Ready, Set, Grow! Teacher's Book Level 2

Kate Gregson

American English 2 Teacher’s Book with Digital Pack

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© Cambridge University Press & Assessment 2024

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First published 2024

20 19 18 17

Printed in Malaysia by Vivar Printing

A catalogue record for this publication is available from the British Library

ISBN 978-1-009-79949-2 Student’s Book with Digital Pack 2

ISBN 978-1-009-79954-6 Workbook 2

ISBN 978-1-009-79951-5 Teacher’s Book with Digital Pack 2

ISBN 978-1-009-79955-3 Big Book 2

ISBN 978-1-009-79956-0 Flashcards 2

ISBN 978-1-009-79939-3 Posters 2

ISBN 978-1-009-79921-8 Puppet

ISBN 978-1-009-79940-9 Letters and Numbers Workbook 2

Additional resources for this publication at www.cambridge.org/readysetgrow

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Scope and Sequence

Vocabulary

hi, friend, teacher Hi, (Sofia). How are you? I’m (great).

Form relationships with others.

Our Friends

page 4

Weather page 7 cloudy, cold, hot, rainy, snowy, sunny, windy

Our Families

page 15 aunt, baby, big (sister), cousin, uncle; scared, surprised

It’s (rainy). Is it (cloudy)? Yes, it is. / No, it isn’t.

science I feel like I’m safe. Put on my own coat and shoes.

art I feel good about myself. Cut out a shape. 2 3 4 1 2

Our Places

page 23 beach, library, market, park, playground, pool, store

My (aunt) is / isn’t (scared).

social studies I feel like people care about me.

Know that what I do and say can make others happy or unhappy.

Our Colors and Shapes

page 31 black, brown, pink, white; circle, square, triangle

Let’s go to the (beach).

social studies I feel like people are friendly. Tell friends and grown-ups what I need and feel.

Draw a (circle). Color the (circle black). What color is it?

Our Activities page 39

Vocabulary Language Cross-curricular Well-being School Readiness

catch, fly, jump, run, sing, swim, throw

Our Furniture

page 47

bed, chair, couch, floor, shelf, table, toy box

I can (catch). I can’t (fly). science I feel confident. Be interested in exploring new activities.

Stickers page 97 7 9 6 8 5 3

At Home

page 55 apartment, house, pond, tree, yard; new, old

Where’s the (crayon)? In / On / Under the (bed).

science I feel like a lot of things are exciting. Help at home.

The (house) is (new). The (pond) isn’t (big). It’s (small).

science I feel like I enjoy things. Enjoy learning about the world around me.

In the Kitchen

page 63

In the Wild page 71

beans, bread, grapes, pasta, water; hungry, thirsty

Can I have some (beans), please?

math I feel healthy. Understand why we need to follow instructions.

bee, elephant, monkey, parrot, snake; colorful, furry

What’s this? It’s (an elephant). It’s (big).

drama I feel like I’m doing well. Listen to a story and talk about it.

Sounds page 79 Oo /ɑ / (hot), Uu /ʌ / (uncle), Ll /l/ (library), Cc /k/ (cousin), Rr /r/ (run), Ee /e/ (bed), Hh /h/ (house), Bb /b/ (bread), Ff /f/ (furry)

Numbers page 88 1–10, 11, 12, 13, 14, 15, 16–17, 18–19, 20

Welcome to

Meet the Characters

Ready, Set, Grow! builds a foundation in English and prepares children for success at school. With a School Readiness focus in each unit, your learners will increase their social skills and cconfidence as they notice best friends Sofia and Daniel increase theirs.

Sofia and Daniel feature in stories that are designed to be relatable to the children in your school. Just like your learners, they have fun with their friends and family at home, in class, and out exploring.

Your learners will enjoy laughing along with Hug the sloth and Hummy the hummingbird. The cuddly Hug puppet will help you to model the language and skills, with each unit focusing on a different aspect of well-being.

Backed by the Cambridge Life Competencies Framework, Creative Thinking, Critical Thinking, and Emotional Development are developed throughout the course. Social and emotional skills, like resilience, self-awareness, and independence, are developed through the course’s focus on School Readiness and through a complete well-being syllabus. Each unit has a dedicated Well-being lesson, and well-being is included throughout the course.

There are ideas for mixed-ability classes in every lesson, including an additional activity for fast finishers.

Presentation Plus makes it easy to display the books in class, play the audio and video, and much more. Digital Home Practice brings together the songs, videos, and games for your students to enjoy at home.

Ready, Set, Grow! has everything you need to make your class …

We are the main characters in the stories along with our families and friends. We’re sure your students will enjoy learning English with us, and we’ll show them the skills and behaviors they need to be ready for school, too. They can also sing along to the songs with us.

I’m Hummy, an energetic hummingbird, and this is my friend Hug, a cuddly sloth. We introduce children to new language in the language videos, and you can find us in the stories, too. Hug is also a cuddly puppet for your class to interact with. They’ll have fun speaking to her in English.

I’m Hug.

I’m Sofia. I’m Daniel.

I’m Hummy.

Ready, Set, Grow! Components

Presentation Plus

Ready, Set, Grow! comprises a wide variety of print and digital components.

For the Teacher

• The Teacher’s Book with Digital Pack, which includes:

• Presentation Plus, which contains all of the books and flashcards to display, audio, video, interactive activities, routine boards, rewards, and games

• Class Audio

• Class Video

• Teacher’s Resources, which contain downloadable flashcards and word cards, flashcard games, and other printable extras

• Teacher’s access to the Home Practice and Learner’s Resources

• The Big Book

• Flashcards

• Posters

• Hug, the sloth puppet

For Students

• The Student’s Book with Digital Pack, which includes:

• Home Practice, which contains the videos and games

• Learner’s Resources, which contain downloadable flashcards, word cards, and coloring worksheets

• The Workbook

• The Letters and Numbers Workbook

There are routine boards for regular lesson routines as well as to talk about the weather, birthdays, days of the week, and much more.

Home Practice

Presentation Plus is a complete digital presentation and planning tool with all of the content in one place.

Home Practice provides a link between school and home and makes it easy for children’s parents and caregivers to be involved in their learning.

The digital components are delivered through our new-generation learning environment, Cambridge One.

Well-being

What is well-being and why is it important?

Well-being is a combination of feeling well and functioning well. Good well-being helps children flourish both in their personal development and in their learning. It helps them manage day-to-day challenges and become more resilient.

Children who feel emotionally and physically safe will be more engaged in learning. Routines are the perfect way to indicate and explain to children what we expect of them. This reduces anxiety. These routines can include using the puppet to greet the children, to begin the class by talking about the day of the week and weather, etc. You can also use fun routine songs that mark the different stages of each lesson, such as the start and finish, when to go to the table, and when to clean up.

Teaching children the language to describe their emotions is equally important. It develops self-awareness and encourages children to manage their own feelings.

We include all of the above elements in Ready, Set, Grow!

Well-being in Ready, Set, Grow!

Each unit focuses on a different aspect of well-being, presenting it through I feel … statements, for example I feel like I’m safe

The I feel … statements in Ready, Set, Grow! are adapted from the Cambridge Wellbeing Check, a student-led assessment developed by CEM – the Centre for Evaluation & Monitoring –part of the Cambridge family. The Cambridge Wellbeing Check draws on research by Dr. Ros McLellan, Susan Steward, and Tania Clarke (University of Cambridge). The well-being activities and the teaching support for them in Ready, Set, Grow! have been carefully designed to bring the benefits of positive student well-being to pre-primary students.

You can find the well-being focus of each unit in the Scope and Sequence. These lessons and the accompanying teaching notes invite children to think about how each aspect of well-being relates to them individually.

The end of each Cross-curricular video revisits the well-being focus. For example, in the lesson on abilities and the human body in Unit 5, the video describes how children do activities that make them feel confident. Doing so links it to the well-being focus I feel confident. It encourages children to think about the things they do that make them feel confident.

Foundations for Building Relationships

Positive, stable relationships with teachers and other children aid learning. It’s important to create a trusting atmosphere where children aren’t afraid to make mistakes.

Group activities, such as singing songs, listening to stories, and playing games, all create a supportive classroom community. In this way, children learn how to collaborate and begin to form friendships. The characters in Ready, Set, Grow! model resilience, good behavior, empathy, and kindness. The animated stories provide a fun way for children to observe and comment on how we behave with each other and how we deal with challenges.

Teaching Support

Activities and Teaching Tips in the teaching notes suggest ways to make well-being a core focus in the classroom every day. There are Emotional Well-being and Everyday Well-being boxes in the teaching notes for every unit.

Use the puppet to help children feel supported. You can find suggestions for how to use the puppet throughout the teaching notes.

Mindfulness activities also help children calm down and focus. The Reflection Time activities in the Well-being lesson of each unit suggest breathing exercises to help children reflect on their achievements.

Mixed Ability

Ready, Set, Grow! seeks to nurture the potential in all children. Children develop at different rates, and that is particularly evident with very young learners. Celebrating effort and progress rather than outcome means all children in the class will feel valued and encouraged.

Ready, Set, Grow! supports teachers with mixed-ability classes and children with special educational needs in a number of ways:

· Extra activities on every Student’s Book page offer additional tasks for “fast finishers.” They are easy for children to complete independently.

· Teaching Tips offer help with managing a mixed-ability class and ideas for extending the activities.

· The variety of active and seated activities helps keep children engaged and ensures that there is something for everyone, every lesson.

· Activities involving actions, flashcards, and word cards in the Vocabulary lessons support learning new language. Children who have not yet learned the vocabulary, or who are not yet ready to join in with saying or singing the words, can use the vocabulary actions instead. This means that they are still participating in the speaking activities and songs and learning along with the rest of the class. You can find ideas to support learning new language in the teaching notes.

· The Vocabulary Practice lessons include two kinds of stickers. Some stickers are designed to go in a specific place, and other stickers can be placed wherever children would like to put them. This mix helps develop fine motor skills while ensuring children can be creative and don’t feel upset about placing stickers in the “wrong” place.

· In the animated language videos, slower and quicker versions of the chant help to make the language accessible to children who are at an earlier stage of learning the structure as well as engaging those who are already more confident with it.

· Animated stories and cross-curricular videos make English accessible to all children, no matter what their linguistic level might be.

· Many of the Student’s Book and Workbook activities, including the Sounds lessons, help develop pencil control. Some children will have better-developed pencil control than others, and each child will be ready to trace with a pencil at a different point. The activities in Ready, Set, Grow! progress from following with a finger to tracing with a pencil, and the activities allow for different levels of fine motor skill development. In many cases, there is a line for children to follow to provide support for the children who need it.

· Cross-curricular lessons are linked to the key theme of the unit and include a wide variety of subjects from across the curriculum so that children who are stronger in other areas of the curriculum are included, helping them to learn English through other subjects.

