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 10–19)

Briefly go over the story one more time. Ask key questions: “Is the ball red? No? What color is it?” “Is the crab white? What happened?” “Where is the sun?” “What color is the fish?” “Is the hat green?” “Can you say ‘Come back!’?” “Are the colors back?”

3. CLIL — 4 Color Corners (Student Book pg 21)

Objective: students choose a color corner and stay safe by not matching the color the teacher picks from the box.
Materials: color cards for corners, small colored papers in a box.
a) Point to each corner and introduce the color. Have students repeat after you: “This is red! Repeat after me, red!”
b) Play the [Let’s Chant] song while students dance in the middle of the room.
c) When the music stops, students must quickly go and choose one of the four color corners.
d) The teacher closes their eyes and pulls out one colored paper from the box.
e) Students standing in the corner that matches the teacher’s paper are “Out!” and sit in the waiting area.
f) Continue the rounds until only a few winners are left.

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 — U u

a) Demonstrate pronunciation. Write uppercase “U” and lowercase “u” on the board. “The letter U makes the /ʌ/ sound.” “To make the /ʌ/ sound, keep your mouth relaxed and open it just a little. Imagine you are surprised and saying ‘Uh-oh!’ or like you’ve been lightly tapped in the tummy: ‘Uh!’” “Let’s make the sound together: /ʌ/, /ʌ/, /ʌ/!” Exaggerate the sound.
b) Direct students to the pictures on workbook page 8. “/ʌ/, /ʌ/, /ʌ/ like in up, /ʌ/, /ʌ/, /ʌ/ like in umbrella, /ʌ/, /ʌ/, /ʌ/ like in uncle.”
Up — point your finger high toward the ceiling and say “Up!” Umbrella — pretend to hold an umbrella handle and “pop” it open above your head, then say “Umbrella!” Uncle — draw a diagram to explain the family connection, “Uncle!” 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

Guide students to find and circle the letters U/u and the U-words (umbrella, up, uncle) in the picture.

4. Workbook pg 9 — Phonics

Direct students to color the umbrella with the big U, add the stickers around the small u to complete the umbrella, and then color the Uu at the bottom.

5. Activity (Phonics) — Draw the words!

Objective: students demonstrate their understanding of current and previous phonics vocabulary by quickly illustrating and writing target words on whiteboards during a team competition.
Materials: whiteboards, markers, erasers.
a) Go over current and previous phonics vocabulary words with the students.
b) Once everyone has had a turn to practice a word, split the class into 2 or more teams (depending on the number of students).
c) Give each team a whiteboard, marker and eraser.
d) Call out a phonics word. The students then draw a picture related to the word.
e) The team with the correct picture gets a point. To make it more difficult, the students also have to write the word clearly underneath their drawing.

6. Wrap-up

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

CLIL and Phonics