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 10-23)

Say: “Let’s quickly remember our ‘Hi, My Friends!’ story.”
Open Student Book to page 10. Quickly flip through pages 10-23, pointing to the pictures.
Key Question Q&A — ask key questions, pausing after each to allow students time to answer: “Where are the friends?” (Elicit “the beach”.) “What does Otto like to do?” “What does Jindo like to do?” “Does Hoggy like to eat?”

3. CLIL — Move Like My Friends (Student Book p 25)

Objective: Students will connect character names with actions.
a) Teacher Demonstration. T: “Who likes to swim?” (show swimming motion) S: (point to Otto and say) “Otto!” T: “Great! Show me how he swims!” Students act out swimming.
b) Practice with all characters.
c) Repeat the question for each character and action: “What does Otto like to do?” → act out playing. “What does Roo like to do?” → drawing. “What does Hoggy like to do?” → eating. “What does Jindo like to do?” → digging. “What does Tigo like to do?” → reading.
d) Whole-Class Participation. Call out a character’s name only: T: “Move like Roo!” S: (act like they are drawing)
e) Guess Who? (The Upgrade). Cover a character card with paper. Slowly slide the paper to reveal only a tiny part. T: “Guess who? Who is this?” S: “Hoggy!” T: “Bingo! What does Hoggy like to do?” S: (act out the eating motion)

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 — D d

a) Demonstrate Pronunciation. Write uppercase “D” and lowercase “d” on the board. “The letter D makes the /d/ sound.” “To make the /d/ sound, put the tip of your tongue just behind your top teeth and push and let go.” “Let’s make the sound together: /d/, /d/, /d/!” Exaggerate the lip and teeth placement.
b) Direct students to the pictures on Workbook page 8 and point to each image. Say: “/d/, /d/, /d/ like in draw, /d/, /d/, /d/ like in dig, /d/, /d/, /d/ like in desk.” Draw — draw something on the board or mimic drawing and say “Draw!” Dig — mimic a digging motion and say “Dig!” Desk — point to a student’s desk and say “Desk!”
c) Practice saying these words numerous times. If some students are having difficulty with a certain aspect of pronunciation, focus on that again and again until it is understood.

3. Workbook pg 8 — Phonics

Point to each balloon and have students repeat the words out loud, and direct students to find the matching stickers and paste them inside the correct balloons.

4. Phonics Introduction — L l

a) Demonstrate Pronunciation. Write uppercase “L” and lowercase “l” on the board. “The letter L makes the /l/ sound.” “To make the /l/ sound, put the tip of your tongue on the ridge just behind your top teeth and let the air flow out.” “Let’s make the sound together: /l/, /l/, /l/!”
b) Direct students to the pictures on Workbook page 9. “/l/, /l/, /l/ like in like, /l/, /l/, /l/ like in lion, /l/, /l/, /l/ like in lamp.” Lion — “Do you like lions? What do lions eat? Have you ever seen a lion?” Show a picture of a lion or mimic a lion (claws, roar) and say “Lion!” Lamp — point to a lamp in the classroom or mimic turning a lamp on and off, say “Lamp!” Like — give a thumbs up, heart hands, or smile, and say “Like!”
c) Practice saying these words numerous times.

5. Workbook pg 9 — Phonics

Use the workbook to colour the lion, with different colours for uppercase L and lowercase l.

6. Activity (Phonics) — D and L Action Game

a) Review the words, point to the words in the Workbook and have students repeat clearly.
b) Add an action to each word. Draw — drawing motion. Dig — digging with a shovel action. Desk — leaning on a table action. Lion — scary lion roar/expression. Lamp — clicking on/off a lamp motion. Like — big smile and thumbs up.
c) Say a word and have the students do the associated action.
d) Make it harder by asking students to do any action associated with the sound (/d/ or /l/) and not just the word. Do this multiple rounds and encourage movement and expressiveness.

7. Wrap-up

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

CLIL and Phonics