YELLOW
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Contents – Target Language
Unit 1 – On the Farm
Animals: butterfly, cow, duck, hen, hawk, horse, pig, rooster
Animal sounds: cluck, moo, neigh, oink, quack
Baby animals: baby horse, baby cow, baby duck, baby pig, baby chicken
Chunks: Beans/Water, please.; Bye-bye, Brownie!; Good morning.; Good afternoon.; Hawk!
Run!; Hello, Brownie!; Hello, I’m..., This is my farm.; A (cow), a (pig)…; I like…; I don’t like…;
Magic word.; No, thanks.; Thank you.; Wait!; Yes, please.
Chunks related to the song: It’s time to go home.; See you.; What’s that noise?
Farm products: eggs, egg white, egg yolk, fruit, milk, vegetables
Fruit: apples, guavas, mangoes, oranges
Food and drink: beans, corn, eggs, orange juice, popcorn, potatoes, rice
Nouns: animals, farm, farmer, fence, food, fruit, grass, light, nest, vegetable garden, sun,
tractor, trees, water
Parts of the body: beak, feathers, legs, tail
Responses: Yes.; No.
Trees: apple tree; guava tree; mango tree; orange tree
Story 1
Brownie and the Butterfly
Unit 2 – Family & Pets
Actions: fly, jump, run, swim, walk
Adjectives: big, different, fast, happy, loud, quiet, slow, small
Chunks: (Glue/Blue pen), please.; He’s funny/happy.; I can (run).; I can’t (fly);.I have a (dog).; I don’t
have a (dog).; Magic word, please.; My (cat/granny) can/can’t (swim).; My favourite pet is the (cat).;
Thank you.;This is my family.; This is my fish tank.; This is (Vladimir).; This is (Lili) the (bird).
Chunks related to the story: Be careful!; I love…; Oops, what a mess!
Colours: black, blond, dark brown, grey, green
Family members: (baby) brother, (baby) sister, daddy, grandpa, granny, mummy
Nouns: beak, cage, eyes, family, feather, fishbowl, fish tank, floor, hair, pet, photo, photo
album, puzzle, sand, tail, water plants, whiskers
Numbers: one, two, three, four, five
Pets: bird, cat, dog, fish, turtle
Responses: Yes.; Yes, I can.; No.; No, I can’t.
Story 2
Families
Unit 3 – At the Zoo
Actions: fly, run, swim, walk
Adjectives: big, cute, funny, hungry, long, quiet, short, small, strong, ugly
Animals: bear(s), crocodile(s), elephant(s), frog(s), giraffe(s), hippo(s), lion(s), monkey(s),
tiger(s), snake(s)
Animals and some of their characteristics: bear – small ears; elephant – trunk, big ears;
hippo – big teeth, small ears; lion – big teeth, long tail; monkey – long tail; snake – stripes;
tiger – stripes, big teeth, long tail
Chunks: (Bears) can (walk).; I can (swim).; I can see (three) (monkeys).; The tiger’s stripes;
The monkey’s tail; The elephant’s trunk; The giraffe’s neck; The hippo’s teeth.; This is my bear.
It’s brown/black; This is (Wally), the (monkey). It’ (strong). It has (a long tail) and (four legs).
It can (swim).
Chunks related to the song/story: Brownie, stop!; Daniel is nervous!; Hey, Crocodile, you’re
an ugly croc!; How many frogs can you see?; Show me now.; The zoo is fun for me and you!;
Woof woof!
Nouns: leaves, river, rock, spots
Numbers: one, two, three, four, five, six, seven, eight, nine, ten
Responses: Yes.;No.
Story 3
A Day at the Zoo
Unit 4 – Where Are You?
Actions: dig (a hole), fly (a kite), hide, play, run, swim
Chunks: at home; behind the (tree); He’s (under)(the chair); I’m (at) (school).; I’m (under)
(the table).; In the (box).; In (name of city).; In (neighbourhood).; In the (bedroom);
In the park.; It’s (blue).; It’s at home.; It’s the…; It’s (under) (the table).; My favourite colour is
(green).; On the beach.; Our school is in…; This is me.; Under the box.
Chunks related to the song: I’m on the line.; Peek-A-Boo; Where are you?
Chunks related to the story: Where can I hide my bone?; I have an idea!; This is my house!;
Brownie wags his tail.
Nouns : bone, box, chair, children, crab, flowers, hole, house, rabbit, sand, sea, shell, sun, table, trees
Places in the house: bathroom, bedroom, garden, kitchen, living room
Places in the neighbourhood: beach, park, school, zoo
Prepositions of place: behind, in, on, under
Things in the house: bed, cooker, shower, sofa, table, toys, TV
Questions: Where are you?; Where’s (the ball)?
Responses: Yes, I do.; No, I don’t.; Yes, I can.; No, I can’t.
Story 4
A Hiding Place
student
class
date
MEET
BROWNIE
Unit 1
Lesson 3
Objective
Identify and name some farm animals.
