Walking Walking · movement song ↗Use before seated book work. Model actions in place.
Starfall ABCs · letter exploration ↗Choose the lesson’s letter with your class. Best after introducing its sound.
British Council · word games ↗Select the topic first; reading tasks need teacher help for beginners.

Our games add oral practice to the curriculum. They do not measure a child’s English level.

Teaching guide

Original Teacher’s Guide. Each 40-minute lesson covers two guide periods.

W2 P1Student Book — Read together review + Student Book (CLIL)

Lesson Goals

Students will be able to

1. Warm-Up

Hello Song · “How are you?” · “How’s the weather today?” · Day of the week check

2. Story Review (Student Book pg 10–25)

Guide the review by pointing to key story scenes and asking key questions, pausing after each to allow students time to answer: “Look! What are they eating? Yes, it’s popcorn!” “Oh, look at the character. After eating the popcorn, is he small?” “Are they bigger than the roof?” “How did Hoggy get small?”

3. CLIL — Build a Giant Movie Hero (Student Book pg 27)

Objective: students collaborate to create a giant character and describe its body parts using size adjectives like big, tiny and huge.
Materials: large papers (A3 or recycled boxes); crayons, markers, colored pencils; scissors, tape or glue; reference pictures of favorite movie characters.
a) Talk about movies. “Who’s your favorite movie character?” Show examples and encourage students to describe them: “He’s big!” / “She’s strong!” / “It’s funny!”
b) Choose one character as a team or a class — Hoggy, or another character students like.
c) Divide body parts. Give each group or student one part to draw — head, body, arms, legs, feet. Tell them: “Draw it BIG! Let’s make a GIANT!”
c) Draw and color. Students draw with crayons or markers. Encourage them to be creative — it doesn’t have to be perfect!
d) Assemble the giant. Put all the parts together on the wall or floor. Some parts may not fit perfectly — that’s okay! “Wow! It’s huge!” “That arm is tiny!”
e) Showtime! Everyone claps and poses with the giant. Optional: let the students take a photo with it.

4. Wrap-up

Review target words with the Let’s Chant song, then finish the class with the Goodbye song.

W2 P2Phonics (Workbook)

Lesson Goals

To help students understand how Magic e changes the short /u/ sound to a long /u/ sound

Students will be able to

1. Warm-Up

Hello Song · “How are you?” · “How’s the weather today?” · Day of the week check

2. Phonics Introduction — _u_e

a) Review the short /u/ sound. Point to the letter ‘u’ inside the box on workbook page 7. “Remember this letter? The letter U makes the /u/ sound. It says /u/, /u/, /u/ like in hug and tub.”
b) Introduce Magic e. Point to the ‘e’ wearing the wizard hat in the box. “But look! Here comes Magic e! It is wearing a magic hat.” Explain: “Magic e is very quiet (shhh!), but it has a superpower. It makes u say its name!”
c) Demonstrate the “_u_e” sound. “Now, it’s not /u/ anymore. It’s /juː/! It says its own name like in huge, cube and tube!” Model, and have the students repeat several times.

2. Workbook pg 7 — Phonics

a) Point to the first picture (hug) and the word ‘hug’: “Look at the first picture. What are they doing? They are giving a hug! Everyone, say hug (/h/-/u/-/g/).” Ask students to follow along by pointing to the word ‘hug’ in their books.
b) Introduce the sticker: “Now, find the sticker with Magic e and the Huge Hoggy!” Instruct: “Put it at the end of ‘hug’. What does it become? It’s HUGE! (h-u-g-e).” Point to the new picture on the sticker: “Look at Hoggy! He is not small. He is HUGE!”
c) Guide students through the next two puzzles in the same way. Cub to Cube: “This is a little lion cub. Add Magic e… now it’s a cube!” Tub to Tube: “We take a bath in a tub. Add Magic e… now it’s a tube of toothpaste!”
Teacher Tip: when students attach the sticker, have the whole class shout a magic spell like “Abracadabra! Magic e, change!” This marks the moment the sound transforms.
d) Practice saying these words numerous times, focusing on whatever gives students difficulty.
e) Explain the meanings using physical actions. Huge — make yourself really big. Cube — make a cube with your fingers, or a square. Tube — imitate a tube of toothpaste. Encourage students to copy your actions.

3. Workbook pg 8 — Phonics

a) Point to the ‘start’ with Mom and Dad Tigo: “Look! Mom and Dad Tigo are looking for their baby cub! Let’s follow the path to help them.”
b) Guide the students’ fingers along the arrows: “First, give a hug! But wait, here comes Magic e! Now it’s huge!” “Keep going! We see a little tiger cub. Add Magic e… and it turns into a cube!” “Almost there! Jump over the tub. Add Magic e… and it’s a tube!”
c) The happy ending: point to the ‘finish’ line — “Yay! We found the baby cub! Good job, everyone!”
d) Instruct the students to look at the “Circle and write” section at the bottom of the page. They must find and circle the correct words (cube, huge, tube) hidden within the mixed letter strings, then write them on the lines below.

4. Wrap-up

Review target words with the Let’s Chant song, then finish the class with the Goodbye song.

CLIL and Phonics