- Teacher’s Lesson Plan
- Language Lresenter Film Tracks
- Song/rhyme Tracks
- Classroom Poster
- Pupil’s Books, colouring pencils
Extras: Lucky dip bag or box, colour mini flashcards, 2 red balls, 1 blue ball, 1 yellow ball, coloured chalk
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, Classroom poster, Listen
Hello with the Tom puppet
Greet the class with the Tom puppet.
Let the puppet whisper to you and say Tom says, Let’s look at the Classroom Poster!
Point to the poster to show what the new words mean. All go to the poster.
Let the puppet point at the first colour and say on his behalf What’s this? Elicit the colours red, yellow and blue.
Point to the rainbow and say What’s this? Elicit the word rainbow. Ask if anyone can name other items on the poster that Tom and Keri play with. Elicit ball and balloon.
Praise everyone. Point to the film icon on the Classroom poster and then move to the screen to watch the vocabulary presentation.
Hand out the colour mini flashcards made earlier.
Play the clip for Tom’s ball and ask the class to hold up the matching card when they repeat each colour name with the presenter.
Wave goodbye to the presenter and encourage the class to repeat back: Goodbye, see you soon!
Use a transition action to move to the tables. Perhaps invite the class to walk to the tables like Dog – with big paws!
Give each child the Pupil’s Book page and colouring pencils.
Ask them to colour the items following the pattern of the sequence. Demonstrate using the balloon example on the bottom row.
Check that the pupils have completed the sheet correctly. Sequencing patterns is an important pre‑maths task, so this exercise helps the pupils to match language and develop preschool skills.
Hold up a correctly completed sheet and point to each item in the sequence.
Say the colours out loud together, so that they hear the repeated word pattern that matches the colour pattern. Repeat together ball, present, balloon.
Extend the use of the vocabulary by linking the noun and colour words in phrases.
Point to the blue ball and say Look! It’s a blue ball!. Point to the yellow ball and encourage the class to replace the word blue with the correct colour. Say slowly together Look! It’s a yellow ball!
Repeat the process for Look! It’s a yellow present! Look! It’s a red present! Look! It’s a red balloon! Look! It’s a blue balloon! Praise everyone.
Song Hello yellow
Ask the class to sit in a circle. Say Make a circle. Hand out the mini colour flashcards again and ask the class to line up the three colours on the floor in front of them so that they can pick each colour card up easily.
Play the song and encourage the pupils to hold up the right card to match the colour word as they hear it in the song – at the same time as singing!
Ask the class to sit where they can all see you clearly.
Hold a pack of the flashcards for the words met so far. Face the images away from the class.
Turn a card quickly to show the class and then let it fall to the floor. Ask the class to name the image before the card falls to the floor. (Alternatively, let the cards fall into a bag or box).
Once the class understands the game, start again. Turn the cards and drop them faster to speed up the pupil’s reaction times.
Show the cards in a different order each time.
Use: balloon, ball, present, yellow, red, blue, Tom, Keri, Dog, Cat, house, rainbow.
Prepare the puppets and some coloured balls 2 x red, 1 x yellow and 1 x blue. Mark one red ball with chalk or pencil to give it a smiling face. If you do not have coloured balls, you can use circles of coloured paper to represent balls. This short play is teacher‑led and can be presented with the puppet theatre or screen. The teacher‑narrator invites the class to join in with Tom’s line Where’s my red ball? Use lines from the story as follows:
Present the Tom puppet holding the red ball. Say Look! My red ball!
Drop the ball behind the screen or desk. Say with the class Where’s my red ball?
Add the Keri puppet on your other arm. Say Let’s look!
Let Keri mime looking, while you put down the Tom puppet and pick up a yellow ball.
Say Look! A ball! Oh, it’s a yellow ball. Hello, yellow ball! Let Keri take the yellow ball away in her hands.
Bring the Tom puppet back and say with the class Where’s my red ball?
Bring on Cat holding the blue ball with your other hand. Let Cat say Miaow!
Let Tom say Look! A ball! Oh, it’s a blue ball. Hello, blue ball! Where’s my red ball?
Lead a funny search where each puppet comes on one after the other (including Dog) and calls Red ball? Red ball? Then goes off again.
Finally, let Tom come on slowly, with his head bowed and say Where’s my red ball?
Bring on a yellow ball and say together I can see a yellow ball.
Bring on a blue ball and say together I can see a blue ball.
Hold up Tom’s red ball with the smile and let Tom say Look! It’s my red ball!
Ask the class to join in and say Hurray!
Invite the pupils to sit down. Ask a volunteer to join you and to close his or her eyes. With the class, hide a red ball or the ball flashcard somewhere in the classroom. Make sure it is low enough for the child to reach safely. Let the volunteer open his or her eyes.
Explain that the volunteer should look for the ball. It could be anywhere in the classroom, but the class will help the pupil to look! The class will call red! if the volunteer is getting closer and blue! if the volunteer is moving away from the ball.
Help the class to understand how to give these instructions and guide the volunteer to find the ball.
Repeat with a new volunteer or a pair of children holding hands, if they are too shy to look alone!
Divide the class into three groups.
Hand the pupils in each group just one of their pupils’ colour flashcards so that there is a red group, a yellow group and a blue group.
Draw three large circles on the floor in chalk. Make one circle yellow, one a red circle and one a blue circle. If you only have white chalk, place the colour flashcards in each circle to show which is which.
Ask the groups to listen carefully to the instructions. Introduce the term Listen!
Combine words from the list of instructions taught so far and from the animations.
Use the phrases: Red balls come with me to the red circle. Encourage the red group to go and stand in the red circle.
Repeat for the yellows and blues. Ask everyone to come back to the start.
Extend the activity. Mix the colour combinations to prompt the class to listen and think.
Say Red balls, come with me to the blue circle! Yellow balls, come with me to the red circle! Blue balls, come with me to the yellow circle!
Note 1: You can use the phrase Let’s play! instead of Come with me in the instructions if you prefer, for example, Red balls, let’s play in the red circle!
Note 2: Start slowly and speed up as the class learns to react faster. You can make this an elimination game in which the slowest have to sit out until a winning colour‑group is found.