Objetivo
Identificar e nomear alguns animais da fazenda.
Activity
Complete a logical sequence by gluing the
missing animals.
Atividade
Completar uma sequência lógica colando os
animais que faltam.
student
class
date
MEET
BROWNIE
Unit 1
Lesson 9
Objective
Talk about farm animals.
Objetivo
Falar sobre animais da fazenda.
Activity
Complete the animals by using thumb printing.
Atividade
Completar os desenhos dos animais
usando pintura a dedo.
student
class
date
MEET
BROWNIE
Unit 2
Lesson 6
Objective
Ask and answer questions about family
members.
Objetivo
Fazer e responder perguntas sobre
membros da família.
Activity
Listen to the teacher and circle the
family members.
Atividade
Ouvir o(a) professor(a) e circular os
respectivos membros da família.
class
student
date
Unit 4
Lesson 7
MEET
BROWNIE
Objective
Identify the animals that can be seen on
the beach and in the park.
Objetivo
Identificar quais animais podem ser vistos na
praia e no parque.
Activity
Stick the correct stickers to complete
the scenes.
Atividade
Colar os adesivos corretos para completar
as cenas.
SCOPE & SEQUENCE
UNIT 1 - ON THE FARM
AIMS
TARGET LANGUAGE
PAGES
LESSON 1
Identify a few farm-related elements.
Create a farm scene.
Complete a farm scene.
Animals: butterfly, cow, duck, hen, horse, pig
Chunks: Hello, I’m...; This is my farm.;
A (cow), a (pig)...
Nouns: farm, farmer, fence, grass, tractor,
trees
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SM Unit 1 | Lesson 1
LESSON 2
Listen to a story and act it out.
Introduce Brownie, the series character.
Identify and name some animals.
Animals: butterfly, cow, duck, hen, horse, pig
Animal sounds: cluck, moo, neigh, oink, quack,
Chunks: Good afternoon.; Good morning.; Wait!;
Nouns: farm, farmer, fence, grass, tractor,
trees
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LESSON 3
Retell the Brownie and the Butterfly story.
Complete a logical sequence.
Identify and name some farm animals.
Animals: butterfly, cow, duck, hen, horse, pig
Nouns: farm, farmer, fence, tractor
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SM Unit 1 | Lesson 3
ROUND-UP 1
Recycling
LESSON 4
Talk about products that come from a
farm.
Talk about things one likes and does not
like to eat.
Animals: cow, hen
Chunks: I like…; I don’t like…
Farm products: eggs, fruit, milk, vegetables
Nouns: trees, vegetable garden
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SM Unit 1 | Lesson 4
LESSON 5
Talk about the life cycle of a hen.
Say if one likes or does not like eggs.
Chunks: I like eggs.; I don’t like eggs.; Hawk! Run!
Nouns: baby chicken, eggs, egg white, egg
yolk, hawk, hen, nest
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SM Unit 1 | Lesson 5
LESSON 6
Learn a song about a farm and farm
animals.
Identify differences between two similar
pictures.
Animals: cow, duck, hen, horse, pig, rooster
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Chunks related to the song: Good morning.; It’s SM Unit 1 | Lesson 6
time to go home.; See you.; What’s that noise?
Responses: Yes.; No.
ROUND-UP 2
Recycling
LESSON 7
Talk about milk and where it comes from.
Say if one likes or does not like milk.
Animals: cow, duck, hen, horse, pig
Chunks: I like milk.; I don’t like milk.; Magic
word; No, thanks.; Yes, please.
Nouns: milk, farmer
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SM Unit 1 | Lesson 7
LESSON 8
Match the baby animals to their mums.
Talk about baby animals.
Animals: cow, duck, hen, horse, pig
Baby animals: baby horse, baby cow, baby
duck, baby pig, baby chicken
Responses: Yes., No.
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SM Unit 1 | Lesson 8
LESSON 9
Talk about farm animals.
Animals: cow, duck, hen, horse, pig
Parts of the body: beak, feathers, legs, tail
Responses: Yes., No.
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SM Unit 1 | Lesson 9
ROUND-UP 3
Recycling
LESSON 10
Talk about fruit and trees on a farm.
Talk about fruit one likes and does not like
to eat.
Chunks: I like (apples).; I don’t like (apples).;
Yes, please.; No, thanks.
Fruit: apples, guavas, mangoes, oranges
Responses: Yes.; No.
Trees: apple tree; guava tree; mango tree;
orange tree
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SM Unit 1 | Lesson 10
LESSON 11
Talk about a few food items produced on
farms.
Talk about a few food items one likes or
does not like to eat.
Ask for things and say thank you.
Chunks: I like (beans).; I don’t like (beans).;
Beans/Water, please.; Thank you.
Food: beans, corn, potatoes, rice
Nouns: light, sun, water
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LESSON 12
Talk about farms and farm products.
Enable sts to understand the origins of the
products they eat and drink.
Chunks: Hello, Brownie!; Bye-bye, Brownie!;
Yes, please. / No, thank you.
