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 P3Student Book (Make Together)

Lesson Goals

Students will build confidence in basic daily English by practicing greetings, feelings, weather, and days of the week through songs and routine interactions

Students will be able to

Say short routine sentences such as “I’m good,” “It’s rainy,” and “It’s Monday” with teacher support
Describe parts of their craft using simple vocabulary (“This part is red,” “I’m using string,” “It can make noise”)
Cheer for each other using their handcrafted cheering noise makers

1. Warm-Up

Hello Song · “How are you?” · “How’s the weather today?” · Day of the week check

2. Student Book pg 28 — introduce the project

a) Introduce a completed craft and ask the students questions about the cheering noise maker. “First let’s look at this together, what do you think it’s made out of? Is it plastic or glass?”
“A cheering noise maker is something people use at sport games or events to cheer for their favorite team or person.” “You will make a cheering noise maker and we will have fun cheering for each other with them.”
Show them the materials and what they are called in English. (“This is a plastic bottle, paper, string, confetti, etc.”) Distribute the materials in steps to help keep students focused and on track. Demonstrate how to make it.
Go over necessary vocabulary for the craft and write it on the board to practice with the students. Introduce new words like plastic, bottle, string.

3. Talk while they make it

“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. Use the noise makers

Have the students use their cheering noise makers and pretend to be at a baseball game, concert or event where they can shake, bang together or wave their crafts.
a) Play a game where you review vocabulary words, phonics or questions about the story. When a student answers correctly, everyone will cheer for them using their noise makers.

W2 P4Review — Student Book + Workbook

Lesson Goals

To review and reinforce vocabulary related to the 5 Senses (see, smell, touch, hear, taste and friend) through activities and games
To encourage students to sound out words and practice using /sn/ and /sm/ letter combinations

Students will be able to

Choose the image they feel best applies to the sense
Listen and decipher what letter combination sounds they hear using “S”, “N” and “M” that create /sn/ and /sm/ sounds

1. Warm-Up

Hello Song · “How are you?” · “How’s the weather today?” · Day of the week check

2. Workbook pg 9 & 10 — Review

a) Have the students MATCH and SAY the characters and what body part is associated with the sense they are known for on pg. 9 of the workbook.
b) Then have the students continue on to pg. 10 and look at the main big picture and then circle the smaller images on the bottom of the page within the main picture.
c) Discuss with the students afterwards: “What character can SEE?” “What can Otto do?” “Where is Jindo? What is she doing?”

3. Workbook pg 11 — Review

a) Practice with the students, “Hi, I’m… What’s your name?” and repeat this introduction practice several times till they are comfortable.
b) Next, have the students pair up and practice introducing themselves to each other and switch partners a few times.
c) Then have the students do the fill-in-the-blank exercise and draw themselves showing what they can do. Walk around and note how well they draw, what a good job they are doing.

5. 5 SENSE Bingo Game

a) Students will get a Bingo card with various images related to the 5 senses (characters from the book and what senses they are known for, images of a cookie, flower, sun, body part, etc.).
b) Because this Bingo game is more subjective in terms of the kids interpreting what sense to mark on their board, only one board design is needed.
e) First student to complete a row, column or diagonal line will call out BINGO!

6. Phonics game with /sn/ and /sm/

a) Kids will be paired up and given 3 letter cards (“S”, “M” and “N”).
b) Teacher will say a “SM” or “SN” word and teams will hold up the letter card combinations they think they heard. (e.g. “SNAKE, SMILE, SNOOZE, SMELLY, SNAIL”.)
c) If a team guesses incorrectly they will sit down till the round is completed or the next game cycle begins.

7. Wrap-up

Finish the class with the See You Later Alligator Song and tell the students, “See you later Alligator!”

Make Together and Review