· There are games suggested in the Game Time sections of the lesson teaching notes to consolidate learning so no child is left behind. Sounds are routinely reviewed through review games. The Story and Cross-curricular lessons feature language from the unit, but also review language from previous units and useful everyday language, such as greetings and exclamations. The Sounds and Numbers sections also feature vocabulary from the unit. Check the Vocabulary and Language lists at the top of the lesson notes and find flashcard games in the Teacher’s Resources to review and build on new vocabulary.

· A dedicated Review lesson in every unit focuses on the unit vocabulary and structure. This helps identify whether any children have any gaps in their learning that need to be addressed. For further practice, go to Presentation Plus, where you can choose the vocabulary you want to include in the games.

School Readiness

Starting Elementary school is a huge step for most children. Preparing children for this change helps them continue their learning journey with confidence and enthusiasm.

Every unit in Ready, Set, Grow! has its own school-readiness focus. They range from putting on their own coat and shoes to understanding why they need to follow instructions. They can be found in the Scope and Sequence. The school-readiness focus is first presented in Lesson 1 on the Student’s Book page and is featured again in the unit stories.

The Benefit of Routines

Getting children used to familiar routines can help with school readiness. For example, the Table Time Song and routine give children a clear transition from whole-group work to sitting quietly at their tables, ready to listen to instructions. The Clean Up Song and routine make cleaning up and being proud of the classroom a core part of every lesson. For more information about the routines in Ready, Set, Grow!, see TB p. 13.

Social Skills

A key aspect of school readiness is learning how to interact with other people. The stories, songs, games, and activities in Ready, Set, Grow! model good social behavior and interaction. Hello and Goodbye songs are used in every lesson to encourage polite social interaction and to mark the beginning and end of learning time.

Motor Skills

There are also physical skills that children need to develop. Working on gross motor skills helps children be more independent and will enable them to perform simple tasks, such as putting on coats and shoes, cutting out a shape, etc. These skills are also modeled in the stories. The teaching notes suggest many different gross motor skill activities, such as dancing, TPR (Total Physical Response), and mindfulness activities that focus on controlled movement.

Fine motor skills are also developed through sticking stickers, drawing, and coloring. They not only help children with mark-making and pre-writing skills, such as tracing, but also help them build the skills required to button or zip up their coats, hold cutlery, etc.

Most importantly of all, Ready, Set, Grow! aims to build children’s self-confidence so they feel able to deal with change. Not only does the progression in the activities build children’s confidence, but children will also notice Daniel and Sofia’s confidence grow, too.

The Cambridge Life Competencies Framework

Our world is changing fast and we need to prepare children with the skills and experiences that go beyond simply learning an additional language.

The Cambridge Life Competencies Framework supports teachers in this challenging area – we understand that the engaging nature of the pre-primary language classroom is the perfect place to start developing and embedding these key qualities.

How we use it in Ready, Set, Grow!

The Cambridge Life Competencies Framework underpins the Creative Thinking, Critical Thinking and Emotional Development strands of Ready, Set, Grow!, helping to create curious and successful lifelong learners. This means that our activities enable learners to develop these skills without teachers having to completely change their approach or do anything extra. Find out which competencies are included in each lesson by checking the lesson overview boxes in the teaching notes.

Unit Walkthrough

Lesson 1 presents the vocabulary for the unit. In Level 2, there are seven items per unit.

You can play the video and audio using Presentation Plus or download it from Teacher’s Resources.

Every Vocabulary Presentation lesson has a Song video. The Song video presents and practices the vocabulary in a fun way.

In Level 2, the vocabulary items are labeled on the page.

Every lesson has two or three short instructions. You will find more guidance in the teaching notes. Children can get to know the icons and later will begin to recognize the words.

Our Families 2

Every lesson has an optional Extra activity. You can use it with fast finishers or when there’s time in class. When there isn’t time in class, children can do the Extra activity at home.

Every lesson includes the lesson focus at a glance at the bottom of the page. Vocabulary and Language Presentation lessons include the target language.

Children can see the vocabulary items on the page, in the Song video, and on the flashcards.

Sofia and/or Daniel are in every Lesson 1, where the School Readiness focus of the unit is often shown. Here, it’s “Know that what I do and say can make others happy or unhappy.” Sofia knows that her family is happy because they are together and she is making her mom and aunt laugh.

Vocabulary Presentation and Song: aunt, baby, big (sister), cousin, uncle; scared, surprised Unit 2

Lesson 2 practices the new vocabulary for the unit with a sticker activity.

There is a sticker for every vocabulary item in the back of the Student’s Book.

Some of the stickers have a correct position on the page. Children decide where to put the other stickers themselves.

The stickers have shapes that make them easy to peel off and stick.

Lesson 4 presents a story. In Level 2 there are four parts in Units 1–3, then six parts from Unit 4 onward.

Sofia and Daniel are the main characters in the stories and are often joined by family and friends. Hug and Hummy have their own adventures in the background.

Lesson 3 presents and practices the language. Each unit has a new structure for children to learn. Children practice the structure together with the vocabulary, building on Lessons 1 and 2.

Every Language Presentation lesson has a video with a fun language chant presented by Hug and Hummy. Children listen and tap, clap, or stamp to the beat as they say the examples. Hummy picks up the pace with a faster version.

Every story has a Story video and an audio version.

Lesson 5 provides even more opportunities to explore and enjoy the story. Often, the School Readiness focus is included in the story.

The stories are also available in the Big Book (see TB p. 11), along with the script and teacher’s instructions. The teacher can read aloud or play the audio.

Lesson 6 is the Cross-curricular (CLIL) lesson. In each of these lessons, children practice the English in the unit while exploring another subject of the curriculum.

There is a video in every Cross-curricular lesson. Each video also has a connection to the well-being focus of the unit.

Each of the Lesson 4 stories are reproduced in large format with full-color illustrations and come with teaching tips and a suggested teaching script.

Lesson 7, the Review lesson, is an opportunity for further practice of the unit vocabulary and language.

Lesson 8, the Well-being lesson, encourages children to think about the well-being focus of the unit and work on their personal development and learning. Each unit focuses on a different aspect of well-being. It is presented through a child-friendly I feel … statement.

Additional vocabulary items are labeled on the CLIL pages.

There is often a space for children to draw a situation related to the well-being focus.

The set of Posters contains a poster for every unit and help to reinforce the vocabulary introduced in

Big Book

Posters

Lesson 1.

Sounds, Letters, and Numbers

Sounds and Numbers

The Sounds and Numbers lessons are in the back of the Student’s Book to provide you the flexibility to choose when to use them. The content of each Sounds lesson and each Numbers lesson is closely matched to the corresponding unit, so you can teach these lessons along with the unit if it is appropriate for your class. For example, the sound can always be practiced with the unit vocabulary. However, if you have a different approach to introducing the sounds or numbers to your class, these sections’ placement at the back of the book gives you the opportunity to use them at a different time.

In the Sounds section, children learn a sound and letter in each lesson, using vocabulary from each unit. The order of sounds is designed so that, in Level 2, children build on Level 1 by learning a further nine useful sounds.

Counting Songs

The sound and letter are normally practiced with the unit vocabulary so that children practice the sound in the context of vocabulary they already know.

In Level 2, children are encouraged to trace the letter shape from the beginning.

There is one counting song in Level 2, suitable for use from the Welcome unit, since children will have already learned classroom objects, body vocabulary, and numbers 1–10. You could play the Level 1 counting song once before introducing the Level 2 counting song. Children can go through numbers 1–5 quickly since they will already know these numbers and will be familiar with the actions from the Level 1 song. For numbers 6–10, children mime biting an apple, throwing a ball, flapping their arms like a bird, peeling a banana, and holding up two hands for ten. They can try to mime each action the correct number of times to match the number. See TB p. 184 for the counting song script.

Ready for Letters and Numbers

The Letters and Numbers Workbook, Ready for Letters and Numbers, is an optional component that provides more practice to support the learning of letters and numbers.

In the Numbers section, children learn a new number (sometimes two numbers) in each lesson using vocabulary from each unit.

In Level 2, children review numbers 1 to 10 and learn numbers 11 to 20.

Routines in Ready, Set, Grow!

Circle Time (Hello Routine)

• Before the lesson, you could hide the Hug puppet.

• Greet the children in English by saying Hello and waving to them. Ask the children to sit down for Circle Time. In L1** or English, tell children they’re going to see Hug. All the children should be sitting quietly before you reveal the Hug puppet. Say to the puppet, Hello, Hug! Make her wave and say Hello to the children.

• Tell the children that they are going to say Hello to Hug. If it is possible, explain that Hug will greet each child, for example, with a hug, a highfive, a fist bump, or by saying Hello. If that’s not practical in your classroom, have different children greet Hug each lesson.

• Now say, Let’s say hello to each other! Play the Hello Song and encourage children to join in if they can or to join in with waving hello. At the end of the song, ask them to turn to the children on either side and say Hello or wave.

• A variety of routine boards for starting the class are available in Presentation Plus. You can use them before or after the Hello routine.

Table Time Routine

• In L1 or English, explain to children that they are going to move to their tables now and that it’s important to do it quietly and calmly. If they are too noisy, make the Hug puppet put her paws on her ears and say in L1 (or English) that it’s too noisy for poor Hug.

• Play the Table Time Song. Say It’s Table Time! Encourage everyone to sit down nicely before the end of the song.

Well-being Routine

• There is no set time to have a Well-being routine or use the Well-being Song. You can use it in the Well-being lesson, but also in other lessons.

• In L1 or English, explain that children can think about how they feel today.

• Play the Well-being Song. In Level 2, this song can be used from the beginning. Unit 3 is a suitable time to start using this song.

• You can tell children how you feel today. Ask some of the children how they feel. Encourage children to use the feelings vocabulary they have learned. You can choose different children each time you do so.

Clean Up and Goodbye Routine

• Play the Clean Up Song and, in L1 or English, ask children to help clean up the classroom before the end of the song. It’s helpful to give children specific things to clean up.

• Ask the children to stand up. Congratulate them on what they have done today. Tell them it’s nearly the end of the lesson and that you want them to reflect on anything they are proud of. Ask them to spread out so they have space to stretch out their arms. Tell them their arms are wings, like Hummy’s, and they’re going to flap them gently. They should breathe in as they raise them and out as they lower them. Repeat several times.

• Now say to the children, Let’s say thank you for learning with me! Start with Hug, Thank you, Hug. Then ask children to thank the children near them: Thank you, (friend’s name). Point to yourself and encourage them to say, Thank you, teacher (or your name). If they aren’t ready to speak yet, they can do a simple action for thank you

• Say, Let’s sing goodbye and play the Goodbye Song. Encourage children to wave goodbye and to join in if they can. Have Hug wave goodbye.

