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�鶹������ҳ��� Teach > School Radio > EYFS > Listen and Play > Early Learning Topics

The story of Aladdin…and songs about flying on magic carpets!

Introduction

• Key vocabulary: magic, wishes, treasure, lamp, genie

• Listen all around: coins chinking, magic sounds, digging

• Encourage ‘good listening’ for the individual sounds we may hear

• Cat invites the listeners to guess the sounds: coins chinking, someone digging

• Cat then invites the children to think about making wishes and introduces the idea of the ‘Genie in the lamp’.

Song: ‘I’m the Genie of the lamp’ (tune - ‘Down in the jungle’)

I’m the genie of the lamp, I make wishes come true.

I’m the genie of the lamp, I can grant them for you.

With a rub, rub, here and a rub, rub there.

That’s the way to make wishes come true.

• Encourage the children to listen and hear the rhyming words: ‘true’ / ‘you’

• When the rhyme is repeated encourage the children to join in with the appropriate actions

• Repeat the song with ‘rubbing’ actions and asking the children to decide: ‘I’d wish for…’

• Cat wishes for a ride on a magic carpet

With my magic carpet, I fly here, I fly there

With my magic carpet, I can fly anywhere

With a whoosh, whoosh here and a whoosh,

Whoosh there

That’s how I can fly everywhere.

• Repeat with hand as a flying carpet, up, down, round and round

Story time: Aladdin

Once upon a magic time…

To hold attention and to help engage the children you can show pictures and artefacts, such as a lamp, a mat, shiny coins, pearls, treasure, etc. On second listening, encourage the chi ldren to retell the story using the props to help with the story sequence.

Final rhyme: ‘This is the way we rub a lamp’

This is the way we rub a lamp, rub a lamp, rub a lamp.

This is the way we rub a lamp to summon up the genie.

This is the way we fly so high, fly so high, fly so high

This is the way we fly so high upon our magic carpet.

(Repeat)

• You can mime or sign actions to the words with rubbing hands, and body movements.

Follow-up ideas

• Enhance your role play provision with gems and jewels, coins and ‘treasure’, a treasure chest, maps, and telescopes

• Genie dressing up: curtain ring earrings; ‘magic’ rings; fabric turbans. Make a collection of genie resources, such as turbans, treasure chest, jewels, maps, etc. These can then be used as provocations - eg lost genie treasure, maps and secret books with clues about hidden treasure

• Make a ‘Feely treasure box’. Place different items into the box for children to touch and discover and help develop the children’s vocabulary. Suitable treasure could include: a string of beads; metal coins; pine cone; smooth stone; shaky egg; a piece of velvet; a feather; a wooden brick

• Enhance your writing area, with ‘magic’ pens and pencils, rings and lamps to help stimulate imaginative writing, poems and ‘spells’

• Make magic maps and magic mats: provide different sized paper and a selection of markers, felt-tip pens, crayons and pencils, large rolls of paper on the floor make for excellent collaborative map-making; and mat-making

• Create a magic-themed small-world area (if possible both indoors and out). Supply props and pictures to provide a visual support for core language. Consolidate key vocabulary - eg treasure, genie, magic, lamps, carpets

• Sort resources, sequence and order

• Outdoor focus: create a ‘magic treasure’ area to help develop imaginative play, encourage the children to make maps to show where the treasure is hidden

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