The curriculum is designed considering levels through PS-GS. While GS can use some or all of the intense program, teachers can pick and choose the activities and material suited for younger groups ( PS and MS) accordingly. The units with Describe are extensively for GS, but teachers are free to use vocabulary that fits their age group. Ex: Describing Clothes - While GS can start making/describing short sentences already please feel free to use simple words/target vocabulary for PS and MS
AN IDEAL 30-45 MINUTE LESSON PLAN STRUCTURE - MATERNELLE
1. Warm Up/Review - 3/10 minutes
Warm up: Start off with a quick Hello Song. Practice Emotions. Ask questions like : How are you today? Use the emotions chart to teach
HAPPY SAD TIRED HUNGRY SLEEPY EXCITED ANGRY. Depending upon how keen the Sts are you could sing the *if you're happy*song.
Talk about the weather and 4 seasons. Kids love repetitions and with time they will soon recognize all the weather flash cards ( SP )
Review: Add in all the English you've taught in previous lessons. e.g. just ask them the questions and get them to answer.
Tip: Lay a lot of stress on putting up hands to answer and set clear rules about how to respond without making noise.
2. New material - Book and Song - 15/20 minutes
Introduce the Lesson Plan for the week. The idea is to use one theme for three weeks. So it is best to divide the material and FCs
accordingly. Ex: Week 1 - 1/2 FCs + ESL Reader+ Song1 + Coloring sheet 1
Week 2 - 1/2 FCs + Story Book + Song 2 + Coloring sheet 2
Week 3 - Revise all FCs + Ask questions from both the books + Practice both songs + Coloring sheet 3
FCs : Try and set out the Flashcards using magnets or sticky tack. Introduce one by one the vocabulary clearly pronouncing each word.
It is a good idea to repeat the activity twice or thrice to drill the vocabulary well. Reward : You may ask the kids who name the FCs
right to put them up on the board or the wall.
Book: Read the book out loud focussing clearly on the target vocabulary. Demonstrate the images in the book to the class.
Act out the images through TPR if need be.
Song: Get the kids together to sing the song that corresponds to the LP. Sing the song alone for the first time and demonstrate a
lot of body movement and TPR. Let the STs sing with you the second time and practice the hand/body movement.
Coloring Sheets: If you have time and the session demands it, have the students color the handouts and practice writing their names
Go around the class and see if the Sts need help or support with the coloring sheet.
Tip: Avoid translations totally or keep them as minimal as possible. It is best to use physical response/ voice modulation/ acting to get
them to understand something.
3. Classroom Game - 15/20 minutes
Each lesson has its own recommended game that gets the most speaking practice with the least amount of preparation.
Please look at the curriculum for its corresponding activity/game. To help with mixed level classes most of the games recommended
are group/pair games. Explain the games by acting them out. All the games on the plan can be explained in 2 or 3 minutes or less.
If you deem apt, briefly try giving a translation of the game/activity to explain the rules in French.If there is no end to the game -
do a big countdown!
4. "Thank you"s and "Goodbye"s
Finishing the lesson on a positive note is the most important part of the lesson. Make sure you have time to practice all of the
Sing the song corresponding to the lesson plan again and then the Thank You song to finish.
Tell them how good they were, how well they behaved and create an excitement for the next time you see them.
Do a few claps and cheers. End the lesson on a high so they look forward to the next lesson!
Unit 1: Greetings
Objectives: to be able to exchange greetings, say sentences that express their personal details, name some classroom objects
week 1- happy , sad, excited, hungry, angry,
week 2- good morning, good afternoon, good night
my name is...... , i am ......... old
Good morning/afternoon teacher/students. Hello Song
Greeting and telling names E.g. Good morning. My name is .
How are you today? Hows the weather? Are you cold?
Ask the students to exchange greetings and tell their names and grade in turn.
Teach some greetings in a song.
Give students instructions: stand up, sit down, come here, etc.
Name classroom objects and ask the children to repeat the names of objects.
Show pictures of the objects and ask students to name them.
Emphasise the initial letters of objects.
Unit 2: Instructions
Objectives: to be able to give and carry out instructions, listen to instructions and do activities
week-1 stand up, sit down, turn around, hop,
week-2 shake, run, jump, clap, touch your ( body part)
Commands and requests: E.g. Stand up, sit down, please touch your leg etc
Touch, bend, raise, a part of the body. Turn around; run
walk slowly/quickly; hop, skip, jump, etc.
Daily activities: I walk to school. I read and write. I play, etc
Demonstrate instructions to the class
i.e. Give the instructions and do the actions yourself. E.g.
T: Stand up. (Do the action yourself).
T: Touch your leg. (Do it yourself).
T: Walk to the door. (Do it yourself).
T: Sit down. ( Do it yourself).
HALLOWEEN End the last lesson before the Holidays with the Halloween Coloring Sheet and Songs
Unit 3: Parts of the Body
Objectives: to be able to tell parts of the body, point to parts of your body
week-1 eyes, ears, nose, shoulders, knees,
week-2 chin, head, foot, hand, arm, leg, mouth
Demonstrate the flash cards
have the students repeat the names and touch parts of their body
Give instructions like
touch your nose
touch your eyes
count the parts of body and make small sentences
i have 2 eyes, i have 1 nose
shake your head, shrug your shoulders, blink your eyes
Unit 4: Colours
Objectives: to be able to tell colours,match colour cards to objects of the same colour.
week-1 red, green, blue, yellow, orange,
week-2 purple, black, white, pink, brown
Teach 5-8 colour words: red, green. blue, yellow, etc. using coloured cards/pencils or other objects.