Routine Song Scripts

Hello Song

Hello, hello, everyone! Hi, Hug! Hi, Hummy! Hello, hello! How are you? Hello, hello! Let’s play and learn!

Table Time Song

Let’s go to our table, One, two, three! Off we go, Quiet and slow. Then open our book, Listen and look! (Repeat)

Clean Up Song

Clean up, clean up, Put everything away. Clean up, clean up, It’s fun at school today. (Repeat)

Well-being Song

How do you feel? How do you feel? Let’s talk about how we feel. Do you feel happy? Do you feel tired? Do you feel excited? Do you feel angry? Tell me, tell me, how do you feel? Tell me, tell me, how do you feel?

Goodbye Song

Thank you! Goodbye! Thank you! Goodbye! Goodbye, friends! Bye, Hug! Bye, Hummy! Goodbye! It’s time to go. Goodbye, everyone! (Repeat)

Lesson 1 Vocabulary Presentation Our Friends

Unit Objectives

● Review Level 1 language (greetings, goodbye, emotions)

● Reintroduce Level 1 course characters

Lesson Objectives

Say hi and introduce themselves to friends

Vocabulary hi, friend, teacher

Circle Time

● Do the Hello routine (see TB page 13).

Vocabulary Presentation

● Introduce yourself. Say Hi! I’m (your name). Encourage children to introduce themselves.

● Show the teacher flashcard. Point to yourself. Say Teacher. I’m a teacher.

● Use the puppet. Say Hi, everyone! I’m Hug! Have children say hi to Hug in English. Show children how to mime hug.

● Show the flashcard for Hug. Say This is Hug. Then show the flashcard for Hummy and say This is Hummy. Hummy is a bird. Introduce a mime for Hummy. Show the flashcard for Daniel. Say This is Daniel. Repeat for Sofia.

Teaching Tip

Children may remember the characters’ names from Level 1. Remind them (in L1 if necessary) about their personalities and who they are.

● Put all the flashcards for this lesson face up in the circle.

● Hold up the flashcards for Daniel and Sofia. Say friends. Mime a friendly hug. Ask children to find the friend flashcard. Say friend again.

● Use Hug and say Find my friend! Children find the Hummy flashcard.

● Point to the teacher flashcard. Say teacher. Ask children to point to you. Say teacher again.

Creative Thinking

Use own ideas for doing creative activities like coloring, drawing, and building

Emotional Development

Nurturing friendships

School Readiness

Recognize and say own name; Form relationships and can interact with others

Game Time

● Place the four character flashcards face down in the middle of the circle (for a Pelmanism game). Nominate one child to turn over a flashcard. Ask them to say the character’s name. Have a second child repeat with another flashcard. Ask Friend? Children say yes or no. For example, if Hug and Hummy are turned over, or Daniel and Sofia, then they form a pair. Say Good job!

● Mix up the flashcards and play with more children.

Table Time: Student’s Book p. 4

● Do the Table Time routine (see TB page 13). Play the Table Time Song (Track R2, see TB page 13) and show or remind children how to move calmly from the circle to their places at their table.

Teaching Tip

Familiar songs are useful for classroom management. The Table Time Song helps children to understand it is time to stop an activity and to move to their places for table-based work. This will help them understand what you expect of them.

● Once all children are settled, show them the SB page. Ask questions about the picture and each character: Who’s this? Where are they?

● Hold up the puppet and say Listen to Hug. Play the audio. Then pause it after the first example. Have Hug say Where’s Hummy? Point to Hummy. Children point to Hummy. Repeat for Sofia, Daniel, and the teacher.

Track 01

Materials

Puppet, Character flashcards, Welcome Unit flashcards, Audio

Hug: Hi! I’m Hug! This is my friend. This is Hummy.

Hummy: Hi! I’m Hummy.

Sofia: Hi! I’m Sofia. This is my friend. This is Daniel. Daniel: Hi! I’m Daniel! And this is our teacher.

Teacher:  Hi, everyone!

Children can color the containers.

Workbook p. 4

● Ask Who can you see? Elicit Sofia, Daniel, Hug, Hummy, and two teachers. Play the audio.

WB Track 01

Sofia: Hi! I’m Sofia. This is my friend. This is Daniel. Teacher: Hi! I’m Sara. I’m a teacher. This is my friend. This is Niko. He’s a teacher, too!

Hug: Hi! I’m Hug. This is my friend. This is Hummy.

● Ask children to put their pencil on Sofia. Play Sofia’s line. Pause the audio and show children how to trace the line to match Sofia to Daniel, her friend.

● Play the teacher’s line. Ask children to trace the line to match the two teachers.

● Play Hug’s line. First, children find Hug and then draw a matching line to Hummy, her friend.

● Check answers by asking children to retrace the lines with their finger while saying friend.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

Lesson 2 Language Presentation Our Friends

Lesson Objectives

Review and practice the character names, greetings, and emotions

Language Hi, (Sofia). How are you? I’m (great).

Creative Thinking

Fulfill creative tasks without rushing and allow themselves time to change or adapt ideas

Circle Time

● Do the Hello routine (see TB page 13).

Vocabulary Review and Language Presentation

● Show the character flashcards and have children say their names. Show the friend and teacher flashcards. Ask children to point to each one. Have children match the friend pairs (Hug and Hummy; Daniel and Sofia).

● Use the Level 1 emotions flashcards to review OK, happy, sad, excited, angry, and tired. Show each card, do the action, and say the word. Children repeat the action. Ensure children understand all the emotions.

● Introduce the flashcard for great. Mime great. Children mime and say great.

● Have Hug ask you How are you? Reply I’m great! Mime great and show the great flashcard. Ask children How are you? Encourage them to copy the gesture if they feel great. Show the emotions flashcards and ask some children How are you? They point to an emotion flashcard. Encourage children to say I’m (excited).

Teaching Tip

Children may need to hear and understand words several times before they feel confident to say them themselves in English. It is important not to rush them. Instead, encourage them by praising them when they do say a word in English.

Song Time

Emotional Development

Recognize the value of being nice to others

School Readiness

Wait for their turn to talk

● Ask children to listen to the Well-being Song (Track R5, see TB page 13) and do any gestures for words they hear. Play it again and encourage them to join in.

Table Time: Student’s Book p. 5

● Ask children to point to Daniel and Sofia. Elicit how they are feeling in each picture.

● Play the audio and ask children to listen and circle. Mime the instructions using gestures.

Track

02

Sofia: Hi, Daniel!

Daniel: Hi, Sofia! How are you?

Sofia: I’m great!

Sofia: Hi, Daniel. How are you?

Daniel: I’m OK.

● Help children as they circle picture 1, which shows Daniel as OK and Sofia as great. Help children to understand that Daniel and Sofia are happy to see each other because they are friends.

● Ask children how Daniel and Sofia feel in picture 2. Explain Daniel is not happy because he dropped his crayons. Suggest that Sofia will help Daniel pick up his crayons because friends help each other.

● Ask for volunteers to role-play Daniel and Sofia in picture 1. Support them as they say the dialogue for the picture. Repeat with more volunteers.

● Ask children for ideas about the words Daniel and Sofia would use in picture 2, such as sad and tired. Ask for volunteers to role-play Daniel and Sofia in this dialogue.

Materials

Puppet, Welcome Unit flashcards, emotions flashcards (Level 1), Audio

Use Presentation Plus to do the interactive activity.

Children can count the crayons in picture 2.

Workbook p. 5

● Explain that the picture shows a man (maybe a daddy) greeting a boy (maybe his son) after school.

● Ask children to think about what they are saying to each other. Play the audio and ask children to listen carefully.

WB Track 02

Daddy: Hi, Luca!

Luca: Hi, Daddy!

Daddy: How are you?

Luca: I’m great!

● Ask children what the boy answered. Have them say great and mime great.

● Have children draw the boy’s face to show he’s great. When they are finished, ask children to hold up their books with their drawings.

● They could repeat the dialogue and point to the speakers in their books.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

Think. Draw. Say.

Lesson 3 Language Practice Our Friends

Lesson Objectives

Review the character names, greetings, and emotions

Vocabulary and Language

Daniel, Hug, Hummy, Sofia; angry, excited, great, happy, sad, tired; hello, hi; friend, teacher; How are you? I’m (great).

Critical Thinking

Identify similarities and differences

Circle Time

● Do the Hello routine (see TB page 13).

Language Review

● Show children a photo of a friend and say This is my friend

● Ask children to point to their friend (or the person next to them) and say This is my friend.

● Point to yourself and say Friend? Elicit teacher. Have a child next to you point to you and say This is my teacher.

● Review the emotion adjectives by slowly revealing each emotion flashcard and asking children to tell you what they see. Ask if their friend is showing this emotion.

Song Time

● Hand out the flashcards. Play the Well-being Song (Track R5, see TB page 13). Children hold up the flashcards when they hear their adjective.

Teaching Tip

If you have a larger class, children can take turns using flashcards or work in pairs. Alternatively, ask for volunteers to hold the flashcards and make sure that different children take a turn in different parts of the lesson.

● Play the song again and encourage children to sing along and do the actions.

Game Time

Emotional Development

Ask how others are when greeting them

School Readiness

Know how to take turns and share when playing

● Show the name tags/stickers one by one, including your own and Hug’s. Help children recognize their own names, and hand them out to each child accordingly. Help children stick them on their clothes or place them in front of them.

● Hold up Hug and say This is Hug. Hi, Hug. How are you? Have Hug respond I’m great.

● Ask children to greet Hug (repeat the dialogue). Then ask different children to greet their classmates in the same way. Encourage children to use a range of adjectives to say how they are feeling.

Table Time: Student’s Book p. 6

● Do the Table Time routine (see TB page 13).

● Ask children what they can see on the SB page.

● Ask a child How are you? Show them how to draw a face on the child in the picture that reflects how they are feeling, e.g., a small smile for OK, a big smile for great, a sad mouth for sad

● When children have finished, ask some children How are you? They reveal their picture and reply.

● Ask children to ask the person next to them How are you? They answer and show their picture. Encourage children to understand that some people may feel the same and others may feel different, and that’s OK.

Materials

Puppet, Welcome Unit flashcards, emotions flashcards (Level 1), Audio, name tags/stickers with names on them (one for each child, you, and Hug), photo of a friend

Teaching Tip

Pairwork may be unfamiliar to children. It is important to help them understand how to speak together in English. If they find it difficult, return to asking individual children to speak in front of the class. Praise children if they do pairwork well.

Children can draw clothes or other details in their picture of themselves.

Workbook p. 6

● Point to the four photos and ask children to say which one shows great, happy, angry, and tired

● Ask some children How are you? They answer I’m (great). They may use the emotions shown in the pictures or other emotion vocabulary. Review the words shown and ask other children How are you? Ask them to circle the photo that shows how they are feeling. Then ask all children to do the same.