Food and drink: eggs, orange juice, popcorn
Nouns: animals, food, fruit, trees
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SM Unit 1 | Lesson 12
ROUND-UP 4
Recycling
Storytelling
4
Brownie and the Butterfly
YELLOW
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UNIT 2 - FAMILY & PETS
Families
AIMS
TARGET LANGUAGE
PAGES
LESSON 1
Identify big and small families.
Learn a song about families.
Adjectives: big, different, small
Chunks: This is my family.; This is (Vladimir).
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SM Unit 2 | Lesson 1
LESSON 2
Identify the family members (brother,
daddy, mummy and sister).
Chunks: This is my (mummy), (Elisa).; (Glue / Blue
pen), please.; Thank you.
Family members: brother, daddy, mummy, sister
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LESSON 3
Revise family members and learn baby
brother/sister, granny and grandpa.
Family members: (baby) brother, (baby) sister,
daddy, granny, grandpa, mummy
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SM Unit 2 | Lesson 3
ROUND-UP 1 Recycling
LESSON 4
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Listen to a story about families.
Identify different family members.
Make a family out of cardboard boxes.
Chunks related to the story: Be careful!; I love…;
Oops!; What a mess!
Family members: brother, daddy, grandpa,
granny, mummy, sister
Nouns: family, floor, photo, photo album
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LESSON 5
Retell the Families story.
Identify different family members in
relation to one person.
Talk about members of a family.
Chunks: Be careful!; He’s funny/happy.; Oops!;
What a mess!
Family members: brother, daddy, grandpa,
granny, mummy, sister
Nouns: family, floor, photo, photo album, puzzle
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SM Unit 2 | Lesson 5
LESSON 6
Ask and answer questions about
one’s family.
Talk about people’s hair and eye colour.
Listen to the teacher and circle family
members.
Chunk: That is granny.
Colours: black, blond, (dark) brown, grey, green
Family members: brother, daddy, grandpa,
granny, mummy, sister
Nouns: eyes, hair
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SM Unit 2 | Lesson 6
Storytelling
ROUND-UP 2 Recycling
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LESSON 7
Identify and name a few pet animals
(bird, cat, dog, fish and turtle).
Say which pet is one’s favourite.
Present/revise numbers one to five.
Chunk: My favourite pet is the (cat).
Numbers: one, two, three, four, five
Pets: bird, cat, dog, fish, turtle
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SM Unit 2 | Lesson 7
LESSON 8
Say if one has or does not have a pet.
Answer yes/no questions.
Talk about dogs and cats.
Adjectives: loud, quiet
Chunks: I have a (dog).; I don’t have a (dog).
Nouns: pet, tail, whiskers
Pets: cat, dog
Responses: Yes., No.
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SM Unit 2 | Lesson 8
LESSON 9
Say if one has or does not have a pet.
Answer yes/no questions.
Talk about birds and turtles.
Adjectives: fast, loud, quiet, slow
Chunks: I have a (bird).; I don’t have a (bird).;
This is (Lili) the (bird).
Nouns: beak, pet, feathers, shell, tail, whiskers
Pets: bird, cat, dog, turtle
Responses: Yes., No.
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SM Unit 2 | Lesson 9
ROUND-UP 3 Recycling
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LESSON 10
Talk about fish.
Make their own fish tanks and talk
about them.
Adjectives: happy, quiet
Chunk: This is my fish tank.
Pet: fish
Nouns: fishbowl, fish tank, sand, water plants
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SM Unit 2 | Lesson
10
LESSON 11
Talk about what pets can or can’t do.
Talk about what one can or can’t do.
Actions: fly, jump, run, swim, walk
Chunks: I can (run).; I can’t (fly).
Noun: bird cage
Pets: bird, cat, dog, fish, turtle
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SM Unit 2 | Lesson
11
LESSON 12
Talk about what one can or can’t do.
Actions: fly, jump, run, swim, walk
Chunks: Magic word, please.; My (cat/granny) can/
can’t (swim).
Responses: No, I can’t.; Yes, I can.
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SM Unit 2 | Lesson
12
ROUND-UP 4
Recycling
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YELLOW
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SCOPE & SEQUENCE
UNIT 3 - AT THE ZOO
LESSON 1
LESSON 2
LESSON 3
Storytelling
AIMS
TARGET LANGUAGE
PAGES
Identify and name some zoo
animals (bear, elephant, hippo,
lion, monkey, tiger and snake).
Revise zoo animals.
Talk about bears.
Learn a song about zoo animals.
Animals: bear(s), elephant(s), hippo(s), lion(s), monkey(s), tiger(s), snake(s)
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SM Unit 3
| Lesson 1
Animals: bear(s), elephant(s), lion(s), monkey(s), tiger(s), snake(s)
Chunks: This is my bear. It’s brown/black.
Chunks related to the song: Show me now.; The zoo is fun for me and you!
Responses: Yes., No.
Revise zoo animals.
