My Shiny Dream

2. Student book pg 28 — introduce what the project will be

• a) Introduce a completed craft and ask the students questions about the glass time capsule. “First let’s look at this together — what do you think it’s made out of? Is it paper or glass?” Explain the concept of the time capsule: “A time capsule is when you put something away to open in the future.” “You will write a letter to yourself and then read it when you are older.”
• Show them the various kits and different colors and ask what their favorite colors are and what they will write. Show the string in a bow and ask students if they know how to make a bow like this; demonstrate how to make it.
• Go over the necessary vocabulary for the craft and write it on the board to practice with the students. Introduce new words like glass, capsule and bow, and make sure students understand what each word means and how to say it.
• b) The craft is making a glass time capsule for their letters.

3. During the craft

• Ask questions such as: “Are you enjoying the craft?” “Can you describe what you’re making?” “What colors are you using?” “What materials are you using?” “Is this craft easy or hard for you?” “Are you having fun?”

4. Show and tell

• Have a show and tell where students introduce their craft to their friends. Focus on simple phrases such as “my shoes are pink” or “this part is blue”. Be sure to congratulate them afterwards and get the other students to applaud so that they don’t feel nervous showing their craft.

2. Workbook pg 9 — Review

• Stick the sticker on the correct dream. Have students do this themselves and when finished review the various dreams together as a class.

3. Workbook pg 10 — Review

• Find and circle the correct characters with the correct dream. Let students do this by themselves and then engage with the class as a whole and ask where they found all the characters.

4. Workbook pg 11 — I Can Say

• Explain to the students that they should draw their dream job and what they would need for that job. Go around and check whether students need help with spelling or knowing what the word in English is. Practice speaking it with them if they don’t know the word.
• After they are finished they should ask a friend what they would like to do and have the friend ask them back.

5. Vocabulary game (Who are you action game)

• a) Preparation: clear some space so students can move safely. Prepare five picture flashcards — one for each job: artist, engineer, swimmer, singer, chef.
• b) Review the vocabulary with actions before starting. Artist — pretend to paint or draw. Engineer — pretend to build with blocks or hammer. Swimmer — do swimming arm motions. Singer — hold a pretend microphone and sing. Chef — stir a pot or flip food in a pan.
• c) Warm-up review: hold up each flashcard and say the word clearly. Students repeat after you and do the matching action. Then mix them up and go faster. Teacher: “Chef!” → students pretend to cook. “Swimmer!” → students do swimming arms. “Artist!” → students draw in the air. Keep energy high and praise them often.
• d) Play the game: “When I say a job, you must become that person! Move around and show me what they do!” Call out a job and students move around the room acting out that role.
• Variation 1 — Freeze Version: after 20–30 seconds, shout “Freeze!” and everyone must freeze in their pose. Ask one or two students “Who are you?” → they answer “I’m a chef!” or “I’m a swimmer!”
• Variation 2 — Guessing Version: pick one student secretly and whisper a word. That student acts it out silently. The rest of the class guesses: “You’re a singer!” Encourage them to use full sentences.
• e) Cool-down and review: gather students in a circle. Hold up flashcards one by one and ask “Who is this?” “What do they do?” Encourage short answers: “Artist paints!”, “Chef cooks!” End by letting everyone shout their favorite job and act it out together.

6. Wrap-up

• Finish the class with the “Goodbye Song” and tell the students “See you next week!”