● Then, ask two volunteers to ask and answer How are you? They point to the picture as they say how they are feeling. Repeat for more pairs.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

Lesson 1 Vocabulary Presentation and Song Weather 1

Unit

Objectives

● Talk about the weather using Is it (cloudy)? It’s (sunny).

● Watch and understand a story about helping a friend

● Cross-curricular: Science

● Well-being: I feel like I’m safe.

Circle Time

● Do the Hello routine (see TB page 13).

Vocabulary Presentation

Lesson Objectives

Become familiar with the topic of weather

● Put the Unit 1 weather flashcards face up in the circle.

● Point outside and say Look! It’s (sunny). Have children point to the flashcard showing today’s weather. Say Yes! It’s (sunny).

● Explain that Hug will help children learn the new words. Play the audio. Use the puppet to point to each flashcard.

Track 03

Adult: sunny (x3) Hug: sunny (x3)

Adult: hot (x3) Hug: hot (x3)

Adult: cold (x3) Hug: cold (x3)

Adult: rainy (x3) Hug: rainy (x3)

Adult: cloudy (x3) Hug: cloudy (x3)

Adult: windy (x3) Hug: windy (x3)

Adult: snowy (x3) Hug: snowy (x3)

● Show each flashcard again and encourage children to repeat like Hug and join in with the actions if they can.

Teaching Tip

It isn’t usually necessary to translate words into children’s L1, although children may sometimes say the translations themselves. Use mime and gesture to show the meaning of new words.

Vocabulary cloudy, cold, hot, rainy, snowy, sunny, windy

Critical Thinking

Name things that make them feel good and/or things that make them feel bad

School Readiness

Put on their own coats and shoes

Game Time

● Place all the flashcards face up. Say the word for each one and turn it over until all flashcards are face down.

● Point to a flashcard. Ask What’s the weather like? Children guess by doing the action for the weather word they think it is. Pick up the flashcard. Say the word and ask Right? Children do the right action. Repeat for all the flashcards.

Song Time

● Have the puppet say Look! It’s song time! Daniel has a new song for us. Play the Song video. Children can just watch the first time. Play it again. This time, do the actions and encourage children to join in with the actions and say the weather words.

Song video script

Daniel: Hi, everyone! Let’s sing and dance!

Adult: Today, it’s snowy!

It’s very cold and snowy. Very cold and snowy.

Hooray! It’s very cold and snowy. Today is very snowy! Let’s go play!

Today, it’s rainy!

It’s rainy, cold, and windy. Rainy, cold, and windy. Oh, no! It’s rainy, cold, and windy. Today is very rainy! Let’s stay home!

Today, it’s hot!

It’s hot, cloudy, and sunny. Hot, cloudy, and sunny. Hooray! It’s hot, cloudy, and sunny. Today is very hot! Let’s go play!

Materials

Puppet, Unit 1 flashcards, Audio, Song video Use Presentation Plus to watch the video and play the games.

Table Time: Student’s Book

p. 7

● Do the Table Time routine (see TB page 13). Show the SB page. Point to the weather icons and say each word. Ask children who they can see in the postcards.

● Play Track 03 again and ask children to point to the weather icon. Say Show me. It’s sunny! Have a volunteer point to the picture showing sunny weather or the sun icon. Repeat with different weather words.

● Play the song again and ask children to listen and point to the weather. Encourage children to sing along.

Children circle the postcard that shows the weather they like the best.

Workbook

p. 7

● Play the audio. Children point to the weather words.

WB Track 03

Daniel: Look! It’s windy! It’s windy, windy, windy. Sofia: Yes! And it’s rainy. It’s rainy.

Daniel: It’s rainy, and it’s cold. Brrrr, cold, cold. It’s windy, windy; it’s rainy, rainy; and it’s cold, cold!

● Ask children to trace a circle around the weather words they heard and can see in the picture.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13). Encourage children to put on their coats and shoes.

Look. Say. Stick.

Lesson 2 Vocabulary Practice 1

Lesson Objectives

Practice weather vocabulary

Vocabulary cloudy, cold, hot, rainy, snowy, sunny, windy

Critical Thinking

Use visual and physical clues to infer basic information School Readiness

Communicate and make observations and comments

Circle Time

● Do the Hello routine (see TB page 13).

● Point outside and say Look! It’s (sunny) today. Ask children to mime today’s weather.

Vocabulary Review

● Use the flashcards to review the weather vocabulary and actions.

● Show each flashcard again and encourage children to say the word and join in with the action.

● Play the Song video again. Encourage children to say the words if they can and do the actions.

Game Time

● Play a miming game. Mime a weather word and say the initial sound of the word (e.g., s for sunny). Ask children to repeat the mime and, if they can, say the word.

● Say the word and do the action and have children repeat both word and action.

● Repeat for all the weather words.

● Ask for volunteers to take your role, that is, to mime and say the initial sound for their classmates to guess the words.

Teaching Tip

Say the words clearly so children can listen to your model and repeat them. If they are having difficulty with a sound, repeat the miming game for this word a few more times.

Table Time: Student’s Book p. 8

● Do the Table Time routine (see TB page 13). Show the SB page. Make sure children have their books open to the correct page.

● Ask children to look and say what they can see in each picture. They may use weather words, or they may name some objects they can see in the pictures.

● Have children open their books and find the Unit 1 sticker page. Play the Lesson 1 vocabulary presentation audio (Track 03) again and ask children to point to the sticker that represents the word when they hear it.

● Use the puppet to talk about the stickers and ask questions about the weather. Ask for some ideas about which scene each sticker can go with. Note that the windy, snowy, and hot stickers have a fixed place on the page; however, for the other stickers, there is no fixed answer, though there are some hints in each scene about the kind of weather. Help children as they place their stickers.

Teaching Tip

Sometimes children feel upset when they make a mistake or if they can’t peel and stick their sticker neatly. Remind them that mistakes are fine and they can peel or stick the next sticker better.

● Ask volunteers to point to and name the weather stickers they have stuck on each picture if they are happy to speak.

Children can color the flowers, rabbit, and umbrella.

Materials

Puppet, Unit 1 flashcards, Audio, Song video, Stickers

Use Presentation Plus to do the interactive activity.

Teaching Tip

Hummy is hiding in many pictures in the Student’s Book. You can ask fast finishers to find Hummy in the picture(s), or you can add it as an activity for all the children in the class.

Workbook p. 8

● Point to each picture and ask children to say the weather word and do the action.

● Play the Song video again and encourage children to sing along, do the weather mimes, or point to the weather pictures as they hear the words.

● Have the puppet ask which kind of weather children like the best: Do you like (sunny) weather?

● Ask children to draw the weather they like the best on the blank fridge magnet. Children can copy the pictures on the other fridge magnets, or they can draw their own weather pictures. Children who don’t feel confident about drawing could draw a line to connect the picture of the weather they like to the bigger picture, or they could circle it.

● Nominate children to show the class their work and say which kind of weather they like.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

Lesson 3 Language Presentation 1

Lesson Objectives

Learn to talk about the weather

Language

It’s (rainy). Is it (cloudy)? Yes, it is. / No, it isn’t.

Circle Time

● Do the Hello routine (see TB page 13).

Vocabulary Review and Language Presentation

● Play the Song video and encourage children to join in with the actions and say the words.

● Hold up each flashcard. Ask children What’s the weather like? Encourage children to say the word and do the action. After one or two questions, encourage a full answer, e.g., It’s sunny.

● Show the flashcards again one at a time. Ask questions, e.g., Is it windy? Use gesture to help children remember yes and no. Then, remind children of the full answers from Level 1: Yes, it is. / No, it isn’t.

● Play the video, which shows Hug and Hummy standing in front of two scenes. It presents the language via a simple chant. Children should try to tap their fingers on the table when they hear each sentence.

Language video script

Hug: Listen and clap. Listen and say.

Hug: Is it snowy? Is it snowy?

Hummy: No, it isn’t. It’s rainy! It’s rainy, rainy, rainy!

Hug: Is it sunny? Is it sunny?

Hummy: No, it isn’t. It’s rainy! It’s rainy, rainy, rainy!

Hug: Is it windy? Is it windy?

Hummy: Yes, it is. It’s windy! It’s windy, windy, windy!

Hug: Is it cloudy? Is it cloudy?

Hummy: No, it isn’t. It’s windy! It’s windy, windy, windy!

Emotional Development

Recognize common emotions in peers

Hummy: Listen and clap. Listen and say.

Hummy: Is it snowy? Is it snowy?

Hug: No, it isn’t. It’s rainy! It’s rainy, rainy, rainy!

Hummy: Is it sunny? Is it sunny?

Hug: No, it isn’t. It’s rainy! It’s rainy, rainy, rainy!

Hummy: Is it windy? Is it windy?

Hug: Yes, it is. It’s windy! It’s windy, windy, windy!

Hummy: Is it cloudy? Is it cloudy?

Hug: No, it isn’t. It’s windy! It’s windy, windy, windy!

Hummy: That was fun!

● Play the video again and encourage children to join in.

Teaching Tip

Allow children to join in with the chant if they wish, although ask them to chant quietly so others can hear the chant.

Table Time: Student’s Book

p. 9

● Do the Table Time routine (see TB page 13). Point to the big picture and ask Who’s this? Is it (Hug)? Explain that Hug and Hummy are not happy because they are wet. Ask children how they would feel in that situation.

● Ask What’s the weather like? Point to the weather pictures one by one. Point to the main picture and ask Is it (cloudy)? Elicit Yes, it is. / No, it isn’t. Children may nod or shake their head.

● Ensure all children are on the correct page and have a pencil. Show how to circle the small pictures. Ensure they understand that in the main picture it is wet and windy, but not sunny, cloudy, or snowy.

Materials

Puppet, Unit 1 flashcards, Song video, Language video, Audio

Use Presentation Plus to watch the video.

● Then have two volunteers ask and answer Is it (wet)? Yes, it is. / No, it isn’t. Then repeat with more volunteers.

● In pairs, children could ask and answer one or two questions each.

Children can count the number of birds in the main picture.

Workbook

p. 9

● Point to the big picture. Ask What’s the weather like? Elicit It’s windy and It’s cold

● Point to the four weather pictures one at a time. Ask Is it (cold, windy, snowy, hot)?

● Have children color the weather pictures that show the weather in the big picture.

● Play the audio. Ask children to listen and check.

WB Track 04

Child: Look! A kite! Is it windy?

That’s right! Yes, it is. It’s windy. Is it snowy? No, it isn’t. Is it hot?

That’s right! No, it isn’t. It’s cold!

● Play the audio again. Pause after each question and encourage children to answer.

● Nominate children to ask and answer about the small weather pictures.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

4

Lesson 4 Story Presentation 1

Lesson Objectives

Watch a story about helping a friend

Vocabulary and Language cold, rainy, windy; It’s (rainy). Is it (windy)? Yes, it is. / No, it isn’t.