Animals: bears, elephants, hippos, lions, monkeys, tigers, snakes
Listen to and retell a story about Chunks related to the story: Brownie, stop!; Daniel is nervous!; Woof woof!
Daniel and Brownie’s day at the zoo. Responses: Yes., No.
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SM Unit 3
| Lesson 2
ROUND-UP 1 Recycling
Listen to the teacher and put the
LESSON 4
LESSON 5
LESSON 6
A Day at the Zoo
story cards in the correct order.
Identify the missing body parts
and match them to the correct
animals.
Identify the body parts of some
animals.
Identify a few zoo animals and
their characteristics.
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Adjectives: big, cute, funny, long, short, small, ugly
Animals and some of their characteristics: bear – small ears; elephant
– trunk, big ears; hippo – big teeth, small ears; lion – big teeth, long tail;
monkey – long tail; snake – stripes; tiger – stripes, big teeth, long tail
Responses: Yes., No.
Adjectives: big, cute, funny, long, short, small, ugly
Animals and some of their characteristics: bear(s) – short tail, small ears;
elephant(s) – trunk, big ears; hippo(s) – big teeth, small ears; lion(s) – big
teeth, long tail; monkey(s) – long tail; snake(s) – stripes; tiger(s) – stripes,
big teeth, long tail
Chunks: The tiger’s stripes; The monkey’s tail; The elephant’s trunk;
The hippo’s teeth
Materials: matches, paper, ribbon, straw, string
Adjectives: big, cute, funny, long, short, small, ugly
Animals and some of their characteristics: bear – short tail, small ears;
elephant – trunk, big ears; hippo – big teeth, small ears; lion – big teeth, long
tail; monkey – long tail; snake – stripes; tigers – stripes, big teeth, long tail
Chunks: The tiger’s stripes; The monkey’s tail; The elephant’s trunk; The
hippo’s teeth
ROUND-UP 2 Recycling
Identify and name a new animal: Adjectives: hungry, long, short
LESSON 7
giraffe.
LESSON 8
Identify and name two animals:
crocodile and frog.
Learn and sing a song about a
crocodile and five little frogs.
Act out a story.
LESSON 9
Revise numbers one to five and
learn numbers six to ten.
Act out a story.
Learn a new version of the Zoo
Animals Song.
Identify and name a few animals.
ROUND-UP 3 Recycling
LESSON 10 Say what some animals can or
can’t do.
LESSON 11
Talk about an animal puppet.
LESSON 12
Find and count animals.
Say what one can see.
ROUND-UP 4 Recycling
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YELLOW
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SM Unit 3
| Lesson 3
Animals: bears, elephants, giraffes, hippos, lions, monkeys, tigers, snakes
Chunk: the giraffe’s neck
Nouns: leaves, spots
Responses: Yes.; No.
Adjectives: quiet, ugly
Animals: bear, crocodile, elephant, frog, giraffe, hippo, lion, monkey, tiger, snake
Chunks related to the song: Hey, Crocodile, you’re an ugly croc!; How
many frogs can you see?
Noun: rock
Numbers: one, two, three, four, five
Responses: Yes., No.
Animals: crocodile, frogs
Nouns: river, rock
Numbers: one, two, three, four, five, six, seven, eight, nine, ten
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SM Unit 3
| Lesson 4
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SM Unit 3
| Lesson 5
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SM Unit 3
| Lesson 6
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SM Unit 3
| Lesson 7
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SM Unit 3
| Lesson 9
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Actions: fly, run, swim, walk
Animals: bear(s), crocodile(s), elephant(s), giraffe(s), hippo(s), lion(s),
monkey(s), tiger(s), snake(s)
Chunks: I can (swim).; This is (a bear).; (Bears) can (walk).
Adjectives: big, cute, funny, long, strong, ugly
Animals: bears, crocodiles, elephants, giraffes, hippos, lions, monkeys,
tigers, snakes
Chunks: This is (Wally), the (monkey). It’s (strong). It has (a long tail) and
(two legs). It can (swim).
Animals: bear(s), crocodile(s), elephant(s), giraffe(s), hippo(s), lion(s),
monkey(s), tiger(s), snake(s)
Chunks: I can see (three) (monkeys).; I’m (a tiger)!
Numbers: one to five
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SM Unit 3
| Lesson
10
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SM Unit 3
| Lesson
12
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UNIT 4 - WHERE ARE YOU?
A Hiding Place
AIMS
TARGET LANGUAGE
PAGES
LESSON 1
Say where people and things are.
Chunks: behind the (tree); in the box; under the box
Nouns: box, house, tree
Prepositions of place: behind, in, under
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SM Unit 4 |
Lesson 1
LESSON 2
Say where people and things are.
Chunks: I’m (under) (the table).; It’s (blue).; It’s (under)
(the table).
Nouns: box, chair, house, table, tree
Prepositions of place: behind, in, on, under
Questions: Where are you?; Where’s (the ball)?
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SM Unit 4 |
Lesson 2
LESSON 3
Revise where people and things are.
