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

Identify and name basic shapes (circle, square, triangle, heart, star) in story pictures
Use shape vocabulary to describe objects in the pictures

1. Warm-Up

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

2. Story Review (Student Book pg 10-21)

The teacher guides the review by pointing to key story scenes and asking students to name the shapes they see in each picture. Model the target language first, then invite students to respond together or individually.
“What shape is the star?” “What shape do you see on the tree?” “Is it a triangle?” “Is this a heart?”

3. CLIL — Guess the Shape (Student Book p 23)

Objective: students review basic shapes and practice visual recognition by guessing shapes from their shadows.
Materials: cutouts of shapes (from the workbook), projector or flashlight, dark background or curtain for projection.
a) Show colorful shapes one at a time. Teacher: “Let’s go to Shape Space!” Teacher: “What shape is this?” Students: “It’s a circle!” (Repeat with square, triangle, heart, star.)
b) Show one shadow/silhouette at a time. Make a shadow of the shape on the wall using a flashlight and the shape cutouts. Teacher: “Look! What shape is it?” Students: “It’s a triangle!”
c) After guessing, show the real colorful shape for confirmation.
Teacher Tip: rotate or change the size of the shadow to make it more fun.

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

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 — S s

a) Demonstrate pronunciation. Write uppercase “S” and lowercase “s” on the board. “The letter S makes the /s/ sound.” “To make the /s/ sound, touch your teeth together and make a snake sound.” “Let’s make the sound together: /s/, /s/, /s/!” Exaggerate the sound.
b) Direct students to the pictures on workbook page 8. “/s/, /s/, /s/ like in sock, /s/, /s/, /s/ like in square, /s/, /s/, /s/ like in sun.”
Sock — point to your socks. Square — use your fingers to draw a square shape in the air and say “Square!” Sun — put your arms up in a big circle above your head like the sun and say “Sun!” Encourage students to copy your actions.
c) Practice saying these words numerous times. If some students have difficulty with a certain aspect of pronunciation, focus on that again and again until it is understood.

3. Workbook pg 8 — Phonics

Direct students to find and circle the shadow that matches each picture, and check the answers together.

4. Phonics Introduction — T t

a) Demonstrate pronunciation. Write uppercase “T” and lowercase “t” on the board. “The letter T makes the /t/ sound.” “To make the /t/ sound, put your tongue behind your top teeth and pop the air out!” “Let’s make the sound together: /t/, /t/, /t/!” Exaggerate the lip and teeth placement.
b) Direct students to the pictures on workbook page 9. “/t/, /t/, /t/ like in triangle, /t/, /t/, /t/ like in tub, /t/, /t/, /t/ like in ten.”
Triangle — use your two hands to draw a big triangle shape in the air and say “Triangle!” Tub — pretend to take a bath or splash water, “Tub!” Ten — count with students to the number ten. Encourage students to copy your actions.
c) Practice saying these words numerous times until you feel students are proficient.

5. Workbook pg 9 — Phonics

Use the workbook to connect the dots to make the tub and have students color the picture.

6. Activity 1 (Phonics) — Sorting game

Objective: students differentiate between the initial sounds /s/ and /t/ and sort the corresponding flashcards into the correct piles.
Materials: 2 baskets (labeled ‘S’ and ‘T’), phonics flashcards starting with ‘S’ and ‘T’.
a) Gather students in a seated circle or group.
b) Place two buckets or create two piles — one “S” pile and one “T” pile.
c) Each student takes flashcards and matches the word with the pile.

6. Activity 2 (Phonics) — Stand up for the Sound

Objective: students differentiate between the initial sounds /s/ and /t/ by performing specific physical actions for each sound.
a) Gather students in a seated circle or group.
b) Assign actions and explain the rules. “When you hear the /s/ sound, stand up!” “When you hear the /t/ sound, touch your toes!”
c) Start with 3–4 words slowly to practice, then gradually increase the speed.
d) Call out words from the list one at a time. Students respond with the correct action.
e) Once confident, let students take turns being the word caller.

8. Wrap-up

Phonics Song | Letter Ss | Phonics sounds of Alphabet. Phonics Song | Letter Tt | Phonics sounds of Alphabet.

CLIL and Phonics