New Friends, New Adventures

2. Brief Story Review (Student Book pg 10-25)

• Say: “Let’s quickly remember our ‘New Friends, New Adventures!’” Open Student Book to page 10. Quickly flip through pages 10-25, pointing to the pictures.
• Key Question Q&A: “Where did the friends go?” (Elicit “the baseball stadium”.) “What can Tigo see? What does Tigo see with?” (Elicit “Everything / His eyes”.) “What does Otto find?” (Elicit “Boogi’s shoes!”)

3. Mystery Box: 5 Senses

• Safe objects/toys for each sense — SEE: picture card, colourful ball, shiny object. HEAR: rattle, bell, small instrument. SMELL: orange peel, coffee beans, soap. TASTE: small candy, cracker (teacher-guided, allergy-safe!). TOUCH: teddy bear, sock, block.
• Begin by reviewing the vocabulary: “What can your nose do? What can your mouth do?” → see, hear, smell, taste, touch
• b) Show the students the box and say, “What’s inside? Let’s use our senses!”
• c) Each student picks one sense at a time. TOUCH: student puts hand inside → “I touch… It’s soft!” HEAR: teacher shakes an object inside → “I hear… It’s loud!” SMELL: student puts their nose near the hole → “I smell… It’s fruity!” SEE: teacher shows a hidden picture card from the box → “I see… It’s red!” TASTE: teacher gives a small candy (optional & safe) → “I taste… It’s sweet!”
• d) The class guesses: “Is it a teddy bear?” “Is it an orange?”
• e) Reveal the object and celebrate together: “Yes! You’re right!” “Good job! You have a good sense of smell.”

1. Introduce the Letters: Workbook pg 7

• c) Model, and have the students repeat so they recognize the letters. Say each sound clearly: “S says /s/, N says /n/, and s + n says /sn/.” Have students repeat several times, using hand gestures to show short and long sounds.

2. Demonstrate Pronunciation

• a) For the “S” sound: “Your mouth is open a little and your tongue is touching your front teeth gently — /s/.” Say: “/s/ like in sun, /s/ like in see, /s/ like in sad.” Practice these words several times, focusing on correct mouth shape and sound.
• b) For the “s+n” sound: “When we put s and n together, they make a hissing /sn/ sound — like in snake!” “Snakes make a hissing noise and say /sn/ — snake!” Say: “/sn/ like in snack, /sn/ like in snake, /sn/ like in snow.” Have students repeat several times, exaggerating the sound.

3. Vocabulary Practice and Actions

• Snack — pretend to hold a bag of chips and take one out at a time and eat them. “Mmm, this SNACK is so yummy!”
• Snake — put your hands together and move them in a wave motion. “What sound does a snake make? HISS!”
• Snow — pretend to catch snowflakes in your hands. “Snow, snow, come and play!”
• Encourage students to copy your actions as you demonstrate.

4. Connect Vocabulary to Students’ Lives

• For snack: “What snacks do you like to eat? Do you like sweet or salty snacks?” For snake: “Do you like snakes? Are snakes scary or cute?” For snow: “Is snow cold? What can you do in the snow?”
• Encourage short answers and gestures.

5. Sticker Activity with Match & Write

• a) Have the students go to their sticker page in their Workbooks and place the “S” and “N” stickers on pg. 7, and practice their /sn/ sound.
• b) Have the students then practice unscrambling the letters in the following exercise.

6. The “s+m” sound

• “When we put s and m together, they make a short hissing and long Mmm /sm/ sound — like in smell!” Say: “/sm/ like in smell, /sm/ like in smile, /sm/ like in small.” Have students repeat several times, exaggerating the sound.
• Smell — pretend to be smelling flowers. “Mmm, this flower SMELLS so nice!”
• SMILE — take your hand and swipe it up your face to reveal a big smile. Then swipe it down to reveal no smile. “What does your smile look like?”
• SMALL — crouch down and curl into a ball. Then jump up and expand your chest and raise your arms. “Now I am small. / Now I am big!”
• For small: “What is something small? Can you make yourself look small?”

7. Sticker Activity and Find & Circle

• c) Have the students place the “S” and “M” stickers on pg. 8 and practice their /sm/ sound.
• d) Have the students then find and circle things to “SMELL” in the following exercise.

8. Phonics action game

• a) Review the words: have cue cards of the phonics word and its correlating image for /sn/ and /sm/. Display the card but have the second letter covered with a post-it (e.g. S_AKE with an image of a snake). Have the kids guess and practice saying /n/ and /m/, then /sn/ and /sm/, then the full word.
• Ask the kids to mime the words: SNACK — eating motion. SMELL — sniffing action. SNAKE — pretend to move like a snake or hiss like one.
• b) There will be images and words hung up all around the room. Students rush to a word or image related to the sound they heard. Ideally no two students should share an image/word, to increase excitement and movement. Do several rounds.
• Make it harder: remove an image/word each round so there are fewer available spots. If they cannot find an open spot, or go to an incorrect word/image, they are out. Much like musical chairs, but with phonics.

9. Wrap-up

• Finish the class with the See You Later Alligator Song.