Sing a new song and play Peek-A-Boo.
Chunk: He’s (under) (the chair).
Chunks related to the song: I’m in the circle.; I’m on
the line.; Peek-A-Boo; Where are you?
Prepositions of place: behind, in, on, under
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SM Unit 4 |
Lesson 3
ROUND-UP 1
Recycling
LESSON 4
Understand and help retell a story
about Brownie’s hiding place.
Actions: dig, hide
Chunks: It’s at home; in the park; on the beach
Chunks related to the story: Where can I hide my bone?;
I have an idea!; This is my house!; Brownie wags his tail.
Nouns: bone, crab, hole, rabbit
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SM Unit 4 |
Lesson 4
LESSON 5
Talk about what we can see and do on
the beach.
Actions: dig (a hole), swim
Chunk: On the beach
Nouns: crab, sand, sea, shell, sun
Responses: Yes, I do.; No, I don’t.; Yes, I can.; No, I can’t.
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SM Unit 4 |
Lesson 5
LESSON 6
Talk about what we can see and do in
the park.
Actions: fly a kite, play, run
Chunk: In the park
Nouns: children, flowers, trees
Responses: Yes, I do.; No, I don’t.; Yes, I can.; No, I can’t.
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ROUND-UP 2
Recycling
LESSON 7
Say where things are.
Identify the animals that can be seen
on the beach and in the park.
Chunks: It’s at home / in the park / on the beach.; It’s the…
Prepositions of place: behind, in, on, under
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SM Unit 4 |
Lesson 7
LESSON 8
Identify and name places in the house.
Places in the house: bathroom, bedroom, garden,
kitchen, living room
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SM Unit 4 |
Lesson 8
LESSON 9
Identify and name things we find in a
house.
Chunks: At home; In the (bedroom)
Places in the house: bathroom, bedroom, garden,
kitchen, living room
Things in the house: bed, shower, sofa, cooker, table,
toys, TV
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SM Unit 4 |
Lesson 9
ROUND-UP 3
Recycling
LESSON 10
Understand that the school is part of a
neighbourhood.
Chunks: This is me.; I’m at school.; My favourite colour
is (green).; In (neighbourhood).
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LESSON 11
Understand that the school is part of a
neighbourhood.
Talk about the neighbourhood they
live in.
Chunk: I am at school/in (name of neighbourhood).
Places in the neighbourhood: beach, school, park, zoo
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SM Unit 4 |
Lesson 11
LESSON 12
Understand that one’s neighbourhood
is part of a city.
Talk about one’s city.
Chunks: Our school is in….; In (name of city).
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SM Unit 4 |
Lesson 12
ROUND-UP 4
Recycling
Storytelling
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YELLOW
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LESSON 3
AIMS
1. Retell the Brownie and the Butterfly story.
2. Complete a logical sequence.
3. Identify and name some farm animals.
2.
Revise vocabulary by playing the Go and Fetch Game. Put
the Farm flashcards in different places in the classroom.
Say (Maurício), fetch me the cow, please. Demonstrate the
activity. Say Thank you. Repeat the procedure until all sts
have had a go.
3.
LANGUAGE FOR INTERACTION
Can you try to do that?; Fetch me the (cow), please.; Let’s
complete the sequences.; What colour is it?; What’s next?;
Let’s sit at the tables now.; Thank you.
TARGET LANGUAGE
Animals: butterfly, cow, duck, hen, horse, pig
Nouns: farm, farmer, fence, tractor
MATERIAL NEEDED
06 The Circle Song
02 Story 1 – Brownie and the Butterfly
09 The See You Soon Song
Story cards – Brownie and the Butterfly
Brownie felt or stick puppet
Farm flashcards (1-10)
SM Unit 1| Lesson 3
SM tear-off cards Unit 1 | Lesson 3
Glue
Ice lolly sticks
Envelopes or paper clips (one per st)
Say Let’s sit at the tables now. Show the SM worksheet and
say Look: a hen, a duck, a hen, a duck…What’s next? Give
them some time to answer. Give them one more prompt if
necessary A hen or a duck? (A hen.) Very good! Get the tearoff card showing the hen and place it in the empty space to
complete the sequence.
Say Let’s sit at the tables now. Hand out the SM worksheets
and the tear-off cards. Do not give them any glue yet.
Say Let’s complete the sequences. Can you try to do that?
Monitor and check if sts are successfully doing the task. If
necessary, do each sequence with the whole group, asking
them to say the words aloud with you.
Check answers by going through the sequences with sts.
Give them glue and the ice lolly sticks. Monitor and help
them glue the cards using the ice lolly sticks.
4.
09
Collect the SM worksheets and put them in a safe place to
dry. Put them in the sts’ portfolios later on.
Sing The See You Soon Song. Have Brownie say bye-bye to
the sts. Encourage them to do the same.
Yoghurt cups (one per table)
GETTING READY FOR THE CLASS
1. Separate the story cards and the Farm flashcards.
2. Set aside the tear-off cards. You might want to use
envelopes or paper clips to hold each set together.