Circle Time

● Do the Hello routine (see TB page 13).

Critical Thinking

Make simple links in and predictions about stories

Emotional Development

Tell friends and adults what they need and how they feel

● Place the flashcards in the center of the circle. Play the Language video and point to each flashcard when it is mentioned. Encourage children to join in.

Story Time

● Have the puppet whisper in your ear and act excited. Say Why are you excited, Hug? Is it story time?

● Load the Story video and pause it at the beginning. Ask children which characters they think will be in the story and what it might be about. Ask them to find the cold, rainy, and windy flashcard.

● Say Now, let’s listen to the story. Check that all children can see the screen. Alternatively, you may read the story aloud from the Big Book.

● Play the first two scenes in the Story video and then pause. Ask Is it hot? (No.) Ask children to make a weather prediction.

● Show the next scene so children can check their prediction. Continue with the rest of the Story video.

Teaching Tip

Have a special place in the classroom for Story Time. It could be the same place as for Circle Time, but with children sitting in a large group facing the screen or you with the book; it could be in a comfy seating or reading area.

School Readiness

Put on their own coats and shoes

Story video script (SB Track 04)

Narrator: Sofia is with her mommy. It’s time to go to school.

Sofia: Mommy, is it hot today?

Sofia’s mom: No, it isn’t! It’s cold, rainy, and windy!

Where’s your coat?

Sofia: Ah, here it is.

Sofia’s mom: Come on, let’s go.

Teacher: Sofia! Look. Your coat!

Sofia: Oops!

Daniel: It’s very rainy!

Sofia: And it’s windy.

Daniel: Sofia, look out!

Sofia: Oh, no, my umbrella!

Daniel: Here’s your umbrella.

Sofia:  Thanks, Daniel. It’s cold. It’s rainy. It’s windy. But I have my coat, and I have my umbrella. I’m happy!

Daniel: Let’s jump in a puddle!

● When the story is finished, ask children what they do to get ready for school and who helps them.

● Ask children if Sofia is good at putting on her own coat and shoes. Ask them to show Sofia how to do it using their own coats and shoes.

Story Stretch

● Ask children what happened to the umbrella. With a volunteer, act out the scene where Sofia’s umbrella flies away and Daniel catches it for her. Sofia then thanks Daniel. You may use an umbrella (optional).

● Ask for two more volunteers and have them repeat the role play. Then have all children stand up and act out the scene with a partner.

Materials

Puppet, Unit 1 flashcards, Language video, Story video or Big Book, Audio, umbrella (optional) Use Presentation Plus to watch the video and to do the interactive activity.

Table

Time: Student’s Book p. 10

● Do the Table Time routine (see TB page 13).

● Read the story. Alternatively, you can click on the icon in Presentation Plus to play the audio. Tell children they are just going to listen to the story this time. They listen and point to each picture.

● Now ask them to point to the picture where they find out Daniel has been nice to his friend (Picture 4).

● Children color the circle for this picture.

Children can find Hummy in the story.

Workbook p. 10

● Ask children to think back to the story. Ask them if they can remember Sofia’s coat. Then ask what happened with Sofia’s umbrella. Do the same for Daniel.

● Direct children to look at the pictures of Sofia and Daniel and then at the coats and umbrellas.

● Explain that they have to match Sofia and Daniel with the corresponding coat and umbrella. Children should circle Sofia’s coat and umbrella in blue and Daniel’s coat and umbrella in yellow.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

Lesson 5 Story Exploration 1

Lesson Objectives

Listen to the story and check story comprehension

Vocabulary and Language

cold, rainy, windy; It’s (rainy). Is it (windy)? Yes, it is. / No, it isn’t.

Emotional Development

Tell friends and adults what they need and how they feel

School Readiness

Choose the right clothes for the situation

Materials Puppet, Unit 1 flashcards, Song video, Audio, Big Book

Circle Time

● Do the Hello routine (see TB page 13).

● Play the Song video. Have the puppet dance and sing along and encourage children to join in, too.

Story Time

● Ask children what they remember about the story. Focus on the weather in the story by using the flashcards. Ask Is it (rainy, windy, sunny)?

● Explain that you are going to tell them the story again. Show the Big Book, but keep it closed until all children are settled and ready to listen.

● Read the story or play the audio. Pause after each scene to check children understand what is happening. Ask questions about the weather in each scene. Focus on the behavior of both Sofia’s mom and Daniel when they help Sofia.

● When you have finished reading the story, ask children what they wear or bring to school when it is wet. Draw some of their ideas on the board or ask volunteers to draw them. They may include hat, coat, shoes (or boots), and umbrella. Keep the drawings on the board.

Teaching Tip

Young children often find it difficult to sit still and focus for prolonged periods of time. It is important not only to change locations in the classroom, but also to give children a physical break from sitting. Try following the suggested Story Stretch Transition Routine after a story.

Story Stretch

● Congratulate children on how well they have concentrated so far. Ask them to stand up. Say It’s time for a story stretch! Have children mime being outside in the cold, rainy, windy weather from the story. They can pretend to pull a coat around them, shiver, and hold an umbrella against the wind and rain.

Table Time: Student’s Book p. 11

● Do the Table Time routine (see TB page 13).

● Make sure children are on the correct page.

● Show children the first picture, of Sofia’s mom. Point to the pictures you drew on the board earlier and ask children if they think Sofia’s mom is ready to go out in the wet weather. Elicit that she is and then show children that the check mark indicates yes. Have them trace the check mark.

● Show picture 2 and ask children the same question about Daniel. Have children tell you which one to trace. They should indicate the check mark (yes).

● Repeat for Sofia. Children should indicate the X (no) because she doesn’t have her coat on. Finally, repeat for Daniel’s grandpa. They should indicate the check mark (yes) because he has his coat on and an umbrella.

● Check answers as a class and talk to children about getting ready for school. Ask them if they have their own umbrella. Ask them to show you again how they put on their coats.

Children can draw themselves wearing the correct clothes to go to school in rainy weather.

Workbook p. 11

● Ask children to tell you what they can see in the pictures. Elicit or point out the items using very simple language. For the pictures in the left column, ask if the children are wearing a school uniform. For the pictures in the middle column, ask if the children are putting on their own shoes and coat. For the pictures in the right column, ask what the children are bringing to school with them.

● Show children how to circle the pictures that apply to them by tracing the circle around the picture.

● Talk to children again about what they need to wear for school. Depending on the context and size of your class, ask children to show you how well they can put on their own shoes and button/zip up their coats. Ask children to tell you or show you what they bring to school with them.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

Watch. Circle. Say.

Lesson 6 Cross-curricular: Science 1

Lesson Objectives

Learn about things that are hot and cold

Vocabulary and Language cold, hot, snowy; It’s (cold).

Circle Time

Critical Thinking

Communicate and make observations and comments

Emotional Development

Enjoy learning about the world around them

● Do the Hello routine (see TB page 13).

Video Time

● Say Now let’s watch a video about hot and cold things Play scene 1 and 2, then ask children what weather they like the best.

Cross-curricular

video script

VO: Look! It’s cold here.

VO: What’s the weather like here?

Child: It’s snowy!

Child: I’m in the house. I’m not cold!

VO: It’s hot here.

Child: I’m not hot. I have a hat!

VO: Some things are hot.

VO: Other things are cold.

VO: Candles are hot! Don’t touch the candles!

VO: The fire is hot! Don’t touch the fire!

VO: The oven is hot! Don’t touch the oven!

VO: Be careful. Don’t touch hot things!

● Ask children what other hot and cold things they can think of. Play the rest of the video for them to see if their ideas are mentioned. At the end, talk about not touching hot things and other things that could be dangerous. Elicit ideas about how to stay safe by not touching things, e.g., not approaching or touching unfamiliar animals.

School Readiness

Concentrate, sit still, and maintain focus for about five minutes

Materials

Puppet, Unit 1 flashcards, 2x poster-size papers (if possible, 1x blue and 1x red), magazines or printouts of pictures showing hot and cold things, e.g., food and drinks; scissors, glue, Cross-curricular video, Audio

Use Presentation Plus to watch the video and to do the interactive activity.

Teaching Tip

Some children will feel anxious about speaking in front of the whole group. If they are, allow them to answer by nodding or shaking their head when you ask a yes/no question.

Table Time: Student’s Book p. 12

● Do the Table Time routine (see TB page 13). Display the SB page. Point to each picture and say the word. Children do not need to be able to say these words. Elicit which pictures show something hot and which show something cold.

● Ask children to take a red and blue crayon or pencil. Ask which color is for hot (red) and which is for cold (blue).

● Children circle the hot things in red and the cold things in blue. Encourage them to say hot or cold as they circle.

Children can draw something hot from the video or their own idea.

Craft Time

● Tell children they are going to create two class posters.

● Show them the magazine or printouts of hot and cold things. Explain that one poster is for hot things and the other is for cold things.

● Children cut out the hot and cold things. They put them next to the correct posters. Help children to glue on their items.

Teaching Tip

Use this opportunity to help children develop fine motor skills by cutting and gluing. If the pictures are small or difficult to handle, cut them out before the lesson and let children choose the items, decide which category they go in, and then glue them to the poster.

● When each child has found and glued two or three items, display the posters and discuss what children can see.

Workbook p. 12

● Direct children to look at the cold thermometer. Ask children to think and say something related to cold. Encourage them to point to the pictures of a snowflake, cold drink, and penguin.

● Repeat for hot: hot drink, sun, tropical bird. Children don’t need to say or learn the words in English, but you may tell them.

● Have children draw lines to match the pictures showing cold items to the cold thermometer. Repeat for the hot items and hot thermometer

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

Lesson 7 Review 1

Lesson Objectives

Review Unit 1

Vocabulary and Language

cloudy, cold, hot, rainy, snowy, sunny, windy; What’s the weather like? It’s (cloudy). Is it (cold)? Yes, it is. / No, it isn’t.

Circle Time

● Do the Hello routine (see TB page 13).

Vocabulary and Language Review

Critical Thinking

Take turns and share when playing School Readiness

Explain what is good and bad about different options

● Review the vocabulary and language by playing the Song video. Alternatively, play the audio. Encourage children to join in by saying the words and doing the actions.

● Put all the real items (realia) in the middle of the circle. Ask children to tell you what they can see. They should know some of the words but may not know all of them in English. Accept their L1 and provide the English words for items they don’t know.

● Say It’s hot! Ask children which item can help when it’s hot, e.g., a hat (yes), gloves (no). Ask them to explain why. These can be very simple reasons, such as gloves are for the cold. Give the items to children as you talk about them.

● When you have distributed all the items, ask Is it (hot, cold, etc.)? Children answer based on the item they have, e.g., sunny if they have sunglasses.

