Hello, Polar Bear?

2. Vocabulary Review (Student Book pg 8)

• Review target vocabulary through actions and explanations.

3. Story time (Student Book pg 20-25)

• a) Review the story (pg 10-19). Remind students of their journey. “Last class, we went on a trip! Who did we meet in the grassland?” (Lion!) “Who did we meet in the desert?” (Desert fox!) “Did we find the polar bear? Not yet!”
• b) Read together (pg 20-25). Read the story aloud one page at a time, slowly and clearly, pausing after each sentence or short phrase.
• i) pg 20-21 (the final guess). Read together: “Look! Hello, polar bear?” Point to the white ball. “Look at the white ball! Is it the polar bear? What is it? Let’s find out!”
• ii) pg 22-23 (the final reveal). Turn the page to reveal the polar bear. “Yes! It’s the polar bear! We found it in the Arctic!” Read together: “Hello, welcome to the Arctic. It’s cold and icy.” “How is the Arctic?” Students answer: “Cold and icy!”
• iii) pg 24-25 (the world map). Instead of just telling the students, lead them to discover the variety of habitats by asking guide questions about the map. “Look at the map. Are all the homes the same?” “Are they all hot? Are they all cold?” “Yes, animals live in many different homes around the world.” “Pick and circle your favorite animal on the map.” “Where does your animal live?” “Is the home hot or cold?” Allow them to engage as a whole so they don’t feel pressured to speak.
• c) Read the story again and have students repeat after the teacher.

4. Activity — Find Your Partner!

• Objective: students use Yes/No questions to find their matching habitat or animal partner.
• Preparation: Group A (animal cards) — lion, desert fox, polar bear, etc. Group B (habitat cards) — grassland, desert, Arctic, etc. Give each student one card and tell them to keep it a secret.
• a) One question only: students can ask a friend only one question at a time.
• b) The “move” rule: after asking one question, students must move to a different friend. They can come back to the first friend later after talking to someone else.
• c) Yes/No only: all answers must be “Yes” or “No”.
• d) When a pair finds each other, they should hold hands, come to the teacher, and shout: “We are partners!”
• Teacher tip: write the questions on the board so students can choose one based on their level. Guide them to use different adjectives to narrow down the choices.

5. Wrap-up

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

2. Workbook pg 5 — Story

• Guide students to read each sentence aloud and choose the right picture that matches the sentence.

3. Workbook pg 6-7 — Story

• Guide students to identify animals by analyzing clues (footprints, body parts and habitats). “We will find the animals! Look at the clues.”
• Point to the blue footprint in Clue 1 and ask “Whose footprint is this?” Show the white ear in Clue 2 and ask “Who has these ears?” Point to the habitat picture in Clue 3 and ask “Is this home hot or cold?”
• Lead the students to the final answer: “It’s a desert fox! Now, let’s put on the sticker.”

4. Skills — Numbers: 31-40 (Student Book pg 24)

• a) “Look at the polar bear! What is he holding?” (An SOS sign) “The ice is broken! They cannot get to their friends and family. We need to build a bridge.”
• b) Explain that the ice chunks are missing numbers. To build an ice bridge, they must put the stickers in the correct order (31 to 40).
• c) Practice counting 31 to 40. i) Focus on the base number “30”: point to the number 30 and emphasize its sound and form, ensuring students recognize it as the base for the next numbers. ii) Understand the “30 + X” rule: use visual aids like blocks to show that 31 is just 30 and 1, and 32 is 30 and 2. iii) Repetition: lead a rhythmic chant — “Thirty-one! (clap), Thirty-two! (clap)” — to build muscle memory of the pronunciation. Check the “-ty” sound specifically to ensure students are not confusing it with the “-teen” sound.
• d) Sticker activity: have students peel their stickers and place them in the correct ice shapes to complete the bridge.

5. Activity — The Up & Down Guessing Game

• Objective: review numbers 1-20 and master 31-40 by narrowing down the target number through “Up” and “Down” clues.
• a) The teacher thinks of a secret number between 1 and 40 and writes it on a small piece of paper (or just keeps it in mind).
• b) A student raises their hand and guesses a number.
• c) If the guess is lower than the secret number, point up and shout “UP!” If the guess is higher, point down and shout “DOWN!”
• d) The student who guesses the exact number gets to be the next Number Master (with the teacher’s help).

6. Wrap-up

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