3. Put some glue in yoghurt cups.
4. Have all the SM worksheets ready. Write sts’ names on
them before the class starts.
1.
06
Story 1 – Brownie and the Butterfly – p. 96
02
Sing The Circle Song and sit on the floor with sts.
Conduct a roll-call activity.
Retell the story with sts’ help. You can pretend to have
forgotten parts of the story. For example, say Woof! Woof!
I love farms! Good morning, Mr… Who is this? Point to the
farmer. (Farmer.) Say Oh, yes. Good morning, Mr Farmer.
TIP: Alternatively, place the story cards out of order in the
middle of the circle. Play the audio version of the story and
stop at the end of each part. Have sts point to the correct
card and put it in the right order.
YELLOW
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UNIT 1
LESSON 9
AIM
Talk about farm animals.
LANGUAGE FOR INTERACTION
Are they similar?; Does it have (a tail)?; How many (legs)
does it have?; Let’s sit at the tables now.; Let’s wash our
hands!; What animal is this?
TARGET LANGUAGE
Animals: cow, duck, hen, horse, pig
Parts of the body: beak, feathers, legs, tail
Responses: Yes., No.
MATERIAL NEEDED
06 The Circle Song
10 What’s That Noise?
07 Water and Soap Song
Farm flashcards (6-10)
Baby Animals flashcards
SM Unit 1 | Lesson 9
Newspaper to cover the tables
Your magic box
Small pieces of sponge (one piece for every four sts)
Masking tape
Gouache (varied colours)
Plastic plates
GETTING READY FOR THE CLASS
1. Put the flashcards in your magic box.
2. Have all the SM worksheets ready. Write sts’ names on
them before the class starts.
3. Cover tables with old newspaper.
4. Wet the pieces of sponge with paint. Put each piece on a
plastic plate. Alternatively, use some hot or instant glue
to glue each piece of sponge onto a piece of cardboard.
Then stick the cardboard onto the tables using masking
tape. This way you’ll prevent the sponges from moving
around when sts do the activity. Cover the sponges with
newspaper so sts won’t play with them before the activity.
AUDIOSCRIPT
07 Water and Soap Song
Water and soap,
Water and soap.
Wash it, wash it, wash and go.
Water and soap,
Water and soap.
Wash it, wash it, wash and go.
Water and soap,
Water and soap.
Wash it, wash it, wash and go.
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1.
06
10
Sing The Circle Song and sit on the floor with the sts.
Sing the What’s That Noise? song.
Conduct a roll-call activity.
Get your magic box. Ask What’s inside the magic box? Show
the flashcards one by one and have sts name the farm
animals. Then ask sts to mime the animals and make their
sounds.
2.
Show sts the flashcards of the hen and the duck. Look at
the hen and the duck. Are they similar? Use L1 to get the
ball rolling, if necessary. Ask Does the hen have a mouth or
a beak? (A beak.) Use gestures to explain mouth and beak.
Ask What about the duck? Does the duck have a mouth or a
beak? (A beak.) Point to the flashcards. Say Look, they don’t
have hair. Point to your hair as you speak. Say They have
feathers. Point to their feathers.
Show them the flashcard of a pig. Does the pig have a beak?
(No.) Does the pig have feathers? (No.) Hum, very good. But
look! The pig has a tail! What animals have tails? Let’s check.
Does the horse have a tail? (Yes.) Does the cow have a tail? (Yes.)
Organise these flashcards in two groups on the floor.
While you do that, say The duck and the hen have beaks and
feathers; the cow, the horse and the pig have tails.
Ask How many legs does the hen have? Count with the whole
group while you point to the legs. Say One, two. Two legs.
Let’s check the duck. How many legs does the duck have? Do
the same with all the animals.
3.
Show sts the SM worksheet. Oh, no! The animals are incomplete!
Point to the (pig) and ask Does it have a tail? (Yes.) How
many legs does it have? (Four.) What animal is this? (A pig.)
Don’t confirm their guess yet. Say Let’s see. Get a sponge.
Show sts your thumb, press it onto the sponge, and then
onto the SM worksheet to complete the picture of the (pig).
Do it as many times as necessary to fill in the outline of
the animal. Point to the finished picture of the pig and ask
Is it a pig? (Yes.)
Follow the same procedure with the cow and the hen
eliciting language from the whole group.
Say Let’s sit at the tables now. Hand them the SM worksheets
and provide them with the sponges. Help sts colour the
animals using their thumbs as many times as necessary.
Monitor and help when necessary.
Collect the SM worksheets and put them in a safe place to
dry. Put them in the sts’ portfolios later on. Have a few st
helpers collect the sponges.
4.
07
Say Let’s wash our hands! Help sts queue up and start
singing the Water and Soap Song. Get them to wash their
hands. Say bye-bye and encourage them to say bye-bye to
each other.
UNIT 2
Then retell the story or have sts listen to the audio. Ask
them to check if the cards are in the correct order.