Table Time: Student’s Book p. 13

● Do the Table Time routine (see TB page 13). Show the SB page and make sure each child is on the correct page. Ask children to look at the photos. Review weather vocabulary with them. Then ask them to look at the numbers and count.

Materials

Puppet, Song video, Audio, real or toy items: gloves, rain hats, sun hats, coats, umbrellas, water bottles/flasks, sunglasses, sunscreen, a pre-prepared model handprint sun, glue, paper plates, scissors, orange and yellow cardboard, yellow paint

Use Presentation Plus to do the interactive activity and to play the games.

● Play the audio, pausing after each section to help children complete the activity. Say 1. What’s the weather like? Is it rainy? Use the puppet to help children. Show them how to draw a matching line from the dot next to 1 to the correct picture. Repeat for 2 and 3.

Track 05

Hug: Listen to us. Is it picture 1, 2, or 3? Match!

Hummy: Find number 1. What’s the weather like, Hug? Is it snowy?

Hug: No, it isn’t. It’s rainy. It’s rainy.

Hug: Find number 2. What’s the weather like, Hummy? Is it windy?

Hummy: Yes, it is! It’s windy. It’s windy.

Hummy: What’s the weather like, Hug? Is it cloudy?

Hug: No, it isn’t. It’s sunny. It’s sunny.

● At the end, review answers. Elicit e.g., 1. It’s rainy.

Children can draw themselves outside and dressed in suitable clothing for a snowy or cloudy day.

Workbook p. 13

● Show children your handprint sun. Ask What’s the weather like? Tell children they are going to make a sun like this. Explain the steps using the pictures on the page.

● Children choose orange or yellow cardboard. With your help or their partner’s, they trace around their hand with a pencil. Then they cut out their handprint. They may need more than one each.

● Help children write their names or first initials on their handprints if they are able to. Another child in the group paints the paper plate yellow.

● When the paper plates are dry, help children glue their handprints to the back of the sun plate so that they stick out of the side like the sun’s rays, with their name or first initials showing.

● Children could decorate the handprints or suns with a happy face or their own faces.

● Display the suns. Alternatively, have one very big class sun with all the children’s handprints. Children say “It’s sunny.”

Reflection Time

● Tell children that it’s gratitude time (time to say thank you). Ask children to talk in L1 about things they are grateful for. It could be in this unit, this lesson, or this week at school. For example, it could be something simple, like a sunny day, something nice a friend has done for them, or something they have learned. Praise every child’s response equally and without judgment. Instead of a speaking activity, you can also ask children to draw or make something or to act out what they are grateful for. You could have a place in the classroom to collect or display the drawings. Don’t forget to tell children what you are grateful for, not only in this lesson, but every day. For example, it could be saying thank you to a child who has helped in class.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

Look. Think. Circle.

Lesson 8 Well-being 1

Lesson Objectives

Reflect on personal well-being

Vocabulary cold, hot; bike, car; hold hands

Emotional Well-being I feel like I’m safe.

Emotional Well-being

I feel like I’m safe.

Children need safe environments in which to grow, learn, play, and express their individuality. Feeling unsafe can cause anxiety and make concentrating difficult. Children should feel protected from harm and bullying and not fear being judged or rejected. A secure and calm environment creates the best foundation for learning.

Circle Time

● Do the Hello routine (see TB page 13).

Reflection Time

● Tell children they are going to do a breathing exercise to help them think about what they have learned. Ensure there is space for everyone to lie down.

● Children can either put their hands or a toy on their tummy.

● Invite them to close their eyes and breathe in and out as you slowly say One, two, one, two, … to guide them with their breathing. Invite them to concentrate on the feeling of the toy or their hands moving up and down on their tummy as they breathe.

● Once children are calm, ask them to sit up slowly. Have volunteers tell you what they enjoyed in the unit.

● Let children vote to decide on an activity from the unit to repeat. Give a choice, such as the song, the chant, or a flashcard game.

Teaching Tip

Materials

Cross-curricular video, heart-shaped paper (optional), a toy for each child (optional) Use Presentation Plus to watch the video.

Children may not be familiar with this calming strategy. If this is their first time, they may find it difficult to focus on their breathing. Be patient and gently guide them. Each time they do this strategy, they will get better at it and gain more from it. If a child is uncomfortable about closing their eyes in these exercises, invite them to look down slightly and soften their focus so they’re not looking at anything in particular.

Video Review

● Watch the Cross-curricular video again.

● Talk to children about not touching hot or dangerous things. Elicit ideas about how to stay safe by not touching things.

● Ask children to tell you if the classroom is a safe place for them – it should be!

Table Time: Student’s Book

● Do the Table Time routine (see TB page 13).

p. 14

● Show the SB page. Ensure all children are on the correct page and that they have a pencil.

● In L1, discuss what the pictures show.

● Ask children if the child in the first picture is safe and why.

● Show children how to draw a circle around the picture with their pencil because this child is safe. Repeat for the remaining pictures.

● Talk again to children about being safe in their home, on the street, and at school.

Children can count the number of people in the pictures who look like they feel safe.

Everyday Well-being

Discuss and make a classroom collage of different things children are looking forward to at school. Choose the activities or events that are accessible to everyone, including those who may have additional needs (physical, educational, or emotional). They can be as simple as a sunny day or snack time! Remember to check back in with the collage. Talk about which things have happened and how children felt about it.

Workbook

p. 14

● Elicit details about the picture. Ask What can you see? Children may give different answers, such as a car, house, dog, etc.

● Encourage children to show or tell you things that make the children feel safe in this picture.

● Ask children which of these things make them feel safe on their street.

● Ask children to color the children in the picture who show something that makes them feel safe. They may color all the children.

● When they’ve finished, invite volunteers to show the class their picture and point to what they have colored.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

Lesson 1 Vocabulary Presentation and Song Our Families 2

Unit Objectives

● Talk about families and emotions using My (aunt) is/isn’t (surprised).

● Watch and understand a story about visiting someone’s house

● Cross-curricular: Social Studies

● Well-being: I feel like people care about me.

Lesson Objectives

Become more familiar with the topic of families and emotions Vocabulary aunt, baby, big (sister), cousin, uncle; scared, surprised

Circle Time

● Do the Hello routine (see TB page 13).

● Point outside and say Look! It’s (sunny) today. Ask children to mime today’s weather.

Vocabulary Presentation

● Have the puppet reveal the family flashcards to introduce the new U2 vocabulary as well as to review words from Level 1 (mommy, daddy, sister, brother, grandma, grandpa).

● Play a mime game. Point to the surprised and scared flashcards and say an adjective. Have children repeat the gesture.

● Show children your family photo. Introduce the family members (from the unit vocabulary). Ask children Who is (happy)? Review brother and sister and add big to show big sister/brother. Play the audio.

Track 06

Adult: Aunt. (x3) Hug: Aunt. (x3)

Adult: Baby. (x3) Hug: Baby. (x3)

Adult: Big sister. (x3) Hug: Big sister. (x3)

Adult: Cousin. (x3) Hug: Cousin. (x3)

Adult: Uncle. (x3) Hug: Uncle. (x3)

Adult: Surprised! (x3) Hug: Surprised! (x3)

Adult: Scared! (x3) Hug: Scared! (x3)

● Repeat the audio and ask children to listen and mime the emotions for the adjectives.

Creative Thinking

Identify connections between basic vocabulary or familiar concepts and their own experiences

Critical Thinking

Use visual and physical clues to infer basic information School Readiness

Tell friends and grown-ups what they need and how they feel

Materials

Puppet, Unit 2 flashcards, Level 1 flashcards from Teacher’s Resources (Unit 3 emotions, Unit 4 family), Audio, Song video, a family photo

Use Presentation Plus to watch the video and to play the games.

Teaching Tip

Ask children about their own family to check their understanding. If necessary, check some words using L1, e.g., cousin, aunt, and uncle.

Game Time

● Display a Unit 2 flashcard. Tell children to stay still, like a statue. Say a word from the unit vocabulary three times. If the word you say is the word on the flashcard, children run to the flashcard. If not, they stay still.

Song Time

● Have the puppet say Look! It’s song time! Daniel has a new song for us. Play the Song video. Children first watch. Play it again. This time, do the actions and encourage children to join in with the actions and sing some of the words.

Song video script

Daniel: Hi, everyone! Let’s sing and dance.

Sofia: Let’s sing. Happy! Happy, happy, happy! Look, my aunt. Aunt, aunt, aunt. My aunt is happy. Happy.

(Verse 2: scared, my cousin; Verse 3: tired, the baby; Verse 4: surprised, my uncle; Verse 5: excited, my big sister)

Table Time: Student’s Book p. 15

● Do the Table Time routine (see TB page 13). Show the SB page. Elicit the family members and emotions.

● Play Track 06 again and ask children to listen and point to the family member and emotion in the picture.

● Play the song again and ask children to join in if they can and to point to the family member in the picture.

● Ask a volunteer to show the class in their book: Show me (surprised) Show me (uncle). Ask children which emotion on the page represents how they feel. Ask them to find two tired people in the picture (baby and little brother).

Children can circle Sofia’s cousins.

Workbook p. 15

● Play the audio. Pause after each person to give children time to check the correct box.

WB Track 05

Sofia: This is my uncle. My uncle.

Daniel: This is Sofia. Sofia is scared! Scared.

Sofia: This is my aunt. My aunt.

Daniel: This is Sofia. Sofia is surprised! Surprised.

Sofia: This is my cousin. My cousin.

Sofia: And this is my big sister. My big sister.

Daniel: And look. A baby! A baby.

Sofia: Yes. This is my family!

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

Look. Say. Stick.

Lesson 2 Vocabulary Practice

Lesson Objectives

Practice family vocabulary and adjectives

Circle Time

Vocabulary aunt, baby, big (sister), cousin, uncle; scared, surprised

● Do the Hello routine (see TB page 13).

Vocabulary Review

● Use the flashcards and your family photo to review the unit vocabulary.

● Show each flashcard again and encourage children to repeat and join in with the mime for the adjectives.

● Play the Song video again and encourage children to say the words if they can and do the actions.

Game Time

● Play a memory game. Place the family flashcards in the circle, face up. Review the words as you do so.

● Ask children to turn around. Tell them you will remove one card.

● Remove the card. Ask them to guess which card you have removed.

● Then they turn around to see if they were right.

● Repeat a few times. You could have a few volunteers play your role.

● Show the emotions flashcards from Level 1 and this unit. Review the words.

● Ask children to tell you something that makes them feel one of the emotions. You could provide some prompts using a real object, a sketch, or a mime. Some examples of situations could be: seeing an elephant in the classroom, finding a big spider, etc.

● Have children mime how they feel in each case. They say the word as they mime.

Emotional Development

Verbalize what emotion they are feeling

Materials

Puppet, flashcards, a family photo, Level 1 flashcards from Teacher’s Resources (Unit 3 emotions, Unit 4 family), Song video, Stickers

Use Presentation Plus to do the interactive activity.