Ask students to point to/touch a particular colour.
Tell the colour of objects This is a green bag.
That is a blue bag.
Ask students the colour of objects:
What colour is the bag?
What colour is the ruler?
Make students tell the colour of objects
a red bag.
This is a red pen.
That is a blue bag.
It is a yellow pencil
Christmas: End the last lesson before the Holidays with the Christmas Coloring Sheet and Songs
Unit 5: Counting/ Numbers
Objectives: to be able to talk about the number of objects and animals., count from 1 - 10 in words and in figures.
week -1 numbers from 1-10,
Week-2 plural words using an 's'
Demonstrate to the class and count 1 - 10.
Individual oral practice.
Assemble objects on a table or draw on a board and let them count and tell the numbers.
Let them listen and repeat the numbers.
Stress the sound ‘s’ at the end of the plural words
Sing number songs and say number rhymes.
Play guessing games with numbers
Play ‘bingo’ with numbers 1-10
Let the students identify how many fingers, toes, feet, etc.
Unit 6: Counting/ Numbers
Objectives: to be able to talk about their families.
week-1 daddy, mummy, sister, brother, baby,
week-2 grandmom, granddad,
start with demonstrating the family members on your hand
daddy finger mummy finger sister finger etc
T: I have 3 sisters.
T: I have 2 brothers.
T: My father’s name is____
T: My mother’s name is____
Make the students tell the class about their families as shown above.
Show pictures of different families for students to talk about.
They should now be able to say quite a lot about themselves:
e.g. My name is ___.I am years old. I have one sister. I have two brothers.
Unit 7: Describing Animals
Objectives: to be able to tell name, size, colour and number of animals and parts of their body.
week-1 rabbit, bear, snake, fox, hedgehog,
week-2 hen, cow, sheep, goat, pig
Introduce the animals using the flashcards
Demonstrate to the class eg: its a cow
its a big cow / its a white cow
associate verbs: ' to be' It's a white cat.
‘to have’: It has 2 ears.
it has one tail
Plural nouns: ears, legs, hands, etc.
Make the students tell the class as above by pointing to the pictures of different animals.
Listen and identify.
Have a student start to draw and animal on the board. The other students must guess what it is.
Unit 8: Describing Clothes
Objectives: to be able to name items of clothing, describe items of clothing.
week-1 pants, jacket, hat, gloves, boots,
week-2 sandals, skirt, tee shirt, shorts
Demonstrate the FCs one by one
Teach the names of items of clothing – if possible bring clothes of different colours into the classroom.
Ask students to point to/touch a particular clothing.
what are you wearing
try and focus on framing sentences like I am wearing _______ or I have a ________
a red scarf.
This is a red scarf.
That is a blue tee shirt.
It is a yellow skirt
Unit 9: Where is it
Objectives: to be able to tell the shape and colour of objects ask and answer questions using the given language pattern
week-1 in, out, over, under,
week-2 on,high, low
Where - - - ?
Prepositions: on, near, in, under, etc.
Where's the box? It's on the chair.
Where's the boy? He's near the door.
Household items: pot, box, bottle, etc.
Draw pictures on the board or show pictures. Collect objects or models related to the dialogue.
Ask them where each object is and let them respond to your questions. E.g.:
Unit 10: Shapes
Objectives: to be able to ask and answer where people, animals and objects are. To be ale to tell where people, animals and objects are.
week-1 square, oval, circle, triangle, rectangle,
week-2 big, small, long, short
Present different objects and ask using ' what is - - - ?'
Demonstrate and explain various shapes.
with your hands demonstrate big and small
A: What shape is it?
B: The ball/It is round.
A: What's that?
B: It is a long pen.
A: What colour is it?
B: The pen is blue/It’s blue.
Play I spy
Unit 11: Where is it
Objectives: to be able to say what they and others can do show what they or others can do say sentences about actions.
week-1 i, you, he/she it, we, you, they
week-2 jump, run, clap, hop, turn around
Subject pronouns :
I You He She It They You We
You + can + action verb
Demonstrate to the class.
i.e. Say you can do something and then show it in action.
E.g. Say 'I can jump' and then show it in action
Say 'I can write' and then write on the blackboard, etc.
Give instructions to students and let the students say and do the actions. E.g.
T: Draw a cat.
S: 'I can draw a cat' and then draws a picture of a cat. T: He can draw a cat.
S: 'We can sing' and then sing.
T: They can sing
Unit 12: What is this
Objectives: to be able to understand the questions with words ‘who?’ and ‘what?’ To be able to respond appropriately with ‘this’ or ‘that’
week-1 scissors, glue, chalk, book, marker,
week-2 stapler, clock, ink, eraser
Question words and demonstrative pronouns 1. What's this?
This is a pencil.
2. What's that?
That is a book.
3. Who is this? This is Adam.
He is a boy.
4. Who is that?
That is Chloe. She is a girl
A: What's this?
B: This is a desk.
B: What's that?
A: That's a table.
A: Who's that?
B: That's Yuvana.
By the end of GS the students should know the meaning of 150 words. The list below is a suggested vocabulary list. Teachers are free to teach different words which are more appropriate to the local requirement.