LESSON 5
AIMS
1. Retell the Families story.
2. Identify different family members in relation to one
person.
3. Talk about members of a family.
LANGUAGE FOR INTERACTION
Who’s he/she?; What’s (daddy)’s name?; How old is (he)?;
What’s (daddy)’s favourite animal?;
Who is your favourite member of the Box family?
TARGET LANGUAGE
Chunks: Be careful!; He’s funny/happy.;
I love…; Oops!; What a mess!
Family members: brother, daddy, grandpa, granny,
mummy, sister
Nouns: family, floor, photo, photo album, puzzle
MATERIAL NEEDED
12 Families
08 A Story for You and for Me Song
03 Story 2 – Families
06 The Circle Song
09 The See You Soon Song
SM Unit 2 | Lesson 5
Story cards – Families
Your magic box
Crayons
The Box family
GETTING READY FOR THE CLASS
1. Put the story cards in your magic box.
2. Have all the SM worksheets ready. Write sts’ names on
them before the class starts.
1.
06
12
Finally, help sts retell the story. Ask them questions about
the story cards, start some lines of the story and drill
some other lines.
3.
Point to the Box family and say Let’s check the Box family
now. Get all the characters sts prepared in the previous
lesson and put them in the middle of the circle.
Focus on one family member at a time. Have sts create
the characters by eliciting details such as their name,
age and preferences. Ask Who’s he/she? What’s (daddy)’s
name? How old is (he)? What’s (daddy)’s favourite animal?
When all the Box family members have been created, ask
Is this family big or small? How many people are there? Who’s
(Thiago)’s (mummy)? etc. Display the boxes where sts can
see them.
TIP: It might be a good idea to write down the information
about each character so that you can always refer back to it.
4.
Say Let’s sit at the tables now. Show them the SM
worksheet and ask What is this? (A box.) Let’s make it part
of the Box family, OK? I want you to draw the member of the
Box family you liked most. Point to the members of the Box
family and ask (Wallace), who is your favourite member of
the Box family? Is it daddy? Is it granny? etc. Then say Listen,
(Wallace’s) favourite member of the Box family is (grandpa),
so (Wallace) is going to draw (grandpa) on the SM worksheet.
Check if sts understand the task.
Provide them with the SM worksheets and crayons.
5.
09
Have sts sit on the floor with their drawings. As you collect
them, conduct Show & Tell asking sts to tell the group who
they drew. Help them say This is (grandpa). Also, ask them
why this family member is their favourite member of the
Box family. Help them say He/She’s funny/happy.
Sing The Circle Song and sit on the floor with sts.
Put the SM worksheets in the sts’ portfolios later on.
Conduct a roll-call activity.
Sing The See You Soon Song and say bye-bye.
Sing the Families song.
2.
08
03
Get your magic box. Ask What’s inside the magic box?
Accept sts’ guesses and then sing A Story for You and for
Me Song.
Get the story cards and put them on the floor in random
order. Invite sts to organise the cards according to what
they remember, but allow them to help each other. Avoid
interfering.
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4 – Story 2 – Families – p. 96
UNIT 4
3. PLAY WHERE’S THE BONE? GAME
16
LESSON 7
You will need a bone made of paper, or a toy bone.
AIMS
This game is based on a well-known Brazilian game called
‘Chicotinho Queimado’. Ideally, it should be played in an
open area with lots of space, in order to avoid accidents
while the sts run.
1. Say where things are.
2. Identify the animals that can be seen on the beach and
in the park.
Choose a st to start the game (St A), or do it yourself to
set the model. Have sts sit in a circle on the floor. Give
the bone to St A. Have him/her walk around the outer part
of the circle while the whole group sings the song PeekA-Boo. When the song finishes, have st A drop the bone
behind a st’s back (St B). St B stands up and runs after St
A, who should run around the circle and try to sit on the
spot previously occupied by St B. If St A isn’t able to do so,
he/she will get the bone and start the game again.
LANGUAGE FOR INTERACTION
Do you see…?; What is it?; Let’s play a game.;
Open your eyes, keep quiet and zip your mouths!;
What’s inside the magic box?; Where are they?
TARGET LANGUAGE
Chunks: It’s at home / in the park / on the beach.; It’s the…
Prepositions of place: behind, in, on, under
Play it for as long as sts show interest.
MATERIAL NEEDED
06 The Circle Song
16 Peek-A-Boo
08 A Story for You and for Me Song
05 Story 4 – A Hiding Place
09 The See You Soon Song
Story cards – A Hiding Place
SM Unit 4 | Lesson 7
SM stickers Unit 4 | Lesson 7
Your magic box
Envelopes or paper clips (as many as there are sts in class)
GETTING READY FOR THE CLASS
1. Put the story cards in your magic box.
2. Set aside one SM worksheet per st. Write the sts’ names
on them before the class starts.
3. Set aside one SM stickers per st. You might want to use
envelopes or paper clips to hold the sets of stickers.
1.
06
16
Sing The Circle Song and sit on the floor with the sts.