Table Time: Student’s Book p.16

● Do the Table Time routine (see TB page 13).

● Show the SB page. Ensure all children are on the correct page.

● Ask children what they can see: Where is this? Can you see Sofia and her family? Ask children to name some objects they can see in the picture.

● Have children find the Unit 2 sticker page.

● Use the puppet to say each word. Children point to the sticker and repeat the word after Hug.

● Have Hug ask the children to count the stickers, then they stick them to the page.

Teaching Tip

The uncle, scared, and surprised stickers have fixed positions on the page, but children are free to stick the other stickers wherever they like in the picture. There is no correct place or answer. Have children show their books to the class and comment on them.

● If time allows, put children in pairs and ask them to tell their partner about their picture.

Children can color the ball.

Workbook p. 16

● Draw four faces on the board without mouths. Slowly draw a very simple smile on the first picture. Elicit happy. Repeat for surprised (a circular or oval mouth), scared (a wiggly line mouth), and OK (a straight mouth) on the other three faces.

● Draw more faces and nominate children to come out and draw the emotion you tell them.

● Now direct children’s attention to the picture on the page. Say Look. It’s Sofia’s family. Ask children Who’s this? for each person in the picture.

● Ask children to listen and draw the mouths of the people.

WB Track 06

Sofia: This is my family. Look, my aunt. My aunt. She’s happy. Happy.

This is my uncle. Uncle. He’s surprised. Surprised. This is my cousin. Cousin. She’s scared. Scared. This is my baby cousin. Baby. He’s OK. OK.

● Play the first part of the audio (about Sofia’s aunt) and show children how to find the aunt and draw her smiling mouth.

● Play the rest of the audio, pausing it for as long as necessary so children can find the person and draw their mouth.

● Ask children to point and say the words for the family members and the adjectives.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

2

Lesson 3 Language Presentation

Lesson Objectives

Learn to talk about families and emotions

Language My (aunt) is/isn’t (scared).

Emotional Development Recognize common emotions in peers

Circle Time

● Do the Hello routine (see TB page 13).

Vocabulary Review and Language Presentation

● Play the Song video and encourage children to join in.

● Hold up each of the Unit 2 and Level 1 flashcards one at a time and encourage children to do the actions with you and say the word if they can.

● Show the Sofia flashcard. Say I’m Sofia! Point to the family flashcards (aunt, uncle, cousin) and say This is my family. Choose one family flashcard and one emotion flashcard and say My aunt’s surprised. Repeat for two more family members and different adjectives.

● Introduce the negative form using the flashcards, e.g., My cousin is happy. My cousin isn’t scared.

● Play the Language video. Children should tap the table when they hear each sentence.

Language video script

Hug: Listen and tap. Listen and say. This is my cousin. My cousin is tired! My cousin isn’t sad.

(Verse 2: my aunt, is scared, isn’t happy; Verse 3: my uncle, is surprised, isn’t sad)

Hummy: Listen and tap. Listen and say. This is my cousin. My cousin is tired! My cousin isn’t sad.

(Verse 2: my aunt, is scared, isn’t happy; Verse 3: my uncle, is surprised, isn’t sad)

Hummy: That was great!

Materials

Puppet, Unit 2 flashcards, Level 1 flashcards from Teacher’s Resources (Unit 3 emotions, Unit 4 family), flashcard, Language video, Song video, a drawing of a family member and emotion drawn onto a copy of page 17

Use Presentation Plus to watch the video.

● Play the video again and encourage children to join in.

Teaching Tip

You can teach the contracted form ’s for is by having children repeat parts of the sentence while building up to the full sentence. Then emphasize the ’s and drill the full contracted form, e.g., My cousin, My cousin – is, My cousin – is –happy. My cousin’s happy. My cousin’s happy. My cousin’s happy

Table Time: Student’s Book p. 17

● Do the Table Time routine (see TB page 13).

● Show the SB page. Ensure all children are on the correct page and that they have a pencil.

● Say This is Hug’s family. Point to the three characters and say the family members. Then use the puppet and have Hug say My (aunt). Ask children Where’s Hug’s (aunt)? Children point to the family member.

● Play the Language video again. Children listen and chant. As they do so, they choose the correct picture and point to it.

● Show the picture you drew of a family member on a copy of page 17. Tell children they are going to draw a picture of someone in their family in picture 4. They should make that person happy, scared, etc.

● As children are drawing, monitor and ask Who is it? Elicit an answer, e.g., This is my aunt. My aunt is happy. My aunt isn’t sad.

Teaching Tip

Young children may be at different stages of development. Some children’s drawings of people may not be very representative. The focus in this activity is on language rather than artistic development. Talk to all children about what their pictures intend to show; don’t critique them.

● Ask children about their pictures. Say an emotion word. If their picture shows this word, they hold up their book and say, e.g., My aunt is scared. Then choose some children who didn’t hold up their book and elicit the negative, e.g., My uncle isn’t scared.

Children draw and color something that explains the emotion of their family member in picture 4.

Workbook p. 17

● Have children look and say who they can see in each picture. Point to the four emojis and elicit: surprised, happy, OK, and scared.

● Say This is my family. This is the baby. Elicit the baby’s emotion. Say Yes. The baby is surprised. The baby isn’t (scared). Show children how to draw a line to match the baby to the surprised emoji.

● Help children match the other people to the emojis.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

Lesson 4 Story Presentation

Lesson Objectives

Watch a story about visiting someone’s house

Vocabulary and Language family, feelings; This is my (aunt). My (aunt) is/isn’t (scared).

Circle Time

Critical Thinking

Show an interest in listening to stories and talk about them

● Do the Hello routine (see TB page 13).

Story Time

● Have the puppet whisper in your ear and act excited. Say Why are you excited, Hug? Is it story time? That’s fantastic!

● Load the Story video and pause it at the beginning. Ask children which characters they think will be in the story and what it might be about.

● Say Now, let’s listen to the story. Check that all children can see the screen. Alternatively, you may read the story aloud from the Big Book.

● Play the first two scenes in the Story video, then stop. Ask a few questions to check understanding about where the characters are and who is in the story. Ask who they think is at Daniel’s house. Say Let’s find out.

● Continue with the rest of the Story video. Pause to confirm children’s predictions.

Teaching Tip

It is important to pause the story at times to check children are following. Ask questions to check their understanding and have them predict what will happen next based on what they can see.

Emotional Development

Ask how others are when greeting them and be aware of others’ feelings; Begin to show understanding of interactions that are hurtful or unfair to others; Console others

Materials

Puppet, Unit 2 flashcards, Level 1 flashcards from Teacher’s Resources (Unit 3 emotions, Unit 4 family), character flashcards, Story video or Big Book, Audio

Use Presentation Plus to watch the video and to do the interactive activity.

Story video script (SB Track 07)

Narrator: Sofia is at Daniel’s apartment.

Daniel’s mom: Sofia! Hello! How are you?

Sofia: I’m OK, thank you. Here you are.

Daniel’s mom: Oh! Thank you, Sofia. How nice!

Come in!

Sofia: Bye, Dad!

Dad: Goodbye!

Daniel: This is my aunt. And this is my uncle.

Sofia: Hello!

Daniel’s aunt: Hi!

Daniel’s uncle: Hello, Sofia!

Daniel: Look, my cousin Jake. He’s very excited. And my cat. Oh, no, my cat’s scared!

Daniel’s mom: Jake!

Daniel: Oh, dear. My mommy isn’t happy!

Sofia: And the cat is scared.

Daniel: Yes. And look. My uncle is surprised, and my aunt is surprised, too!

Sofia: Oh, no. And now the baby is sad.

Jake: I’m sorry. Here you are, Baby Jess.

Daniel: Thank you! It’s OK, the baby is happy now.

● Ask children how each character is feeling at the end. Ask them to say who is happy and who is sad.

● Have children point to where Daniel helps to comfort the baby. Ask why they think the baby was crying and how Daniel helped to comfort her. Talk to children about consoling others, sharing toys, and apologizing when you have hurt someone.

Story Stretch

● Tell children they are going to watch the Story video again, but this time they are going to take part. Ask them to stand up and mime the emotions for each frame.

Table Time: Student’s Book

p. 18

● Do the Table Time routine (see TB page 13). Show the SB page. Ensure children are on the correct page and have a pencil.

● Read the story. Alternatively, you can click on the icon in Presentation Plus to play the audio. Ask children to point to each picture as they hear what happens in it.

● Ask children to find and point to people showing different emotions, e.g., Point to a (happy) person.

● Finally, ask children to show you an example of bad behavior. They should circle it.

Children can find Hummy.

Workbook p. 18

● Ask children to remember how the characters were feeling in the story.

● Show them how to use a pencil to circle the emotions they think were shown in the story.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

Lesson 5 Story Exploration

Lesson Objectives

Listen to the story and check story comprehension

Vocabulary and Language family, feelings; This is my (aunt). My (aunt) is/isn’t (scared).

Emotional Development

Ask how others are when greeting them and be aware of the feeling of others; Begin to show understanding of interactions that are hurtful or unfair to others

Circle Time

● Do the Hello routine (see TB page 13).

Story Time

● Ask children what they remember about the story. Focus on the people in the story.

● Explain that you are going to tell them the story again. Show the Big Book, but keep it closed until all children are settled and ready to listen.

● Read the story or play the audio. Pause after each page to check children understand what is happening. Ask questions about the emotions seen on each page and why characters feel that way.

● Ask children if they liked the story and what their favorite part was.

● When the story is finished, ask children if they have a baby brother, sister, or cousin. Ask them to show you what they do when the baby is sad.

Teaching Tip

You may decide to read the story to children yourself. Make sure they are sitting facing you and are comfortable. Take your time to read the story. Pause at key moments to ask questions and elicit reactions and ideas from children. Engage children in the story by changing your voice for different characters, using mime and gesture, etc. Finally, keep children active by asking them to respond physically as well as verbally as you read the story.

Story Stretch

● Ask a volunteer to act out scene 1 from the story with you. Then repeat with a pair of volunteers before asking children to stand up and work in pairs. One person takes the part of Sofia and the other takes the part of Daniel’s mom. They act out the part of the story where Sofia gives Daniel’s mom some flowers.

● If you have time, extend the activity by having children offer each other imaginary presents. Have them say thank you to each other when they receive something.

Table Time: Student’s Book p. 19

● Do the Table Time routine (see TB page 13).

Materials

Puppet, Level 1 flashcards from Teacher’s Resources (Unit 3 emotions: happy, sad), Big Book or Audio

● Show the SB page. Ensure all children are on the correct page and that they have a pencil.

● Show the happy and sad flashcards and display them during the activity.

● Point to the top left picture of the baby and ask children how the baby feels.

