving at the right time.
Praise everyone.

Note: It can be easier for the children to respond if they each have a token of the right colour to hold, so if you have counters or small pieces of paper in red, yellow and blue for them to hold, it will help them to perform the actions correctly.

Hello, yellow!

I can see…

10‑15 mins

Invite everyone to sit in a circle using the instructions already taught: Make a circle. Sit down, please!
Place the three colour flashcards and the rainbow card, plus the cards for the present and balloon on the floor in the middle of the circle, face up.
Explain that you will name a pupil and then say for example: [name], I can see…red. The pupil should find the matching colour or item card to bring to you. Show the card to the class. If the answer is correct, all clap. If the answer it not correct, anyone in the class can put up his or her hand and offer to find the correct card. That pupil should however give the correct card to the first pupil, who then hands it to you. This way, both pupils can be successful and deliver the right answer in the end! Hold up the correct card and repeat the phrase with the class so that everyone gets a chance to speak.
Use the phrases: I can see red, I can see yellow, I can see blue, I can see a rainbow, I can see a present, I can see a balloon.
Praise everyone.

Note: These sentences also introduce the grammatical point that the nouns need to be preceded by the indefinite article ‘a’. Let the pattern emerge from the game so that the children copy the structure automatically without an explanation at this age.

Mini‑drama play


Note: This mini‑drama can be extended in a number of ways. It can be managed as a group activity or with individual roles. It can include more props and more stage management if you have the space. The version below is simple so that most schools will be able to use it.
Prepare the empty box and the balls. Draw a smiling face in pencil or chalk on the ball that will be Tom’s ball and hide it under the upside‑down box.
Give each pupil a red, yellow or blue ball. Choose a volunteer to be Tom and a volunteer to be Keri. Let them wear the Tom and Keri puppets respectively on one arm.
Ask the class to sit in a circle around the box, if that is easier for classroom management.
Say the lines from the story together as a class, but let Tom be the lead actor.
Ask Tom to stand at the front and to look sad. All say with Tom Where’s my red ball?
Ask Tom to walk around the inside of the circle. Prompt the pupils with yellow balls to hold them up (perhaps by holding one up yourself). Say together I can see yellow balls! Lower the balls.
Ask Tom to stand at the front and to look sad. All say with Tom Where’s my red ball?
Ask Tom to walk around the inside of the circle again. Prompt the pupils with blue balls to hold them up. Say together I can see blue balls!
Ask Tom to stand at the front and to look sad. All say Where’s my red ball?
Ask Tom to walk around the inside of the circle again. Prompt all the pupils to hold up their blue, red and yellow balls. Say together I can see red balls, I can see yellow balls and I can see blue balls!
Ask Tom to stand at the front and to look sad. All say Where’s my red ball?
Invite volunteer Keri to look in the box and say (or all say) Let’s look! Let Keri lift the box and hand the red ball to Tom. Prompt Tom and the class to say Look! My red ball! All join in together for the final word Hurray!
Praise everyone.

Note: If you do not have coloured balls, perhaps prepare the online resource coloured flashcards first. The pupils can then use the colour cards for the mini‑drama.

Extra Activities

Online Resources sheet

15‑20 mins

Invite the pupils to bounce over to the tables like bouncing balls! At the tables, give each child the colour flashcards sheet to colour.
Point to each colour outline shape and name the colour to use or show a completed example to make sure they match the colours correctly.
Write the pupils’ names on the cards and help them to cut and stick the cards.
Play the song Hello yellow and invite the class to hold up each card to match the colour words as they hear them in the song.
Encourage the class to join in and sing the words too.
Praise everyone and keep the cards for use in later lessons.

Hello, yellow!

Extra Time

Flashcard Game

10 mins

Sit in a circle. Place the following flashcards face down in the centre: ball, present, house, Tom, Keri, Dog, Cat. All ask Where’s my red ball?
Invite a volunteer to turn over a card and show it to the class. If it is the ball, say Hurray! If it is not then name the card together, shuffle the cards and repeat.
Praise everyone.

Note: Remind the class to listen to the other song from episode 2 at home: I can see red.