Conduct a roll-call activity.
Encourage sts to sing and move to the Peek-A-Boo song.
2.
08
05
Ask sts What’s in the magic box? I’ll give you a hint. Listen!
Sing the A Story for You and for Me Song. Wait for sts’
reactions. Say The story cards!
Retell the story using the cards or play its audio version.
Encourage sts to imagine they are Brownie and act out
the story themselves. They should pretend they are on the
beach, they had their noses pinched by a crab etc.
Place story card 3 in the circle, facing the sts. Ask sts
some questions about what they see and where things are:
Do you see a cat? (No.) What animals do you see? (Brownie/A
dog and a crab.) Where are they? (On the beach.) Follow the
same procedure with the other scenes.
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YELLOW
3.
LESSON 8
Place all the story cards on the floor, next to each other.
Organise sts in a way they can see all of them, perhaps
sitting in a line opposite the story cards.
AIMS
Identify and name places in the house.
Say Let’s play a game. Open your eyes, keep quiet and zip your
mouths! Associate gestures to each command given: Open
your eyes widely, place your hands near your ears and
fasten an imaginary zip on your mouth. Say It’s at home.
It’s under Brownie. What is it? Give them some seconds to
allow every st to try to locate it, then name a st (Luca), what
is it? (The bone.) Encourage sts to use the article before
the item they locate: the bone.
LANGUAGE FOR INTERACTION
Let’s sit at the tables now.; Great (Lívia).; That’s true.;
What’s inside the magic box?; What’s your favourite place
to play?; Where’s the (kitchen)?
TARGET LANGUAGE
Places in the house: bathroom, bedroom, garden, kitchen,
living room
Ask as many questions as you can and allow every st to
have a turn.
TIP: You can ask pairs of sts instead of individuals depending
on your group and how much challenge you want to add.
MATERIAL NEEDED
06 The Circle Song
16 Peek-A-Boo
09 The See You Soon Song
Story cards – A Hiding Place (card 5)
Places in the house flashcards
4.
Say Now listen to me. I’ll say a place and you have to pretend
to be the things and animals that can be found at that place.
For example, you are on the beach. What are the things and
animals you can pretend to be? A crab? A rabbit? Allow them
some time to answer. Well done! Now freeze. Let’s pretend
we are statues. Don’t move! Ask each st what he/she is.
SM Unit 4 | Lesson 8
Crayons
Your magic box
Repeat the procedure with other places.
5.
GETTING READY FOR THE CLASS
1. Have all the SM worksheets ready for the sts. Write the
sts’ names on them before the class starts.
2. Put story card 5 and the Places in the house flashcards
in your magic box.
09
Say Let’s sit at the tables now. Show them the SM worksheet.
Point to the scene of the beach and ask Where is it? (The
beach.) Say Look! There’s a hole on the sand. Ask Who made
this hole? (The crab.) Then point to the scene of the park
and ask Where is it? (The park.) Say Look! There’s a hole
here too! Ask Who made this hole? (The rabbit.) Next, show
them the stickers of the crab, the monkey and the rabbit.
Ask them Which animals are these? Have sts repeat their
names. Point to the first scene and to the stickers. Say Let’s
stick the correct animals to complete the scenes. Pretend you
are going to stick the sticker of the monkey in the scene of
the beach. Prompt yes or no answers. Then get the correct
sticker and ask Can I stick the crab on the beach? (Yes.)
Repeat the procedure for the scene of the park.
Give each st a SM worksheet and a set of stickers. Monitor
and provide help when necessary.
Collect their worksheets and put them in the sts’ portfolios
later on.
Sing The See You Soon Song and say bye-bye.
TIP: If time allows, expand this activity by asking sts to
make a drawing using the sticker of the monkey. Provide
sts with an A4 sheet of paper and crayons. Ask Where can
we see a monkey? On the beach? (No.) Elicit in the forest.
Show them the materials and say Let’s draw a forest for
the monkey! Monitor the activity and provide help when
necessary. While they are carrying out the activity, ask
them questions about their drawings, for example Where is
the monkey? What colour is it? etc.
1.
06
16
Sing The Circle Song and sit on the floor with sts.
Conduct a roll-call activity.
Sing the Peek-A-Boo song.
2.
Ask sts What’s in the magic box? Allow some time for
guesses and take story card 5 out. Say The end of the
story! Get the story card and say in a mocking tone Look!
Brownie is on the beach! Wait until sts correct you. Make
a surprised face and say At home? That’s true. Silly me!
He’s at home!
Get the Places in the House flashcards. Place them side
by side in the middle of the circle making sure all the sts
can see them. Point to each card and teach them the new
words kitchen, bathroom, living room, bedroom and garden.
Drill each item.
Say Let’s play a game. Call one st volunteer to come to
the middle of the circle. Ask (Bruna), where’s the kitchen?
(Bruna) should look at the flashcards and point to the
kitchen. Repeat this procedure with other sts and other
Places in the House flashcards.
YELLOW
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