● Show children how to draw a line to match the baby to the bottom right emotion picture.

● Children can sit with a partner and work together. They can talk in L1 and may use some words in English.

Teaching Tip

Pairwork may still be challenging for children because they may not feel able to interact well with a partner or may not understand it as a language practice classroom activity. Be patient. Children will take time to get used to pairwork.

● Children then look at the top right picture. They match the emotion of the baby with the bottom left picture. Demonstrate drawing a matching line, then monitor and support as children draw.

● Encourage children to check their own answers as you show them on the screen. Elicit both positive and negative forms when checking answers, e.g., The baby is happy. The baby isn’t sad.

Children circle someone showing good behavior (the boy handing back the block).

Workbook p. 19

● Ask children to look and tell you what they can see in the pictures. Elicit or point out in very simple language that there are examples of good behavior and less good behavior.

● Elicit which pictures show good behavior.

● Ask children to circle the examples of good behavior by following the dashed lines.

● Talk about each of the good behavior pictures, which show sharing toys and being kind to your brothers, sisters, cousins, and other children. Ask children to think of some examples or to tell you about their good behavior with others. Encourage and help them to use words and phrases in English.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

4

Lesson 6 Cross-curricular: Social Studies

Lesson Objectives

Learn about family networks through a community map

Language

This is my (family).

Creative Thinking

Participate in listening and viewing tasks to find out information

School Readiness

Cooperate with an adult to ensure safety while in town

Circle Time

● Do the Hello routine (see TB page 13).

Video Time

● Say Now, let’s watch a video. Check that all children can see the screen. Play the Cross-curricular video.

Cross-curricular video script

All families are different. This is my family.

Here are my mommy and daddy, and my big sister. You can see my three aunts, my two grandmas, and two grandpas, too.

Some people have a big family.

Look, two girls, two boys, and a baby! And some people have a small family.

This family has a mommy, a daddy, and one girl. And this family has a mommy and a boy. Families take care of each other and have fun together.

Families eat together and play together.

This family is going on vacation. They care about each other. These daddies and mommies care about their children.

● Display the family flashcards. Play the video again and pause after each section. After the first scene, point out that the boy is holding his mom’s hand. Talk to children about the importance of holding an adult’s hand when walking in town. For the next scenes, ask children to point to the flashcards that correspond to who the boy and his mom visit in the video.

Materials

Puppet, Level 1 family flashcards, Cross-curricular video, copies of a very simple map of your local area, colored note cards, glue, pens/crayons, an example of a community map

Use Presentation Plus to watch the video and to do the interactive activity.

Table Time: Student’s Book p. 20

● Do the Table Time routine (see TB page 13).

● Show the SB page. Ensure all children are on the correct page and that they have a pencil.

● Explain to children that they need to draw their own family members in the picture. They then count them. First demonstrate with your family and draw your family members and say who they are. Then count them.

● Monitor and support children as they draw.

● Ask for volunteers to hold up their drawings. Encourage them to talk about their family with This is my …

Children can circle the correct number of people in their picture.

Craft Time

● Show the example of the community map you have made: draw some family and/or friends on each small note card. Glue these to the map to show roughly where they live.

Teaching Tip

It is useful to create an example of what you would like children to create in an arts and crafts activity before the lesson. It makes your instructions clearer and children will know what to aim for.

● Hand out the small note cards first. Children can draw family or friends who live in the area. If children will share a map in the next stage of the activity, give different colored note cards to different children so they are easy to distinguish on a shared map.

● When children have drawn on their note cards, hand out the maps. You could have one map per child, one map per group, or one map per class if the class size is small.

● Help children locate the approximate places where their family and friends live. Children then glue the cards to the map.

● Display the maps and talk to the class about their families and where they live.

Workbook p. 20

● Ask about the picture using simple language and gestures to help children understand it, such as Who is this? Where is it? What are they doing? Is the child happy/scared?

● Ask children to draw on and color the adult who takes them to school. Show them how they could modify the picture of the adult, e.g., by adding long hair or changing the clothes.

● When children have finished, ask them to tell the class who is in their picture using This is … Ask questions about how they are feeling to elicit My (daddy) is happy/isn’t scared.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

2

Lesson 7 Review

Lesson Objectives

Review Unit 2

Vocabulary and Language aunt, baby, big (sister), cousin, uncle; scared, surprised; This is my (aunt). My (aunt) is/isn’t (scared).

Circle Time

● Do the Hello routine (see TB page 13).

Vocabulary and Language Review

● Review the vocabulary and language by playing the Song video. Alternatively, play the audio. Encourage children to join in by singing the words and doing the actions.

● Put all the emotions flashcards in the middle of the circle. Ask children to guess how Hug is feeling. Encourage them to say, e.g., Excited! Say Yes, Hug is excited. Or No, Hug isn’t excited. Ask children to say how they are feeling now.

● Reveal each family flashcard and elicit the word. Put the emotions flashcards around the room. Hold up a family flashcard and say This is my (aunt). My (aunt) is (surprised). Children run to the correct emotion flashcard when you use a positive verb form but keep still if you use a negative. Repeat a few times.

Teaching Tip

Circle Time activities are ideal for assessing learning. It is easy to see which children can participate and have acquired the language and other skills. Make notes on different children’s achievement after the Circle Time session in the Review lesson in particular, but also at other moments in the unit.

Emotional Development

Verbalize what emotion they are currently experiencing; Recognize common emotions in others

Materials

Puppet, Song video, Audio, Unit 1 and Unit 2 flashcards, fly swatter (or similar stick that is safe to use), a photocopy of a tree outline (1 per child), cut-out leaves (several per child depending on the size of their families), glue, crayons, a pre-prepared model family tree using the photocopy and cut-out leaves

Use Presentation Plus to do the interactive activity and to play the games.

Table Time: Student’s Book p. 21

● Do the Table Time routine (see TB page 13). Show the SB page. Ensure children are on the correct page and have crayons.

● Have children look at the four birds on the left and tell you the different emotions. Introduce the word nut.

● Tell them they will hear Hummy talking about his family. They should circle the birds in the scene with the same color as the frame around the birds on the left.

Track 08

Hummy: Hi, everyone! This is my family!

Hummy: This is my uncle. He’s big!

Hummy’s uncle: Hello, Hummy, how are you?

Hummy: I’m OK, thanks, Uncle! Good! My uncle is happy!

Hummy: This is my aunt. She isn’t happy.

Hummy’s aunt: Ah! Oh, no, a snake!

Hummy: My aunt is scared!

Hummy: This is my cousin. He isn’t big.

Hummy’s cousin: Hi.

Hummy: Oh, no. The nut. My cousin isn’t scared. My cousin is angry.

Hummy: Ouch! The nut.

Hug: Oh, no! The nut hit Hummy. Hummy isn’t angry. Hummy is surprised!

● Play the audio. Pause after the Hummy’s uncle is revealed and demonstrate circling Hummy’s uncle in yellow in the scene. Children circle in their books. Repeat with Hummy’s aunt and cousin and Hummy.

Children can count the hummingbirds.

Circle Time

● Give a volunteer the fly swatter. Say This is my (aunt). My (aunt) is surprised! Mime the emotion. The child should swat the correct emotions flashcard with the fly swatter and do the mime. Repeat with other children, making sure they use it responsibly.

Workbook p. 21

● Hold up your family tree. Point to each leaf showing one person in your family and say who they are.

● Hand out leaves and have children draw their family members, including themselves. Show children how to glue their leaves onto the tree. Hand out the photocopy and glue sticks as necessary. Children can color their tree.

● Have volunteers talk about their family. Then display the family trees in the classroom or have children take them home.

Reflection Time

● Tell children that it’s gratitude time. Ask children to talk in L1 about things they are grateful for in this lesson or this week. See TB p. 32 for some ideas. You can also ask children to draw, make, or act out what they are grateful for. If you have a collection of drawings from an earlier lesson, you can use them to remind children what they were grateful for before.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).

Think. Draw. Say.

22 Unit 2 Well-being: I feel like people care about me.

Lesson 8 Well-being

Lesson Objectives

Reflect on personal well-being

Language family, friends, grandma, grandpa, happy

Emotional Well-being I feel like people care about me.

Materials

Cross-curricular video, relaxing music (optional) Use Presentation Plus to do the interactive activity.

Emotional Well-being

I feel like people care about me.

Positive relationships with others and feeling a sense of belonging are essential for young learners’ well-being. When teachers and classmates show that they care about a learner, it fosters a sense of belonging, which results in higher levels of well-being, increased motivation and co-operation, and less conflict.

Circle Time

● Do the Hello routine (see TB page 13).

Reflection Time

● Tell children they are going to do a breathing exercise with relaxing music to help them think about what they have learned. Ensure there is space for everyone to lie down.

● Show children how to hold their forefingers and thumbs in a heart shape with both forefingers touching and both thumbs touching. Show them how to move their hands in this position toward their bodies as they inhale and away from them as they exhale. Invite children to close their eyes and inhale slowly as you count to five and exhale slowly as you count to five.

● Once children are calm, ask them to sit up slowly. Have volunteers tell you what they enjoyed in the unit.

● Let children vote to decide on an activity from the unit to repeat. Give a choice, such as the song, the chant, or a flashcard game.

Teaching Tip

If the heart shape is too difficult, get children to just make a roughly circular shape instead.

Video Review

● Watch the Cross-curricular video again. Talk to children about how our family and friends care about us.

Teaching Tip

In L1, invite children to give examples of how someone in their family or a friend shows they care about them. Explain to children that when we feel sad, remembering that people care about us can help us to feel better.

Table Time: Student’s Book p. 22

● Do the Table Time routine (see TB page 13). Show the SB page. Ensure children are on the correct page and have a pencil.

● Point to the picture. Ask children to say some words about it, e.g., grandpa or happy. Ask if the grandparent cares about the child. Remind children the grandparent is like the people they just talked about.

● Ask children to draw a person who cares about them in the frame. Ask children to show the class their picture and say who it shows. Extend by asking them how the person feels and how they feel when they see this person.

Children can count the people who care about each other.

Everyday Well-being

Showing that we care about others can help develop positive relationships and make us feel cared for in return. Invite children to tell you ways that they show they care about people in their lives. Give examples, such as giving a family member or friend a hug or inviting other children to play. At the start of lessons, make time for children to show they care by saying hello and asking each other how they are. During lessons, encourage children to show they care by offering to help each other.

Workbook p. 22

● Elicit details about each picture. Ask Who can you see? Explain that they all care about each other.

● Ask children to identify one or more of the pictures that are similar to their own lives. Then have children say which ones are similar to people in their own lives.

● Invite children to trace the heart around the picture(s) that are similar to their own lives. One picture shows a teacher, which all children can trace around regardless of their family circumstances.

Goodbye

● Do the Clean Up and Goodbye routine (see TB page 13).